State of the problem
Water Resources University (WRU) is Vietnam’s leading institution specializing in hydraulic engineering, hydro-power, and water resources education for undergraduates and postgraduates Renowned as a prestigious scientific and technological research center, WRU collaborates with top international universities and institutes across the USA, UK, France, Germany, Denmark, and the Netherlands, fostering strong global partnerships in education and scientific innovation.
Starting from the 2007-2008 academic year, WRU is implementing its development strategy by adopting a US-based training program for its students, particularly focusing on Coastal Engineering as a pioneering discipline in the university's modernization efforts In this initiative, all courses for Coastal Engineering students will be taught in English to enhance their technical communication skills To ensure the success of the university’s educational and development goals, WRU emphasizes the importance of English language proficiency, with a special focus on English for Specific Purposes (ESP) Students are expected to develop the ability to communicate effectively in English and to read and understand technical English documents, which are essential for their self-study and professional growth.
Although ESP remains an essential component of university education, its teaching and learning practices have remained largely unchanged and unenhanced over the past eight years Despite efforts by the English Department to develop a new ESP syllabus during the 2006-2007 academic year, significant weaknesses persist These ongoing challenges highlight the need for continual improvement and modernization of ESP teaching strategies to better meet students’ needs.
The ESP syllabus at WRU includes 45 periods dedicated to five reading texts, each approximately 400 words long, sourced from technical books, articles, and hydraulic projects An inadequate ESP syllabus design hampers students' ability to effectively read technical English materials and communicate confidently in English after the course As a result, former students struggle to apply their English knowledge in real-world situations, highlighting the urgent need to improve the teaching and learning of ESP at WRU.
Purpose of the study
This research aims to evaluate the strengths and weaknesses of the current hydraulic construction engineering syllabus at WRU, preserving its effective elements while addressing areas for improvement The study seeks to identify key needs, attitudes, and knowledge gaps among students and industry professionals to enhance the existing ESP program By understanding these core requirements, the research will facilitate the development of a more effective and relevant curriculum that aligns with both student needs and industry demands.
Research questions
To reach the final goal of improving the design of the existing syllabus through a proposed framework on methods and instructional materials, the research endeavors to answer the following questions:
-What are the needs and wants of Hydraulic Construction students at WRU?
-What aspects of the current syllabus should be improved to meet their needs?
Limitations of the study
Improving the syllabus presents challenges such as limited participant numbers, difficulty in sourcing instructional materials, and evaluating the effectiveness of revisions As a language teacher, I recognize the urgent need to enhance students’ listening skills, which are often the most challenging aspect of language learning In ESP, particularly in hydraulic construction, finding appropriate listening resources is difficult, as materials from TV channels and conferences are hard to source and adapt for teaching purposes Additionally, these materials are often too complex for students to comprehend Consequently, syllabus improvements will prioritize developing other language skills, despite data showing students’ strong interest in enhancing their listening abilities.
The English program at WRU offers two ESP courses for second-year students, with the first being a 30-period "basic" ESP course focused on essential grammatical structures and general academic writing skills The second course, lasting 45 periods, addresses the key themes relevant to hydraulic construction students’ major Due to limited time and capacity, this research primarily focuses on the ESP syllabus for the second course.
Significance of the study
This study is expected to facilitate significant improvements in the teaching and learning of ESP at WRU The current syllabus was primarily developed through content selection without closely adhering to established syllabus design steps, notably lacking a needs analysis as its foundation The research aims to implement a new ESP syllabus tailored for hydraulic construction students, which is anticipated to transform ESP education at WRU Additionally, the study highlights the need for further research on ESP teaching and learning across other disciplines at WRU, paving the way for continuous development.
Historical background of the teaching of English to the hydraulic construction students at
English teaching at WRU is managed by the English Department and structured into two stages Freshmen begin their studies with the EGP course, covering 120 periods, using the New Headway (Pre-intermediate) textbook ESP instruction begins in the first semester of the second year, aligned with the university's training goals and ESP teaching objectives The department develops a tailored syllabus and instructional plan based on these aims and available time, ensuring a coherent and goal-oriented language education program.
Although unofficially stated in documents or educational specifications, the aims of ESP teaching at the WRU built in syllabi can be identified as follows:
• to provide learners with technical terms and specialized knowledge
• to develop learners’ reading skills
It can be more specific to claim that after the course, students will be able to read the specialized materials to do scientific research or enhance their own knowledge
The teaching of EGP and ESP at WRU has not fully achieved its intended goals Student questionnaires indicate that while over 50% consider their reading and writing skills to be adequate or good, more than 70% are dissatisfied with their speaking and listening abilities The data, including Table 1.1, reveal pessimistic views regarding students' grammar and vocabulary, highlighting weaknesses in current syllabuses and teaching methodologies that focus predominantly on accuracy Consequently, most students struggle to communicate effectively in English after completing the courses The only somewhat successful outcome has been a modest improvement in reading skills, though overall satisfaction remains low.
