MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY THESIS A STUDENTS’ NEEDS ANALYSIS OF THE ENGLISH MEDIUM FOREIGN TRADE OPERATING SKILLS COURSE AT FACULTY OF FOREIGN LANGUAGES BA RIA VUNG[.]
INTRODUCTION
Rationale of the Study
Because the primary goal of ESP is to educate students to utilize English in specific job settings, it is critical for ESP course planners to be aware of student needs (Basturkmen, 2010) Accordingly, conducting a requirements analysis, can assist curriculum designers in developing effective ESP courses or programs A course without a requirements analysis lacks the specific and explicit goals needed to deliver the attention needed for clear and effective outcomes The most essential contribution of requirements analysis to the development of the ESP course is that it aids the course designer in understanding the learners’ needs As a result, course designers may create the best content, resources, pedagogical techniques, assessment criteria, and course evaluation to assist learners achieve their targeted attitude, knowledge, and skills goals
Needs analysis, according to Evans et al (2011), is usually considered as the first step in the process According to Hyland (2006), requirements analysis is also considered as a continuous activity that occurs as part of the course development process Important decisions about learning objectives, material selection, instructional tactics, and evaluation may be made by determining the individual requirements of learners in the ESP course (Jin, 2014) Therefore, the historical history, techniques, and execution of the requirements analysis process are all important for ESP practitioners to understand (Evans et al., 2011)
From these views above, university ESP courses or programs must recognize these expectations and ensure that the language taught reflects these real-world realities Thus, an awareness of its English language demands should shape the content of university ESP courses relating to Foreign Trade Operating Skills in English for Business.
Background and Context to the Research
In today’s globalized world, English is extensively used in a variety of situations, from social to corporate, academic, and scientific fields For decades, there has been an increasing need for studying English for communication, education, and career English Language Teaching (ELT) was created in response to this trend to accommodate the ever-increasing demand of learners who desire to perfect their English language abilities for various purposes English for Specific Purposes (ESP) is a part of ELT that focuses on the needs of learners in specific circumstances including occupation, science, academic, and business As a result, ESP is viewed as a teaching method that can meet specific demands of learners that General English cannot
Many earlier language studies have defined ESP differently It is a method of teaching English to students who desire to utilize the language for specific professional, academic, or scientific goals (Robinson, 1980) When analyzing the purpose of ESP, Hutchinson and Waters (1987) asked, “Why does this student need to learn a foreign language?” Regardless of any differences in the definition of ESP, it is a learner-centered English teaching approach that must meet the needs of learners in a target context in some way The purpose of an ESP program is to assist learners to realize their goals of utilizing English in the target setting by combining general English and topic knowledge Special topic matter is critical in ESP programs because it inspires students and ensures that they comprehend the concepts or ideas that the English language is describing (Cozens, 2006, p.7) In this context, English for Business Purposes (or Business English) is a subset of ESP that focuses on teaching English in business, commerce, marketing, and other related professions Learners of Business English gain English language abilities as well as specific business knowledge in terms of terminology, vocabulary, grammar, and skills, which many individuals require to function well at work Making sales pitches, presentations, negotiations, small conversations, attending conferences, business travel, composing emails and reports, reading instructions and technical manuals, and other business circumstances need these talents As a result, proficiency in Business English is required for a successful career
To find out the reasons for former student’s poor English achievement and what and how the Business English program can be improved in the case of Baria- Vung Tau University, a proper Needs Analysis (NA) is needed Iwai et al (1999, p.6) defined NA as follows: “the term needs analysis generally refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students”
Needs analysis (NA) determines what learners will be required to do with the foreign language in the target situation and how they can best master it during training NA is a crucial data-collection method that helps course designers identify learners’ language needs in real-life contexts, ensuring the program aligns with actual job demands It can be used to evaluate programs, introduce new ideas, and meet student requirements, while providing insights into how learners, instructors, and employers view ways to improve English skills These perspectives enable tailoring English education to student needs and to employer expectations Moreover, because each job task emphasizes some skills more than others, NA helps prioritize listening, speaking, reading, and writing for a given occupational function, making NA an appropriate strategy to determine the English language needs of students pursuing careers in foreign trade.
From these current situations, it is necessary to conduct a Needs Analysis to collect information about perspectives of learners, teachers, former students, and employers in relation to their satisfaction level with the English program provided at the university and suggestions to improve the quality of student’s performance in handling foreign trade activities Although the needs of stakeholders (enterprises, teachers, former students, and current students) may vary, the gaps between the requirements of the students’ needs and other stakeholders are not of any differences However, there is a problem with the current students that they are not really interested in this subject, and their willingness is not high enough to have a plan to study FTOS effectively The reason may be that the current students have not identified their real goals or have not implemented the study plan in the best way.
Objectives of the study
The main goal of this thesis was to conduct a needs analysis in an English for the Foreign Trade Operation Skills (FTOS) context at Baria-Vungtau University (BVU) from April to November 2021 The needs analysis process explored the gap between the learning objectives and real businesses in skills and language used in FTOS course, especially, the English language needs of undergraduates in a Business English program with the aim of providing guidelines for redesigning and developing an appropriate FTOS course It can help curriculum designers to adjust curriculum design course Therefore, graduates can better meet the needs of businesses Using a Needs Analysis (NA) for this study, the research wants to achieve the following goals:
Investigate the perspectives of four groups of stakeholders’ needs (Present Students of Business English, Business English teachers, Graduates, and Employers) on the Foreign Trade Operating skills teaching and learning practices at the English Faculty of BVU
Find out the gaps between the requirements of the students’ needs and other stakeholders and suggest some implications and innovative changes based on the outcomes of this study that can be applied to enhance the English proficiency and business knowledge for students at the university.
Research questions
This study will try to answer the following research questions:
(1) Do the stakeholders have needs in teaching and learning the Foreign Trade Operation Skills course in English for business program at the English Faculty of BVU?
(2) What are gaps between the requirements of the students’ needs and other stakeholders?
Scope of the study
This study is conducted at the English Faculty of BVU The Needs Analysis is carried out on four groups of stakeholders: current students majoring in Business English, Business English teachers teaches, BVU Business English graduates, and employers of several enterprises in Baria -Vungtau (BRVT) province.
Significance of the study
This study will explore the student’s needs in learning English for their major in Business English at the university Also, it will collect valuable opinions from Business English teachers, graduates, and employers Therefore, results from this study are useful for the Foreign Trade Operating Skill designers to review the current program and make innovative changes to help students perform successfully in a target communicative business context Findings from this study will significantly contribute to the knowledge of International Trade and teaching the Foreign Trade Operating skills setting and will serve as a foundation for future researches on teaching practical the Foreign Trade Operating skills subject.
Definitions of the terms
• English Language Teaching (ELT): the teaching of English to people for whom it is not the first language
• English for Specific Purposes (ESP): the teaching of English for scientific, technical, etc purposes to people whose first language is not English
• Needs Analysis (NA): involves doing some kind of activity with a learner in order to find out what their learning needs are
• Foreign Trade Operating Skills (FTOS): The skills needed to operate in the international market such as foreign trade contracts, INCOTERM, Cargo insurance and risks in international trade activities
Chapter summary
This chapter presents the rationale and significance of the study, situating the research within its background and broader context, and explaining why the investigation matters It clearly states the aims of the study, identifies the guiding research questions, and describes the scope and delimitations of the inquiry It also discusses the significance of the research for theory, practice, and policy, and provides clear definitions of the key terms used throughout the study to ensure precise understanding.
LITERATURE REVIEW
Introduction
From an economic point of view, Vietnam has achieved many important achievements in the nearly 35 years of reform since December 1986 Developing a high-quality human resource is considered as the most important factor for the development of the country High-quality human resources can only be achieved through education and continuous training
Human resources, who have good skills, knowledge and fluent in international business languages, are the key to success in the process of integrating into the global economy As of December 31, 2020, Vietnam has signed 15 bilateral and multilateral trade agreements with most countries in the world (AFTA, ASEAN, ACFTA, AKFTA, AJCEP, VJEPA, AIFTA, AANZFTA, VCFTA, VKFTA, VN – EAEU FTA, CPTPP, AHKFTA, EVFTA, UKVFTA, RCEP) For successful international integration, a decisive factor is that human resources must be fluent in English, especially English for international trade Therefore, the demand for human resources using English in international business activities will certainly increase in the near future
The knowledge and skills of the FTOS course are an essential tool for anyone working in international trade All lectures want to prepare their students to equip these targets but this effort is not always effective One of the main problems is how learners achieve the knowledge goals in the limited of period of times and resources of this course The very first approaching should be analyzing the needs of learners and employers in order to best adjust the teaching content This information will show learners what they must learn and the teachers what professional knowledge they must teach students.
Definition of Needs Analysis in teaching and learning language
Needs analysis has existed in the world of language education more than eight decades White (1988) and West (1997) convince that Needs analysis, as a term related to language teaching, first appeared in the 1920s However, it became popular in the decade of the 70s and early 80s by means of some major publications which were associated to ESP teaching such as those by Li (2014) or Rahman
During this period, extensive literature has clarified what needs analysis is and how it has evolved in language education Researchers have examined the varied meanings of needs, noting that needs refer to what learners must achieve in their current studies or in future job roles—i.e., what they have to be able to do by the end of a language course (Yogman, 1996) Mountford (1981) adds that needs are what the user, the institution, or society at large regards as necessary or desirable to learn from a language instruction program Together, these perspectives describe needs as goal-oriented requirements or objectives derived from the target situation.
According to Richards and Schmidt (2002), ESP as a teaching program whose aims are completed to the particular needs of specific groups of learners and ESP oppose totally to General English that is not involved in any special purposes
On the other hand, Berwick, (1989) shows that the identification of language needs “consists primarily in compiling information both on the individuals or groups of individuals who are to learn a language and on the use which they are expected to make of it when they have learnt it” Seedhouse, (1995) said that needs may equal to learners' “wants” or “desires” which refers to what the students themselves would like to learn in addition to their program requirements Berwick
According to a 1989 definition, "needs" are the gap between a learner’s current state and a desired future state, a concept emphasized by researchers who take a process-oriented view of language learning They focus on what learners must do to actually acquire the language and on what students hope to gain from a language course In this framework, product-oriented needs derive from the goal or target situation, while process-oriented needs originate from the learning situation (Evans & Morrison, 2011).
According to Robinson (1991), needs can be interpreted as inadequacies to be filled, “what the students do not know or cannot do in English” Brindley (1984) hold his opinion that it is possible to contrast the views of learners/students and of teachers/authorities, when thinking of the goals and content of a course “Conflict” may also develop between learners and teachers in relation to a number of learning activities, strategies and materials and language content No matter what needs are considered to be, objectives should be based on them
Needs analysis mentions the activities involved in gathering information that will serve the basis for developing a curriculum that will meet the learning needs of a particular group of students Once identified, needs can be stated in terms of goals and objectives which, in turn, can serve as the basis for developing tests, materials, teaching activities, and evaluation strategies, as well as for reevaluating the precision and accuracy of the original needs assessment Thus, needs assessment is an integral part of systematic curriculum building Brown, (2009) and Haque (2014) argues that needs analysis is a set of procedures for specifying the parameters of a course of study Such parameters include the criteria and rationale for grouping learners, the selection and sequencing of course content, methodology, course length, and intensity and duration
According to Evans, needs analysis (NA) is the process of identifying the language needs of a learner or group of learners and prioritizing those needs, guiding the curriculum design and language program planning It defines what the course should cover and how it should be delivered, thereby establishing both the content (what) and the methods (how) of the language program This makes NA a essential step in aligning language instruction with learners’ goals and linguistic requirements for effective learning outcomes.
It mainly uses of both subjective and objective information (Questionnaires, Observation, interviews and tests) Notice that the needs described in this definition are those of the learners involved and also notice that the student's language requirements are to be and sequenced on the basis of both subjective and objective information
Needs assessment (NA) is the process of determining the things that are necessary or useful for the fulfillment of a defensible purpose, as described by McCormick et al (1985) and cited in Brown (2001, p.16) A key phrase in this broader definition highlights identifying the essential elements and resources required to achieve a credible objective, thereby guiding effective decision‑making and priority setting for programs and interventions.