Table 1.1 Students’ self- evaluation of their skills and language components
Speaking Reading Writing Listening Grammar Vocabulary
Percent Percent Percent Percent Percent Percent
In the past, all faculties at the university followed a uniform ESP syllabus comprising five reading texts and related vocabulary, totaling 30 instructional periods However, this limited timeframe was not fully dedicated to effective ESP teaching and learning, as half of the class time was allocated to grammatical structures Consequently, students did not gain significant benefits from such an inadequate and poorly balanced syllabus.
During the 2006-2007 academic year, the department endeavored to develop a new syllabus for each faculty to enhance language learning The English for Specific Purposes (ESP) program comprises a total of 75 periods, distributed across two semesters to ensure comprehensive coverage In the first semester, 30 periods are dedicated to teaching grammatical points and foundational ESP concepts, providing students with essential language skills tailored to their academic and professional needs.
This introductory phase provides students with essential ESP (English for Specific Purposes) knowledge, including general information about the university and water resources The remaining 45 periods are dedicated to specialized subjects integral to their future careers in water resource management.
Despite efforts from the English Department to develop a new syllabus, significant issues remain unaddressed The current "syllabus" is more of a coursebook, consisting of 16 reading texts with only five selected for instruction It was assembled by extracting materials from water resources books, articles, and projects, then editing out unnecessary parts without including essential vocabulary, learning tasks, or activities This approach highlights the need for a more comprehensive and structured syllabus to enhance effective language learning.
The most commonly used teaching method for ESP is the Grammar-Translation approach, which often neglects essential language skills such as listening, speaking, and writing In reading instruction, students are primarily given grammatical structures and vocabulary to understand texts, but reading strategies are rarely emphasized As a result, students do not experience significant improvement in their reading skills after the course.
As we can see, the course itself and the outcome don’t meet the teaching aims It’s time for big changes to catch up with the emerging needs of society.
Learner’s autonomy
Autonomous learning is a crucial aspect of tertiary education, as it provides students with a strong foundation for effective self-study and independent problem-solving In many Vietnamese universities, ESP courses aim to cultivate this skill, recognizing that a student's ability to learn autonomously significantly influences their academic success Therefore, understanding the concept of autonomous learning and its importance is essential when defining the training objectives of ESP courses, especially within the specific context of the WRU.
Learner autonomy refers to the ability to take control of one's own learning process, enabling individuals to manage and direct their educational activities effectively Benson (2001) defines learner autonomy as the capacity to exercise control over one's own learning, empowering learners to become more self-directed Similarly, Holec (1981) emphasizes that learner autonomy involves taking charge of one's own learning, highlighting its importance in fostering independent and responsible learners.
Improving your English skills can be achieved through various methods such as joining an English club, watching English movies, listening to English songs, and reading English newspapers and books Most of these effective activities take place outside the classroom, providing learners with practical language experiences According to Rubin (1991: 15), engaging in real-life language use outside formal education settings is essential for language acquisition and fluency development.
Successful, expert, or intelligent learners are those who have mastered how to learn by acquiring effective learning strategies, deepening their understanding of the learning process, and developing positive attitudes These skills and knowledge enable them to approach learning confidently, flexibly, and independently, without relying on constant guidance from a teacher As a result, they become autonomous learners capable of managing their own educational journeys.
Learner autonomy is a critical factor in the success of language courses, yet many students at WRU lack this independence Despite having positive attitudes toward English, students often do not put in sufficient effort due to impatience and doubts about their own abilities This frustration is especially common among students with weaker English skills who feel overwhelmed and believe they cannot keep up with their peers When learners become demotivated, teachers play a vital role in supporting them by teaching strategies to enhance self-learning, creating an enjoyable learning environment, and helping students set realistic, achievable goals Unfortunately, these essential strategies are not being effectively implemented at WRU, hindering students' progress.
Learner autonomy is crucial for students preparing for their future careers, as it empowers them to take charge of their learning process Incorporating the development of learner autonomy into ESP course objectives is essential, particularly for hydraulic construction students, to enhance their independence and readiness for industry demands Fostering autonomous learning skills not only improves students' self-directed learning abilities but also prepares them better for professional challenges in the hydraulic construction field Therefore, it is important to integrate learner autonomy into the training goals of ESP courses to ensure students are equipped with the necessary skills for successful employment.