“defensible” This definition is attractive because it implies that the needs that are isolated must be defensible and form a unified and justifiable purpose
Witkin, B R (1994) states that Needs assessment refers to an array of procedures for identifying and validating needs and establishing priorities among them The key phrases that make this definition different from the others are “array of procedures” and “validating needs.” The first phrase indicated that a variety of information-gathering tools should be used The second implied that needs are not absolute, that is, once they are identified, they continually need to be examined for validity to ensure that they remain real needs for the students involved Brown combined the best features of the above definitions and defined needs analysis as a systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation
Needs assessment enables researchers to justify their assumptions as to whether or not potential educational needs are sound, to design a program in terms of topics and materials so as to be responsive to the needs of participants Thus, needs analysis aids administrators, teachers, and tutors with learner placement, developing materials, curricula, skills assessments, teaching approaches, and teacher training It assures a flexible, responsive curriculum rather than a fixed and linear curriculum determined ahead of time by instructors It provides information to the instructor about what the learner brings to the course (if done at the beginning), what has been accomplished (if done during the course), and what the learner wants and needs to know next When learners know that educators understand and want to address specific needs and interests, the former are motivated to continue learning
English is the official language used in international documents, science publications, airport and so on According to Tavil (2006), the role of English is indispensable in this globalized world as it is the first language to be dominant in an age of global communication A certain level of English proficiency is usually required in most of occupations such as business, commerce, government jobs, science and technology, tourism, academia and so on.
Classification of Needs
Linguists have different views on the classification of needs The author presents only a handful of views on their needs’ classification:
2.3.1 Perceived Needs and Felt Needs
Berwick (1989) defines the perceived needs as objectives set according to others' learning experiences In his view, perceived needs are the thoughts of experts about the educational gaps in other peoples' experience Perceived needs are often considered as normative, real, and objective, in the sense that they reflect teachers' or educational settings' outsider perceptions of learners' language needs
On the other hand, the felt needs are as the learner's own needs These are those needs that the learners think they need Felt needs are related to the feelings, thoughts, and assumptions of the learners They can be defined as “wants” and
2.3.2 Object Needs and Subjective Needs
Brindley (1984) and Robinson (1991) state the concepts of objective needs and subjective needs Objective needs can be defined as the needs, which are derivable from different kinds of factual information about learners, their use of language in real-life communication situations as well as their current language proficiency and language difficulties Objective needs can be diagnosed by teachers on the basis of the analysis of personal data about learners' biographical data, such as age, gender, nationality, marital status, educational background, pre-learned language courses, current language proficiency, patterns of language, difficulties in foreign language learning, current or future profession This information should be embedded into the process of assessing objective needs
Subjective needs, in contrast to objective needs, refer to the cognitive and affective requirements of learners in the learning situation, deriving from information about factors such as personality, confidence, self-esteem, expectations, learners' wants regarding English learning, and their individual cognitive styles (Brindley, 1984) They constitute the language learning cognition and emotional needs of learners Assessing subjective needs requires information about students' attitudes toward the target language and culture, toward learning and toward themselves as learners, along with their expectations of themselves and of the course and their underlying purposes (Brown, 2016) Sometimes subjective needs are difficult to diagnose, or in many cases, learners themselves cannot state them clearly.
Target needs relates to the learner's “necessities”, “lacks” and “wants” for functioning effectively in the target situation To illustrate “target needs” more explicitly, it is more useful to look at the target situation in terms of “necessities”,
“Necessities” is defined as what the learner has to know in order to function effectively in the target situation (Hutchinson & Waters, 1987) For example, international sellers should need to know well about business letters, how to communicate effectively at sales conferences, to get the necessary information from catalogues and so on He or she might also need to know the linguistic features such as discourse, function, structure and lexicon, which are commonly used in the situations identified The information is relatively easy to gather by observing what situations the learner will need to function in and analyzing the constituent parts of them
In Business English teaching, the needs of particular learners are emphasized What the learner already knows but still spends time to learn, then which of the necessities the learner lacks can be decided Whether or not (or to what extent) learners need the instruction will depend on how well they have already The target proficiency, in other words, needs to be matched with the existing proficiency of the learners The gap between the two can be referred as the learners' lacks
Hutchinson and Waters (1987) define target needs as the requirements that allow learners to articulate their own expectations for the target situation in language learning The notion of “wants” aligns with both objective and subjective needs, bridging what learners intend to achieve with how they feel about those goals Traditionally, target needs are viewed from an objective standpoint, often neglecting the learner’s role; yet in practice, learners do have clear ideas about what they need Subjective needs, rooted in learners’ emotions and expectations about language use, reflect their personal motivations, preferences, and learning experiences, and thus must be considered alongside objective criteria to design effective language curricula.