Advantages and disadvantages of ESP teaching and learning at the WRU
Teaching and learning English at the WRU share the same favorable conditions and difficulties as other non-English majored universities
The characteristics of the students at the WRU in general and the hydraulic construction students in particular can be identified as follows:
Students come from diverse regions across the country, resulting in varying English proficiency levels Approximately one-third of the students struggle significantly with English, as some have never learned the language or have had inadequate instruction in school This makes it challenging to assist these students in effectively following pre-intermediate level courses.
Many university students struggle with independent learning because they are accustomed to a passive, teacher-led approach rooted in school experiences During their school years, their focus was solely on mastering English grammar and passing exams, which fostered dependence and shyness As second-year students, they often hesitate to ask questions or challenge their teachers, hindering their development of critical thinking and self-confidence in academic settings.
Many students demonstrate a lack of interest in communicative tasks due to their poor speaking abilities in English The absence of oral assessments negatively impacts students' motivation to improve their communication skills Additionally, classes are typically large, often exceeding 70 students; however, since 2003, these large classes have been divided into smaller groups to enhance learning Despite these efforts, some classes remain relatively large, posing challenges for effective communication and engagement.
70 students Conducting communicative activities in such classes is really challenging
The insufficient knowledge of English for Specific Purposes (ESP) among students hampers effective teaching and learning, as the content is often complex with technical terms and specialized knowledge Second-year students typically lack familiarity with these terms, as they are not included in their current curriculum Consequently, without the necessary background knowledge, both teachers and students face significant challenges in mastering ESP.
The Water Resources University employs 19 dedicated English language teachers aged 23 to 56, all holding BA degrees in language teaching Among them, three hold MA degrees in TESOL, with five currently pursuing further postgraduate studies The faculty regularly participates in professional development courses to stay updated on modern teaching methods While most teachers are enthusiastic, experienced, and eager to adopt innovative techniques, some struggle with communicative language teaching Their reliance on traditional grammar-translation methods—focused on explanation, translation, and textbook exercises—often results in student boredom and decreased engagement.
The teaching staff's strengths in ESP remain largely unrecognized due to a lack of targeted training, leading to teacher unconfidence when addressing complex topics It is essential to understand that teaching ESP is not equivalent to teaching specialized subjects in Vietnamese; rather, it involves enhancing students' language competence, including terminology and reading skills, using subject knowledge as a medium Ideally, teachers should have a solid foundation in the discipline they teach, which significantly improves ESP instruction Fortunately, WRU benefits from highly qualified subject teachers holding MSc, ME, or Ph.D degrees obtained abroad, who are proficient in ESP Collaboration among teachers at WRU has fostered improved ESP teaching practices, contributing to overall program effectiveness.
The WRU, while not a language institution, demonstrates a strong commitment to language teaching through well-equipped facilities, including two modern language labs, projectors for each faculty, and available cassette players, enhancing the learning environment The university's library offers a diverse collection of English resources across various water resources disciplines, supported by Danish and Dutch funding Recently, a voluntary English expert from the US has joined the English Department for a two-year collaboration facilitated by the Dutch project, promoting language development Additionally, weekly English seminars are organized to help young teachers improve their language skills These initiatives suggest that English teaching and learning at WRU are poised for significant improvements in the near future, strengthening the university’s language education prospects.
An evaluative analysis of the students and employees’ needs
The WRU is a technical university where English is considered a secondary subject, and students often lack motivation to learn it despite recognizing its importance in today's society Many students struggle with English due to poor foundational skills from previous schooling, making it difficult to meet the pre-intermediate level required at university The assessment system, which focuses mainly on written tests of grammar and reading comprehension, often results in very poor scores, further demotivating students Additionally, the absence of oral and listening tests limits their language development To improve English learning at WRU, the teaching, assessment methods, and student motivation strategies need urgent reform Prioritizing students’ needs and fostering their motivation are crucial first steps to enhance their English proficiency.
At WRU, the traditional grammar-translation method has dominated English classes, focusing on memorizing vocabulary and grammatical rules Consequently, most students primarily aim to enhance their listening and speaking skills, which are less emphasized in the curriculum The data in Table 1.3 clearly illustrates the current teaching and learning strategies at WRU, highlighting the predominance of grammar-translation and the limited focus on other language skills.
Table 1.3 Students’ percentage of the skills and language components need improvement
Skills & language components Responses Percents
Table 1.3 highlights students’ strong desire to improve all four language skills, particularly listening and speaking However, focusing solely on students’ perspectives is insufficient, as Potočar (1998) emphasizes that teachers and professionals also have valuable insights into learners’ needs Teachers act as facilitators of learning, while employed individuals can provide practical insights based on their real-world application of language skills, underscoring the importance of a comprehensive approach to understanding language learners’ needs.
Feedback from former students' questionnaires revealed that the needs for both subjects are highly similar Over 90% of employees expressed a strong desire to enhance their skills through additional ESP (English for Specific Purposes) courses This indicates a significant demand for targeted training to meet their professional development needs.