"wants” defined by Hutchinson and Waters (1987) and are the subjective needs of the learner Therefore, teachers probably perceive the objective needs and learners may perceive their subjective needs A lot of cases in the development of Business English have shown that there is no necessary relationship between the necessities perceived by the designers and what the learners want or feel what they need Sometimes, the learner’s perception of needs may even be in conflict with that of course designers, so it is necessary for the course designers to keep in mind what the learners want to know after taking the course Besides, Hutchinson and Waters’
(1987) definition of “wants” and Berwick’s definition of “felt needs” resemble each other as both of them are related with the learners’ own perceptions about their needs
Learning needs concerns about many aspects like the learner's motivations, attitudes, interests, personal reasons for learning, learning styles, resources and time available According to Hutchinson and Waters (1987), it is always inadequate to base a course design simply on the target objectives, just as it is not enough to think that a journey can be planned solely in terms of the starting point and the destination The needs, potentials and constraints (learning situation) of the route must also be taken into account Learning needs concerns about the route between the starting point (lacks) and the destination (necessities) For examples, learners may be greatly motivated in the subject or work, but may completely lose interests with the long, dull and old teaching material The learning process should be enjoyable, fulfilling, manageable and generative It is not concerned with knowing, but with the learning The concept of “Learning needs” put forward by Hutchinson and Waters and their analysis of “learning needs” have been proved to be fairly useful in practice As a result, in the process of leaning, learner's needs should always be taken into consideration Course designers need to analyze the learner' learning needs according to their motivation, the conditions of the learning situation, and their existing knowledge and skills
Besides, product-oriented and process-oriented needs are the counterparts of target needs and learning needs respectively put forward by Hutchinson and Water, in which the former emphasis on the requirement in learning in the target situation and is situation-specified and result-oriented, the latter attaches more importance to the whole process
To summarize, Target Needs and Learning Needs consider the following aspects below:
Figure 2.1 Hutchinson and Waters’ need analysis model (1987)
2.3.5 Needs Classified from the Perspective of Outsiders or Insiders
There exists another classification of needs, which is viewed from the point of view of the outsiders or insider According to this criterion, objective needs and perceived needs are viewed from the outsiders and are based on facts or on what is already known; on the other hand, subjective and felt needs are derived from insiders and has something to do with the learning cognitive and affective factors Briefly, objective and perceived needs are seen as derived by outsiders from facts, from what is known and can be verified, while subjective and felt needs are derived from insiders and correspond to cognitive and affective actors (Dudley-Evans & St John, 1998)
2.3.6 Situational Needs and Communicative Needs
One of the other classifications of needs types are situational and communicative needs Situational needs focus on the general parameters of a language program and involve the goals, expectations, learning styles, and proficiency levels of learners Situational needs take into consideration the teachers' expectations, teaching styles and techniques Communicative needs refer to the learners' requirements in the target situation Communicative needs are concerned with the setting in which the learners will use the target language, the learners’ role in relationships in the target situation, necessary language skills (reading, writing, speaking and listening), the learners' future interactions and language tasks, and the level of languages proficiency that is required by the learners' target situation (Richards, 1990) Richards’ definition of communicative needs and Hutchinson and Waters' definition of target needs partially overlap as both of them refer to the learners' needs in the target situation The main difference between communicative needs and target needs is that while communicative needs directly focus on the language necessities of the learners in their target situation, target needs make comparisons between the required language abilities of the target situation and the existing language abilities of the learners, and define the gaps between the present and target situation
Besides the prevailing classification about needs, Nunan (1999) prefers to draw a distinction between "content needs” and “process needs” Content needs include the selection and sequencing of such things as topics, grammar, function, notions, and vocabulary, while process needs refer to the selection and sequencing of learning tasks and experiences Shu (2004) discussed two main needs, namely, society's needs and learners' needs Society's needs refer to government's needs and social organization's needs, while learners' needs include objective information and subjective information Objective information, in his opinion, refers to learners' present foreign language level, age, educational background, learning experience, while subjective information refers to learners' preferable length and intensity of the course, learning goals and teaching methods
To summarize briefly, needs are described as perceived and felt, objective and subjective, situational or communicative, situation or language, target situation/goal-oriented and learning, process-oriented and product-oriented; in addition, there are necessities, wants and lacks These terms have been introduced to describe the different factors and perspectives which have helped the concept of needs to grow Each of these terms represents a different philosophy or educational value, and merits careful thought.
Models of Needs Analysis
Many models of needs analyses have been proposed However, the four models of needs analysis are gaining much recognition by researchers, each model can identify language needs from different perspectives below
Target situation is the situation in which the language learners will be using the language they are learning (Hutchison & Waters, 1987) Target Situation Analysis (TSA) is a kind of Needs Analysis which mainly focuses on student needs at the end of a language course (Robinson, 1991) The target needs are the results of a target situation analysis The ESP course design process should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation The identified features will form the syllabus of the ESP course The information in the target situation includes the language application information, communicative skills, and the cognition of the teaching objectives of the learners, working institutions and societies
Most of ESP practitioners have come to the same agreement that Munby is the first specialist who put forward to the systematic and influential ideas about target situation analysis The “Communication Needs Processor (CNP)” he formulated consists of a range of questions about key communication variables (topic, participants, medium, etc.) which can be used to identify the target language needs of any group of learners (Hutchinson & Waters, 1987) As Coleman (1988) illustrates: “Probably the most influential of all needs analysis procedure currently available is Munby's "communication needs processor” The most useful feature of Munby's model is its comprehensive data banks, for example: the micro-skills and attitudes, which can be used as checklists for the resultant syllabus The instrument he proposed is supposed to enable the needs analyst to draw up an accurate profile of an individual language learner
Munby’s model consists of two stages: Communication Needs Processor (CNF) and interpretation of the profile of needs derived from the CNP in terms of micro-skills and micro-functions The CNP is set out under eight variables that
Effective language planning uses the CNP model, which treats communication needs as parameters in a dynamic relationship with one another The process begins by examining inputs—the foreign language participant—and information about the participant's identity and language It then requires data on eight variables: purposive domain, setting, interaction, instrumentality, dialect, target level, communicative event, and communicative key In the model's second stage, the user analyzes the activities associated with their communicative keys and selects among three processing options: (i) specify syllabus content by focusing on micro-skills, (ii) specify by focusing on micro-functions, or (iii) specify by focusing on linguistic forms.
Although Munby's model has shown many weaknesses, like Coleman (1988) quotes Brindley and Coffee and adds: “Brindley (1989) questions Munby's work on three counts: that learners' needs cannot necessarily be equated with target language behavior, that the analysis excludes affective factors, and that the learners themselves are not involved in the investigation of their own needs” Coffey (1984) also criticized the model for being overcomplicated and static But, undoubtedly, Munby explored thoroughly every aspect relating to learner's needs His work is probably the most detailed and complex as well as informative He thinks of the unthinkable and proves to be very thoughtful in the work
While TSA deals with the analysis of learner's targets, without which it is difficult to design a syllabus to achieve them, Present Situation Analysis (PSA), on the other hand, analyses learner's present situation and shows the gap between this and the target When we are emphasizing the learner's motivations in the process of studying, we cannot neglect the needs that the students' self-perception about learning PSA seeks to find out what students are like at the beginning of their language course, and what their strengths and weaknesses are (Robinson, 1991) Richterich and Chancerel (1980) suggested three basic sources of information: the students themselves, the language-teaching establishment, and the user-institution This is in accordance with Jordan's (1997) opinion: the sources of information in the needs analysis are: the students themselves, the academic institution and the prospective employer Hutchinson and Waters (2002) gave some examples and states that there is no necessary relationship between necessities as perceived by the sponsor or ESP teacher and what the learners want or feel they need Richard (as cited in Hutchinson and Waters, 1980, p.57) carried out a research study about the motivation of students following ESP courses, he found that sometimes the needs perceived by the teacher may conflict with the students' needs and thus produce a de-motivating effect
Bloor (1984) maintained that a needs analysis may be “target-centered”, which looks at the learners' future role and attempts to specify what language skills or linguistic knowledge the learner needs in order to perform the role adequately It may, alternately, be “learner centered”, which examines what the learner can do at the commencement of the course, what problems she/he may have or what skills he may possess The “target-centered analysis” and “the learner-centered analysis” named by Bloor are the counterparts of TSA and PSA Bloor further pointed out that in order to specify an adequate teaching syllabus, it is almost certainly desirable to operate both “target-centered” and “learner-centered” needs analysis This is in accordance with Stephen’s Input Hypothesis, in which “Comprehensible input” is termed as the input which is slightly beyond the current level of competence of the language learner If it is the language learner's current level of competence in the foreign language, then (i+1) is the next immediate step along the development continuum Therefore, if the goal is to assist the language learner progress in their task, it is essential to provide the student/learner with comprehensible input [i+1] (Guan, 2005)
Hutchison and Waters (1987) put forward the learning - Centered Approach needs analysis model In the model, needs analysis consists of two parts: target situation needs and learning needs Hutchison and Waters (1987) pointed out that the aim of TSA is to establish procedures for relating language analysis more closely to learners' reasons for learning Furthermore, they offer course designers a TSA framework which consists of six parts: why, how What who, where, and when According to Hutchison and Waters, a target situation analysis framework usually consists of the following questions:
▪ Why is the language needed?
▪ How will the language be used?
▪ What will the content areas be?
▪ Who will the learner use the language with?
▪ Where will the language be used?
▪ When will the language be used?
Six questions are involved in learning needs:
▪ Why are the learners taking the course?
▪ How do the learners learn?
▪ Where will the ESP course take place?
▪ When will the ESP course take place?
Following previous approaches, Dudley-Evans and St John (1998) established a model for Business English, in which learners are using or will be using English for, this is the Target Situation Analysis and objective needs of the learners; while personal information concerns about the factors that might affect learners’ learning attitude, such as their previous learning experiences, cultural background, or even their reasons and expectations for taking the course, this can be called the learners 'subjective needs, which include learners' wants, means and strategies The English language information about the learners is their current skills and language use, this part belongs to the PSA, and this is the effective way to assess the learners’ lacks, which is the gap between C and A Learners' current second/foreign language proficiency is the main concern for PSA Learning needs Analysis is aimed to find out “the effective ways of learning the skills and language” to the lacks Professional communication information is about knowledge of “how language and skills are used in the target situation”; the linguistic analysis, discourse analysis, and genre analysis Finally, Mean Analysis is concerned about the information where the course will be conducted in
Needs analysis can adopt various forms and be conducted at multiple stages of the curriculum development process Its central aim is to identify what learners want and need, whatever the focus and format When curriculum content, materials, and teaching approaches align with both learners’ perceived and actual needs, learner motivation increases and their success in learning improves.
Procedures of Needs Analysis
Needs analysis can be conducted through a variety of procedures, and the kind of information gathered depends largely on the method selected Schutz and Derwing (1981) outline eight detailed steps to carry out a needs assessment, offering a practical, systematic framework for identifying learner needs, defining priorities, and guiding program development.
(1) To define purpose: Defining the purpose involves identifying the goals of the study precisely in order to achieve useful results
(2) To delimit target population: Delimiting the target population refers to defining the target population of the study in order to make practical decisions about monetary, position and time considerations
(3) To delimit parameters of investigation: Delimiting the parameters of investigation includes the planning of the limitations of the study in order to raise its effectiveness
(4) To select the information gathering instrument: Selecting the information gathering instrument refers to choosing the appropriate data collection instruments Selecting the information gathering instruments depends on the conditions, scope and objectives of the study
(5) To collect data: The collecting data is directly related to the data collection instruments used in this process Different types of data gathering instruments, such as distributing questionnaires, conducting interviews, or doing observations require different processes follow up
(6) To analyze results: Analyzing the results, the researcher may benefit either from computer-assisted analysis techniques or the observations and interpretations Using computer-assisted analysis techniques to analyze data is more reasonable for the sake of time and effort, compared with observations and interpretations that require extended contact with the target situations and qualitative interpretations of the data
(7) To interpret results: In the interpretation of the results section, the researcher had explored what she had derived from the process of data interpretation There, the researcher attempts to draw implications about the learners' language needs by using the data analysis results
(8) To critique the project: The critique of the project section includes drawing out implications for further studies and explains the limitations of the study.
Conceptual framework
In this thesis, the researcher uses the model of Dudley-Evans and St John
(1998) to analyze the students’ needs for studying business English course
Figure 2.4 The conceptual framework of the thesis
1 Professional information about learners: the tasks and activities that the learners will be using English for This information links to the target situation analysis approach, which will reveal objective needs
2 Personal information about learners: the factors that may affect the way the learners learn such as their previous learning experiences, cultural information, reasons for attending the course and the expectations regarding it, and attitude toward the English course This personal information covers the present situation analysis approach, which will reveal wants, means, and subjective needs
3 Language information about the target situations: what the learners’ current skills and language use are The language information covers the present situation analysis approaches, which will enable the assessment of the learners’ difficulties in English
4 The learners’ lacks: the gap between the learners’ current skills and the activities that the learners are using English skills This information covers the deficiency analysis and present situation analysis approaches
5 Language learning needs: which are effective ways of learning the skills and language that the learners lack This information covers learning needs approaches such as learning styles and learning strategies
6 How to communicate in the target situation: refers to communication information about the learners when they use the English language and skills in the target situation This information covers register analysis, discourse analysis, and genre analysis approaches
7 Learners’ needs from the course: this information covers learning needs approaches
8 Environmental situations: the information about how and where the course will be run This information covers the means analysis approach
This study explores the English language skills needed for an ESP programme for undergraduate students in Foreign Trade Operation Skills programme at BaRia-VungTau university The study considers the perspectives of students and other relevant stakeholders from the academic and occupational contexts involved in this study A mixed methods case study design was chosen for this research where quantitative data and qualitative data were triangulated to improve reliability and validity More specifically, as there has been no research on the need for English for undergraduates in Foreign Trade Operation Skills programme at BaRia-VungTau university, this study employed an exploratory case study research.