Table 1.4 Employees’ skills and language components need improvements
Skills & language components Responses Percents
100.00% listening speaking reading writing grammar vocabulary
Chart 1.1 Students’ and employees’ needs for improvements in contrast
A skill-based, communicative approach is essential to meet students’ needs and develop their communicative competence effectively Student feedback indicates they lack confidence and proficiency in productive skills, highlighting the need for activities that activate their language use and boost self-assurance With 55.6% of employees using English for professional communication and 79.6% seeking courses to improve both technical vocabulary and communicative skills, adopting a communicative approach becomes even more critical In ESP courses, technical English serves as a medium to enhance communication skills, making a content-based syllabus an appropriate choice to align language learning with specific professional contexts (Nunan, 1988).
Based on the situational analysis of students and employees' needs, an integrated syllabus combining skill-based and content-based approaches was identified as the most suitable, with a primary focus on content-based learning The teaching methodology implemented was the communicative approach, promoting effective language use and practical communication skills.
Summary
This chapter provides an overview of the study's background, giving readers a clear understanding of English teaching and learning at WRU It highlights the advantages and disadvantages of current instructional methods, emphasizing the critical role of learner autonomy in student success Additionally, the needs of both students and employees have been assessed, leading to the conclusion that a skill- and content-based syllabus integrated with a communicative approach best addresses their educational requirements.
Syllabus definition
Hutchinson and Waters (1987) define a syllabus as a document that outlines what should be learned, emphasizing its role in guiding educational content They highlight that a syllabus serves as a clear outline of the learning objectives and curriculum structure This definition underscores the importance of a syllabus as a foundational tool for effective language teaching and curriculum design By clarifying what students are expected to learn, a well-structured syllabus supports targeted instruction and learning outcomes.
Research by Taylor (1970:32) revealed significant variation in the size and style of course syllabuses, ranging from concise one-page outlines to comprehensive hundred-page documents While some syllabuses were well-organized and professionally bound, others appeared cramped and difficult to read Despite these differences in appearance, there is a general consensus on what constitutes a syllabus, as summarized by Brumfit (1984a).
“A syllabus is the specification of the work of a particular department in a school or college, organized in subsections defining the work of a particular group or class
1 It is often linked to time, and will specify a starting point and ultimate goal;
2 It will specify some kind of sequence based on: a) sequencing intrinsic to a theory of language learning or to the structure of specified material relatable to language acquisition; b) sequencing constrained by administrative needs, e.g materials;
3 It is a document of administrative convenience and will only be partly justified on theoretical grounds and so is negotiable and adjustable; It can only specify what is taught; it cannot organize what is learnt; It is a public document and an expression of accountability”
Ronald V White (1988) shares his view with Brumfit suggesting that a syllabus should be defined narrowly as the specification and ordering of content of a course or courses According to Nunan (1988:5) there is some disagreement about the nature of the syllabus A narrow and a broad approach to syllabus design can be identified in books and paper on the subject Some language specialists, who adopt the narrow view, believe that syllabus (the selection and grading of content) and methodology should be kept separate Others who take the broader view question this strict separation Their belief is justified on the grounds that “with the advent of communicative language teaching the distinction between content and tasks is difficult to sustain” and communication is a process rather than a set of products
Syllabi should go beyond simply outlining content selection and grading; they should also specify and evaluate learning tasks and activities to ensure a comprehensive educational framework This approach enhances clarity for educators and students, promoting effective teaching and active student engagement Incorporating detailed learning tasks within syllabi aligns with best practices in curriculum design, fostering better learning outcomes and facilitating assessment of student progress.
Understanding the difference between “syllabus” and “curriculum” is essential to avoid confusion, especially since their usage varies internationally In the United Kingdom, the term “syllabus” is commonly used to describe what Americans call a “curriculum,” leading to potential misunderstandings Clarifying these distinctions helps in creating clear communication within educational contexts and improves SEO by using precise, relevant terminology for worldwide audiences.
In Britain, the term "syllabus" specifically refers to the content or subject matter of an individual subject, while "curriculum" encompasses the entire set of content to be taught within a school or educational system Conversely, in the United States, "curriculum" is often used synonymously with "syllabus" as understood in the British context This distinction highlights the different regional interpretations of these educational terms (White, 1998:4).
In the British educational context, there are two clearly-defined terms: "syllabus" and "curriculum," each with distinct meanings Conversely, in the American educational system, only the term "curriculum" is used, encompassing the concepts of both Additionally, American educators often use "syllabus" and "curriculum" interchangeably, reflecting differences in how these terms are understood across the two systems Understanding these distinctions is essential for effective communication and curriculum design in international education.