RESEARCH METHODOLOGY
Research method
The decision to adopt pragmatism led to the selection of a mixed methods research design The concept of mixed methods research has been defined in a number of ways Johnson et al (2007) defined mixed methods research as “an approach to knowledge (theory and practice) that attempts to consider multiple viewpoints, perspectives, positions, and standpoints (always including the standpoints of qualitative and quantitative research)” (p.113)
Mixed methods research integrates quantitative and qualitative approaches in educational research, enabling a comprehensive analysis that draws on the strengths of both paradigms By combining numerical data with rich, contextual insights, mixed methods studies can corroborate findings and produce stronger evidence for conclusions than either approach alone Consequently, researchers who adopt mixed methods reject the notion of choosing exclusively between quantitative and qualitative methods, instead employing a deliberate blend that leverages the advantages of each to answer complex educational questions.
2012) They consider specific decisions regarding the use of mixed, qualitative and quantitative approaches and methods, should depend on the nature of the research question and the nature of each stage of the research cycle, and they avoid the use of metaphysical concepts such as truth and reality (Johnson et al., 2007; Keown,
2009) Mixed methods researchers acknowledge quantitative as well as qualitative approaches as having a valuable contribution to make to research, but they also actively seek to utilise and integrate both (Biesta, 2010; Morgan, 2014; Van Griensven, et al., 2014) In a mixed methods approach, quantitative and qualitative data can be combined to answer exploratory questions that could not necessarily be answered in any other way (Creswell, 2014; Singh, Milne, & Hull, 2015)
A mixed method approach also fits with needs analysis research as a range of data collection methods are relevant when conducting a needs analysis (Basturkmen, 2006; Dudley-Evans & St John, 1998).
Research Participants
This study aimed to identify the English language skills required by participants in the ESP program at BaRia-VungTau University for both academic and career contexts The participants included current students, former students, ESP instructors, and other teachers within the academic setting The goal was to provide a clear picture of the course's current state, determine its appropriateness, and assess whether it meets the needs of the stakeholders.
All sixty-five students in English for business in the academic year 2021-2022 were invited to participate in the research and all agreed They were in the second semester of their third year Before they studied FTOS, all of them had studied two fundamental English ESP courses, English for business one and two in the first semester of their third year
Twenty former students were also invited to participate in the current study They have graduated for one year Their perceptions after graduation were expected to reflect their experience of the ESP teaching and learning at the university
Two ESP teachers were selected because they were the key people responsible for the ESP courses They have taught ESP for many years
Ten instructors who teach major English at the university were recruited for the study because of their extensive teaching experience and their connections to the English for Business program and to employers In addition to delivering core courses, these instructors supervise students’ academic work and the internship program Their ongoing interaction with students suggests that these subject teachers possess deep insights into the English language skills students need to succeed academically and professionally.
We also invited ten employers who were coming from ten enterprises in Ba Ria-Vung Tau These companies all operate domestic and foreign trade and services
1 Cai Mep International Terminal HR manager
2 Cai Mep Saigon Newport HR manager
3 Cai Mep Oil Terminal HR manager
4 Cai Mep International Logistics HR manager
5 Inter-Pet VietNam HR manager
9 Co May Seafood Joint Stock HR manager
The instrument
The instrument of the study is the questionnaire Questionnaires were utilized by the researchers to collect information and data on the needs of the students who took part in the study The data were collected using a 32-item questionnaire for current junior students who are studying English for business major The questionnaire includes eight factors (see Figure.3.1) This questionnaire is the most important because they are current students, and the result of the study hopes to help them rethink and improve their knowledge before graduating The second questionnaire sent to former students who studied English for business major and they used to study foreign trade operation skills and the enterprises The data were collected using a 5-item questionnaire for former students and 6-item questionnaire for the enterprises as the sample subject with the hope that they worked and used English in business environment The third questionnaire was to English-major teachers who are teaching at BVU to hear what they thought about the course of foreign trade operation skills The data were focused on 4 factors with 16 items They were curriculum, teachers teaching this course, teachers; background, teachers’ emotion about the students learning this course (see details in appendix) The questionnaire was designed on five-point Likert scale (1-1.80: strongly agree; 1.81-2.60 agree; 2.61-3.40 neutral; 3.41- 4.20 disagree; 4.21 – 5.00 strongly disagree) The Likert-scale questionnaire was analyzed using Statistical Package for the Social Sciences (SPSS) Version 20.
Reliability and validity
Before analyzing the results of the study, the research checked Cronbach’s Alpha of the questionnaire According to Nunnally and Burnstein (1994), the scale is analyzed for Cronbach's Alpha reliability coefficient, variables with item-total correlation coefficient less than 0.3 will be eliminated, and the scale will be accepted for analysis in the next steps when there is a Cronbach Alpha reliability of 0.6 or more The scale of 32 observed variables of the eight mother factors shows that Cronbach’s Alpha coefficient is bigger than 0.6, and Cronbach’s Alpha if Item Deleted ranged from 0.540 to 0.794 is bigger than 0.3 Therefore, all of the scale meets reliability
Cronbach's Alpha N of Items Participants
Research procedure
The researcher uses the procedure of Schutz and Derwing (1981) to conduct the needs assessment in this thesis as following.
Summary
In this chapter, the research methodology of the study was discussed Together with the research questions, participants, research procedure, research instruments were conducted
The goal the target population
RESULTS AND DISCUSSIONS
Current students’ needs for Foreign Trade Operating Skills
Table 4.1 Professional information about learners
N = 65 Professional information about learners (PRO) Mean Std
1 I think English very important for my study and work
2 I always practice using English with others 2.88 89
3 I think foreign trade operation skills course is one of the main subjects in English for business
4 I always keen on studying major subjects such as foreign trade operation skills, English for business
With the factor of professional information about learners, the results in table 4.1 show that the current students agree English is very important for their study and work, and foreign trade operation skills course is one of the main subjects in English for business, but they neutrally agree that they always practice using English with others, and they always keen on studying major subjects such as foreign trade operation skills, English for business The total mean present that they neutrally agree about professional information about learners The findings mean that the current students think foreign trade operation skills course is necessary and important, but they do not really put in the effort to learn it
Table 4.2 How to communicate in the target language
N = 65 How to communicate in the target language
1 I always use English in foreign trade operation skills with my classmates
2 I always interact with my teacher who teach foreign trade operation skills in classroom and out of class
3 I always discuss with my teacher about the information in this subject
4 I always feel confident to communicate in foreign trade operation topic with others
Table 4.2 shows that students disagree that they always use English with their classmates in foreign trade operation tasks They report that they regularly interact with their teacher who teaches foreign trade operation skills, both in the classroom and outside of class They also consistently discuss information about the subject with their teacher In addition, they always feel confident communicating on foreign trade operation topics with others Taken together, these results suggest they are not willing to communicate in their target language.
Table 4.3 Learners’ needs from course
N = 65 Learners’ needs from course (NEE) Mean Std
1 I want to learn full of knowledge about foreign trade operation skills
2 I want to learn full of skills in foreign trade operation 2.91 861
3 I want to solve problems in foreign trade operation by
4 I want to increase international collaboration improving employment opportunities
They neutrally agree that they want to learn full of knowledge about foreign trade operation skills; they want to learn full of skills in foreign trade operation; they want to solve problems in foreign trade operation by English environment; they want to increase international collaboration improving employment opportunities Therefore, their needs in studying foreign trade operation skills are in neutral degree
N = 65 Learners’ lacks (LAC) Mean Std
1 I feel lack of knowledge of foreign trade operation skills
2 I feel lack of English competence to understand the subject
3 I feel lack of vocabulary in foreign trade operation to express my ideals
4 I feel lack of extra materials in foreign trade operation for further and deeper learning
It can be seen in Table 4.4 that all item results are in neutral degree So, the current students think that they still lack knowledge of foreign trade operation skills, lacking English competence to understand the subject, lacking English competence to understand the subject, and lacking vocabulary in foreign trade operation to express my ideals
Table 4.5 Language information about target situation
N = 65 Language information about target situation
1 I can write well the information in foreign trade operation skills course
2 I can listen well the information in foreign trade 3.62 1.14 operation skills course
3 I can perfectly read the information in foreign trade operation skills course
4 I can clearly speak the information in foreign trade operation skills course
Table 4.5 presents the current students agree they can write and read well the information in foreign trade operation skills course, but they neutrally agree they can listen and speak well the information in foreign trade operation skills course
Table 4.6 Personal information about learners
N = 65 Personal information about learners (PER) Mean Std
1 I like to study foreign trade operation skills 2.57 1.04
2 It is the main subject for my future career 2.57 1.04
3 I always spend much time for studying it 2.98 893
4 I see I have much effort to study it 3.00 884
When we ask them about their personal emotion and willingness, the results in Table 4.6 show that they agree they like to study foreign trade operation skills, and foreign However, they neutrally agree they always spend much time for studying it, and they have much effort to study it
N = 65 Language learning needs (LLN) Mean Std
1 I want to take part in this course by English writing 2.45 952
2 I want to take part in this course by English listening 3.62 1.14
3 I want to take part in this course by English reading 2.22 1.11
4 I want to take part in this course by English speaking 3.55 1.14
Participants were asked which English skills they want to study in this course Findings from Table 4.7 show that they agree to participate in the course for English writing and reading, while they are neutral about participating for English listening and speaking.
N = 65 Environmental situations (ENV) Mean Std
1 The teacher has professional knowledge about the subject 1.97 918
2 The teacher always uses English in classroom 3.17 1.15
3 The teacher has a great teaching method in this course 1.91 964
4 The teacher shares many experiences in foreign trade operation skills
The results in Table 4.8 show that the current students agree their teacher has professional knowledge about the subject, a great teaching method in this course, and he/she shares many experiences in foreign trade operation skills However, they said that they neutrally agree their teacher always uses English in classroom.
Compare means of eight factors for the current students’ needs
95% Confidence Interval of the Difference
In Table 4.9, the results show that these factors are no difference among their means because the sig (2-tailed) = 000 smaller than 005 Therefore, the research states that these factors have a close relationship and there are no factors rejected.
Teachers needs for Foreign Trade Operating Skills
1 I think foreign trade operation skills course is necessary 2.00 739
2 I think this course within 3 credits is enough and suitable
3 I think the syllabus of this course is good enough 2.25 754
4 I think the materials for this course are good and updated
From the result in Table 4.10, the teachers agree that foreign trade operation skills course is necessary; the syllabus of this course is good enough This course within 3 credits is enough and suitable, but intervewee neutrally agree that the materials for this course are good and updated
Table 4.11 Techers teaching this course
N = 12 Teachers teaching this course (TTC) Mean Std
1 I think the teacher has a lot of teaching experiences for this course
2 I think the teacher has much knowledge in foreign trade operating skills
3 I think the teacher has practical knowledge for teaching this subject
4 I think the teacher inspires students well to participate in this subject
All teachers surveyed in table 4.11 agree that the teacher who teaches foreign trade operation skills has a lot of teaching experiences; much knowledge, practical knowledge, and inspires students well to participate in foreign trade operating skills
N = 12 The teacher’s background (TTB) Mean Std
1 I think the teacher is properly trained to teach this subject
2 I think the teacher uses 100% English in this course 2.00 739
3 I think the teacher has high qualification to teach this subject
4 I think the teacher has perfect English communication skills
According to Table 4.12, all teachers strongly affirm that the subject’s instructor is properly trained, highly qualified, and possesses excellent English communication skills, and they agree that the course is conducted entirely in English.