To distinguish syllabus and curriculum, Allen (1984: 61) suggests that
A curriculum is a comprehensive concept that encompasses the philosophical, social, and administrative factors involved in planning an educational program In contrast, a syllabus focuses specifically on detailing which units will be taught within that curriculum.
Candlin (1984) emphasizes that curricula focus on broad, general statements about language learning, including learning purposes, experiences, evaluation, and the roles of teachers and students In contrast, syllabuses are more localized, grounded in practical accounts of classroom activities where teachers and learners adapt the curriculum to their specific context This distinction highlights the difference between overarching educational frameworks and their implementation in real classroom settings Understanding this relationship is essential for effective language education planning and delivery.
Experts agree that a curriculum encompasses a syllabus and is implemented on a broader, more comprehensive scale In Vietnam, this distinction is widely recognized by syllabus designers and language educators, with syllabuses often developed based on national curricula established by the Ministry of Education and Training While syllabuses focus on specific course content, curricula refer to overarching education programs that guide the entire educational framework.
A syllabus is a detailed outline of the course content and the sequence in which topics will be taught, serving as a guide for instruction In contrast, a curriculum encompasses the broader educational program, including its objectives, the content, teaching methods, learning experiences, and assessment strategies to evaluate whether educational goals are achieved Understanding the distinction between a syllabus and a curriculum is essential for effective curriculum planning and instructional design (Richards, J C., Platt, J., & Platt, H., 1992).
A clear distinction exists between a syllabus and a course, where a course refers to a specific series of lessons delivered to students, such as last year's program that is likely to be repeated In contrast, a syllabus is a more abstract outline that provides the overall structure and content without detailing each individual lesson For example, two educators might create different courses with varying materials, yet both are based on the same syllabus, emphasizing its role as a flexible framework Understanding this difference is essential for effective curriculum design and instructional planning.
Syllabus functions
A syllabus is essential for a language course because it offers a structured framework that guides assessment, textbooks, and time management, making language learning more manageable It clearly outlines learning objectives, helping both teachers and students understand their goals, the path to achieving them, and the importance of each learning component Additionally, a syllabus serves as a reference for selecting and developing appropriate materials, ensuring alignment with course aims It also establishes clear criteria for testing, providing transparency and consistency in evaluating learner progress.
According to Grunert, Judith (1997) a syllabus can be an important point of interaction between the teacher and the learners, both in and out of the class
A learning-centered syllabus plays a crucial role in promoting active and purposeful learning by serving as an essential educational tool that reinforces intentions, roles, attitudes, and strategies According to Judith (1997), the functions of a syllabus extend beyond presenting basic information, emphasizing its importance in guiding effective teaching and learning processes This approach ensures that the syllabus not only informs students but also supports the development of strategies that foster meaningful engagement and academic success.
• Establishes an early point of contact and connection between student and instructor
• Helps set the tone for your course
• Describes your beliefs about educational purposes
• Acquaints students with the logistics of the course
• Defines student responsibilities for successful course work
• Helps students to assess their readiness for your course
• Sets the course in a broader context for learning
• Communicates the role of technology in the course
• Can expand to provide difficult-to-obtain reading materials
• Can improve the effectiveness of student note-taking
• Can include material that supports learning outside the classroom
• Can serve as a learning contract
It is obvious that a syllabus is an important document in the teaching and learning process.
Syllabus types
Reilly (1988) highlights that, despite the existence of six different types of language teaching syllabi, these are rarely implemented independently in practice Moreover, the six syllabus types are interconnected and not entirely distinct from one another, reflecting a more integrated approach to language instruction.
1 "A structural (formal) syllabus." The content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught
A notional/functional syllabus focuses on teaching language through the functions it performs and the notions it expresses This approach emphasizes practical communication skills by integrating specific language functions and concepts, making language learning more contextual and meaningful for learners By organizing content around real-life uses of language, this syllabus enhances learners' ability to effectively communicate in various situations.
3 "A situational syllabus." The content of language teaching is a collection of real or imaginary situations in which language occurs or is used
A skill-based syllabus in language teaching focuses on developing specific abilities essential for effective communication These skills enable learners to perform language tasks independently, regardless of the context or setting By emphasizing practical competencies, this approach helps students become confident and competent in real-life language use, making it a vital component of effective language education.
A task-based syllabus focuses on a series of complex, purposeful tasks that students aim to perform using the target language These activities, designed with goals beyond language learning, help students engage in meaningful communication By approaching task performance intentionally, this method effectively enhances second language proficiency through authentic, real-world tasks.
6 "A content-based-syllabus." The primary purpose of instruction is to teach some content or information using the language that the students are also learning
The six types of syllabi or instructional content are organized from those primarily focused on structural aspects to those centered on language use Language functions as a relationship between form and meaning, with most instructional approaches emphasizing either the structural aspect or the communicative function This progression highlights the shift from form-focused methods to those that prioritize meaningful language use in effective language instruction.
Nunan distinguishes between product-oriented and process-oriented syllabi He explains that product syllabi emphasize the knowledge and skills learners should acquire through instruction, whereas process syllabi focus on the learning experiences themselves (Nunan, 1988: 27) Therefore, product syllabi are centered on the final learning outcomes, shaping the curriculum around specific skills and knowledge goals.
• Analytic and synthetic syllabi which consist of:
• And process syllabi consist of
• Content syllabi Amreet Kaur (1990) makes syllabus types more various with
Language acquisition occurs through experiencing new linguistic features intermittently across various contexts, emphasizing the importance of repeated exposure Consistent encounters with the same language elements are essential for effective learning This process underpins the concept of cyclical language development, where continual reinforcement leads to mastery.
The traditional language courses primarily followed a linear syllabus, where new topics were taught sequentially, with each point fully covered before progressing to the next In this linear approach, learning points were isolated and presented one after another, requiring extensive practice to master each concept before moving forward In contrast, a spiral syllabus revisits topics periodically to reinforce learning and build upon previous knowledge, promoting a more integrated and cumulative understanding of the language.
Syllabus design involves making critical decisions about selecting components that reflect the educator's beliefs about language and learning Educators with a communicative approach focus on what learners want or need to accomplish with the target language, prioritizing functional language use over just mastering linguistic elements Understanding these different perspectives helps in creating effective language teaching programs aligned with learners' real-world needs.
In syllabus design, choosing a single syllabus type is rarely an absolute decision; instead, one type often serves as the primary focus while others act as secondary or supplementary An integrated syllabus is preferred by many educators because relying on a single approach may not fully meet students’ needs or ensure course effectiveness Combining different syllabus types allows for a more flexible and comprehensive learning experience, ultimately enhancing student satisfaction and learning outcomes.
In ESP, syllabus designers emphasize not only language functions but also experiential content, which refers to the subject matter through which the language is taught (Nunan, 1988) Considering the teaching and learning context at WRU and the students' specific needs, an integrated syllabus combining skill and content-based approaches is the most effective choice This approach aligns with the rationale presented in section 1.4, highlighting its suitability for enhancing ESP instruction.
The process of designing an ESP syllabus
Designing a language syllabus is a complex process that requires careful consideration of multiple variables According to Amran Halim (1976), course designers must evaluate both linguistic and non-linguistic factors Linguistic variables involve the relationship between the target language and the languages students use daily, ensuring relevance and practical application Non-linguistic variables encompass policy, social, cultural, technological, and administrative factors that influence effective language instruction.
Syllabus design is a comprehensive process that involves creating an effective language program, as described by Maley (1984) He emphasizes that needs analysis is essential for developing an organized sequence of instructional items, which directly influences the methodology used This methodology, in turn, guides the selection of techniques and the evaluation procedures, ensuring that all components of the syllabus are coherent and aligned According to Amreet Kaur (1990), this integrated approach ensures that the entire language teaching process is systematically structured to meet learners' needs effectively.
Syllabus design is a structured process that begins with conducting a needs analysis to identify learners' requirements It then involves setting clear goals and objectives to guide the curriculum development Selecting the appropriate syllabus type is a crucial step, followed by the development of content through careful selection and organization Effective methodology and material development ensure engaging and relevant instruction, all culminating in a systematic evaluation to assess learning outcomes This logical sequence ensures a coherent and effective curriculum tailored to learners' needs.
“A needs analysis is the process of determining the needs for which a learner or a group of learners requires a language and arranging the needs according to priorities” (Richards and Platt, 1992: 242)
When designing an ESP course, conducting a thorough needs analysis is essential to identify the specific reasons for learning the language (Hutchinson & Waters, 1987) This process helps to clarify what students need to achieve through English, ensuring that the course content is tailored to their goals and professional requirements (Robinson, 1991).
Mackay and Mountford (1978) highlight the crucial role of needs analysis in developing an effective ESP syllabus Clearly identifying learners' needs allows for the articulation of specific learning aims, making the course more motivating and relevant When learners’ needs are ignored, the course may rely on inappropriate or irrelevant materials, which can diminish student engagement and confidence Addressing learners' needs ensures that the instruction is meaningful, boosts motivation, and enhances the overall effectiveness of the language learning experience.
Sysoyev (1999) highlights the importance of beginning the course development process with a thorough analysis of the target student group, noting that many issues in L2 classes stem from teachers overlooking learners' interests and neglecting students as vital sources of information With the rise of communicative language teaching (CLT), learner-oriented instruction has become central to second language (L2) methodology Consequently, conducting needs analysis is crucial for designing courses that effectively address the specific interests and requirements of a particular learner group.