Table 4.13 The teachers’ emotion about the students
N = 12 The teachers’ emotion about the students (TTE) Mean Std
1 The students are good at English 3.33 1.15
2 The students have no difficulty study this course 3.58 669
3 The students are active to study this course 3.67 888
4 The students are interested in studying this course 3.50 1.00
Glancing at Table 4.12, the research sees that although all teachers agree the students are good at English, they disagree the students have no difficulty study this course; the students are active to study this course; the students are interested in studying this course.
The former students’ needs for Foreign Trade Operating Skills
Table 4.14 Using foreign trade operation skills in working environment
N = 20 Using foreign trade operation skills in working environment (FS)
1 I work in the foreign company 2.50 946
2 I see knowledge of foreign trade operation skills useful for my work
3 I always use English at work 2.70 1.03
4 I think listening and speaking skills are more important than writing and reading when working in the issue of foreign trade operation
5 I feel satisfied with what I have studied about this course
As seen in Table 4.14, the former students agree they are working in the foreign company; they agree they see knowledge of foreign trade operation skills useful for my work; they always use English at work; they feel satisfied with what I have studied about this course However, they disagree that listening and speaking skills are more important than writing and reading when working in the issue of foreign trade operation It means that writing and reading are used in their work.
The enterprises’ needs for Foreign Trade Operating Skills
Table 4.13 Using foreign trade operation skills in working environment
N = 10 Using foreign trade operation skills in working environment (ENT)
1 We use English at work 2.30 1.16
2 Foreign trade operation skills are important for our company
3 We feel satisfied with our staff’s knowledge and skills of foreign trade operation when they start working at our company
4 Listening and speaking skills are more important than writing and reading when working in the issue of foreign trade operation
5 We are willing to hire students who graduate
6 I find the students' English competence meets the company's job needs
Table 4.14 shows that enterprises view the English for business and foreign trade operation skills programs positively, and they strongly agree that these programs are important for their company They also agree that their working environment uses English However, they hold a neutral stance on satisfaction with staff knowledge and skills in foreign trade operations and English competence when employees start at their company In addition, they typically use English for writing and reading in their daily work.
The gaps between the requirements of the students’ needs and other
** Correlation is significant at the 0.01 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
From the means analyzed between Tables 4.1 and 4.14, the research sees that the stakeholders have needs in teaching and learning Foreign Trade Operation Skills course in English for business program at the English Faculty of BVU The study uses Pearson Correlation to measure and the results in Table 4.15 show that these factors are no difference among their means because the sig (2-tailed) = 000 smaller than 005 or 001 Therefore, the research states that these factors have a close relation and there are no factors rejected They mean that all stakeholders see the need of foreign trade operation skills in teaching and learning for English for business students.
Discussions
Based on the results of the analysis, the researcher found that all stakeholders believe that the foreign trade operation skills course is necessary because all of them consider its importance in the professional language even though their recognition and performance results are not similar completely We discuss why there is such a difference and where the difference comes from as follows
Table 4.16 Stakeholders’ opinions about the importance of FTOS
1 Current students I think English very important for my study and work
2 Teachers I think foreign trade operation skills course is necessary
3 Former students I see knowledge of foreign trade operation skills useful for my work
4 Enterprises Foreign trade operation skills are important for our company
Table 4.16 presents differing opinions on the importance of foreign trade operation skills across four groups Enterprises rate it as very important (mean = 1.40), former students follow with a mean of 1.85, teachers show a mean of 2.00, and current students register the highest mean of 2.15 While all stakeholders acknowledge the value of these skills, the current students—the group most central to the study—exhibit the lowest level of agreement, indicating they are not yet highly engaged with this subject.
Table 4.17 Stakeholders’ thought about the practice of FTOS
1 Current students I always use English in foreign trade operation skills with my classmates
2 Teachers The students are interested in studying this course
3 Former students I feel satisfied with what I have studied about this course
4 Enterprises We feel satisfied with our staff’s knowledge and skills of foreign trade operation when they start working at our company
Table 4.17 shows that current students’ willingness to study FTOS is not high, as they disagree (mean = 3.51) that they usually use English in FTOS, and teachers share this concern with a mean of 3.50 indicating limited student interest in the course However, students indicate that if they have a clear study plan, they would not reject opportunities to exchange or share knowledge and skills with others In contrast, former students agree (mean = 2.10) that they are satisfied with what they studied and their performance in the working context, suggesting that the previous FTOS curriculum had better goals and plans than the current one Regarding employer feedback, enterprises neutrally agree (mean = 3.30) that their staff’s knowledge and skills in foreign trade operations are good enough to start working, highlighting moderate satisfaction with the current curriculum’s relevance to the labor market.
Table 4.18 The needs of language skills for FTOS
1 Current students I can read and write perfectly the information in foreign trade operation skills course
2 Teachers I think the teacher uses 100%
3 Former students I think listening and speaking skills are more important than writing and reading when working in the issue of foreign trade operation
4 Enterprises Listening and speaking skills are more important than writing and reading when working in the issue of foreign trade operation
In addition, the researcher hopes to know what language skills are important when teaching and learning foreign trade operation skills, the results in table 4.18 show although the teachers can use 100% English in this course, the current students think they can read and write well in this aspect Also, with the former students and the enterprises, all of them disagree listening and speaking skills are more important than writing and reading when working in the issue of foreign trade operation Hence, the stakeholders have the same thinking that writing, and reading are more important than speaking and listening when studying FTOS.
Chapter conclusion
In this chapter, the research finds out some valid results to answer the research questions such as, all stakeholders are interested in foreign trade operation skills course It’s a practical subject for English for business program Although the stakeholders’ needs degree for Foreign Trade Operating Skills is not the same (if we consider the needs assessment, the enterprises are the most interested, then teachers, former students and the last is the current students), the gaps between the requirements of the students’ needs and other stakeholders are not any differences However, there is a problem with the current students that they are not really interested in this subject, and their willingness is not high enough to have a plan to study FTOS effectively The reason may be that the current students have not identified their real goals or have not implemented the study plan in the best way.