According to Sysoyev P., students offer more valuable insights for teachers than merely expressing their needs, suggesting that "students analysis" is a more appropriate term than "needs analysis." He highlights that student analysis provides two types of valuable information: first, it reveals learners' true abilities and learning styles, enabling tailored instruction Second, it uncovers students' motivations and engagement levels, which are crucial for designing effective teaching strategies Incorporating student analysis into the educational process enhances teaching effectiveness and promotes more personalized learning experiences.
Possession refers to learners' current proficiency level in their L2-ESP, including their field-specific knowledge in L1 and/or L2, motivation, and the learning methods they have experienced It reflects their existing language skills and familiarity with specialized content Conversely, their learning objectives represent what they aim to achieve through language acquisition—traditionally known as their target language proficiency goals Understanding both possession and learning goals is essential for designing effective ESP programs tailored to individual learner needs.
Effective ESP (English for Specific Purposes) programs should be grounded in thorough needs analysis While current students can express their learning desires, only alumni and experienced professionals truly understand what skills and knowledge are essential for their field Incorporating feedback from former students ensures that needs analysis accurately reflects real-world requirements Therefore, successful ESP development must involve input from those who have already navigated the professional landscape, ensuring the curriculum aligns with genuine industry needs.
There are several methods to gather information about students' needs and prior experiences, including questionnaires, surveys, group discussions, and individual conversations at both university and high school levels According to Sysoyev P., it is important to utilize these various tools effectively to understand students’ backgrounds and requirements, which can enhance the personalization of educational approaches Implementing diverse assessment techniques ensures a comprehensive understanding of students, ultimately supporting their academic success and engagement.
While students’ data is crucial for effective teaching, overreliance should be avoided Gathering this information helps teachers design courses that balance students’ needs with curriculum standards and institutional guidelines Analyzing student data allows educators to set clear goals, develop relevant content, select appropriate materials, and create effective assessments, ensuring a cohesive and personalized learning experience.
Jeremy Harmer (1991) emphasizes that the final shape of a syllabus largely depends on the specific needs of the students being taught The syllabus for a group of agronomists will differ significantly from that of waiters, reflecting their unique professional requirements Depending on students’ needs, instructors may restrict certain aspects of the syllabus; for example, beginners may have a limited focus on language, while postgraduate science students might concentrate primarily on reading skills.
Potočar (1998) emphasized the importance of a comprehensive needs analysis by illustrating that both students and professionals, including teachers and employees, can provide valuable insights into learners' needs He believed that teachers serve as facilitators of learning, while experienced employees can share practical applications of students' acquired knowledge in real-world situations This inclusive approach to needs analysis ensures that educational programs address the diverse perspectives of all stakeholders involved.
Figure 2.1: Needs analysis within the curriculum development process (Potočar 1998)
Understanding needs from various perspectives enhances their recognition and definition, leading to a more objective data foundation Aligning with Potocar’s viewpoint, this thesis conducted needs surveys targeting three subject groups to gather employee opinions on their needs, ensuring comprehensive and accurate insights.
2.4.2 Formulation of goals and objectives
Formulating goals and objectives for a particular course is an important step because it allows the teacher to create a clear picture of what the course is going to be about
Setting clear language learning goals involves defining long-term objectives that guide overall progress, such as achieving proficiency for future employment or effective communication within the target language community (Graves, 1996; Harmer, 1991) These goals should encompass not only the acquisition of specific knowledge and skills but also foster a positive attitude towards the language and its culture, ensuring a comprehensive learning experience.
A skill and content-based syllabus and communicative approach
In a skill-based syllabus, learners focus on developing practical language abilities essential for competence, such as listening for main ideas, writing coherent paragraphs, and giving effective oral presentations This approach groups linguistic competences—pronunciation, vocabulary, grammar, and discourse—into broader skills to promote functional language use Reilly emphasizes that the primary purpose of employing a skill-based syllabus is to equip learners with real-world communication skills, ensuring they can perform specific language tasks confidently and effectively.
Skill-based instruction primarily aims to help learners develop specific language skills, such as speaking, listening, reading, or writing A secondary goal is to enhance overall language competence, with incidental learning of additional language information occurring naturally through practical application This approach ensures targeted skill development while fostering broader language proficiency.
A content-based syllabus is structured around themes, topics, and subject units derived from well-defined areas such as science, social studies, or specialized fields like engineering, medicine, or computing This approach emphasizes using content from other subject areas, making it widely applicable in courses for English for Specific Purposes (ESP) According to Nunan (1988), the driving force behind content-based syllabi is the idea that "language is not a subject in its own right, but merely a vehicle for communicating about something else." Scholars like Mohan (1986) and Brinton (1989) advocate for this syllabus type, emphasizing its practical integration of subject matter and language learning.
Content makes linguistic form more meaningful;
Content serves as the best basis for teaching the skill areas;
It addresses the students’ needs;
It allows for integration of the four skills, and;
It allows for use of authentic materials
Developing a content-based syllabus presents several challenges for syllabus designers, particularly in selecting appropriate themes, topics, and content, as well as determining how to effectively grade them A key issue is deciding the basis for assessment—whether it should focus on students learning the content or their language skills In my view, assessment should prioritize language learning, as students are enrolled in language courses; tests should evaluate how well students utilize their language competence to understand content or produce language related to their subject area.
Communicative Language Teaching (CLT) is an innovative approach to language instruction that emphasizes developing learners' communicative competence over mere linguistic accuracy Emerging in the late 1960s and 1970s, CLT aimed to replace traditional structural and audio-lingual methods by focusing on real-life communication skills According to Brown (2000: 266), CLT is defined by four interconnected characteristics that highlight its emphasis on meaningful interaction, learner-centered activities, authentic language use, and the importance of context in language learning This approach is widely recognized for promoting practical language skills that enable learners to effectively communicate in real-world situations.
(1) Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence
(2) Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes
Fluency and accuracy are essential, interconnected principles in communicative language teaching Sometimes, prioritizing fluency over accuracy helps keep learners actively engaged and confident in using the language Balancing these elements ensures effective communication and promotes meaningful language development.
(4) In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts
In a content-based syllabus, English serves as the primary vehicle for communication, emphasizing the integration of language with meaningful content The communicative approach, when applied within this framework, effectively enhances language learning by focusing on real-life communication skills This combination of content-based instruction and the communicative method creates a balanced and effective learning experience that promotes both language proficiency and content comprehension.
Summary
Chapter 2 refers to syllabus design focusing on syllabus functions, syllabus types and the process of designing an ESP syllabus A syllabus is defined as a description of the content of a course of instruction and the order in which it is to be taught The procedures of designing a syllabus have been presented step by step A skill and content-based syllabus along with the communicative approach has also been discussed The literature review is actually the foundation for the findings and recommendations in chapter 4.
Research design
This study employed a mixed-methods approach, combining both quantitative and qualitative data collection techniques to ensure comprehensive insights Data were gathered through document analysis, classroom observations, questionnaires, and interviews, all conducted in Vietnamese to guarantee the accuracy and authenticity of the information These diverse methods allowed for a robust and reliable understanding of the research topic.
Research methodology
3.2.1 Description of population and sample
According to Potocar (1998), insights into students' needs are valuable not only from students themselves but also from teachers and professionals across various fields Therefore, this research focused on three distinct groups: students, educators, and working professionals, to gather comprehensive perspectives on student needs.
Group 1 consisted of 53 second-year Hydraulic Construction students at WRU, selected because they had completed their EGP and ESP courses, enabling them to provide valuable insights and feedback based on their experiences.
Group 2 included 56 former Hydraulic Construction students from WRU, aged 23 to 35 These engineers are currently employed in hydraulic construction institutions and companies across Ho Chi Minh City.
Group 3 at WRU comprised six teachers, including three English teachers and three hydraulic construction instructors All specialized subject teachers earned their Ph.D degrees abroad, demonstrating their expertise in English for Specific Purposes (ESP) Their international academic backgrounds contribute significantly to their proficiency and teaching effectiveness in their respective fields.
Data for the study were collected through questionnaires distributed to students and employees, providing valuable insights into their perspectives Additionally, interviews with teachers contributed in-depth qualitative data, enriching the research findings Supplementary sources such as relevant documents and notes from class observations further enhanced the comprehensiveness of the data collection process, ensuring a well-rounded analysis.
In sampling, larger sample sizes generally lead to more accurate findings, but I chose to distribute questionnaires to only 60 students for two main reasons Firstly, as their instructor for two years, I am an insider who deeply understands their situation, making extensive questioning unnecessary Secondly, I aimed to compare undergraduates and graduates to identify any differences in their needs, ensuring more reliable results with equal sample sizes After 7 students responded inappropriately, I collected 53 valid responses The survey was conducted in January 2007 immediately after they completed their ESP course, capturing their recent and overall opinions on the syllabus.
The undergraduates were given 6 questions concerning:
• Their own judgements of language skills and components;
• Their language skills and components need improving;
• Time budget and time allocation;
• The suitability of the texts;
• Their expectations for a better course
(See Appendix 3 for further reference)
The former graduates were given 8 questions concerning:
• The importance of English in their jobs;
• The frequency of using English;
• The purposes of using English;
• Kinds of English needed for their jobs;
• Benefits from the ESP course they learnt;
• Their expectations in another ESP course;
• Areas or fields they need to be more specialized;
• Their suggestions for a better ESP course
(See Appendix 4 for further reference)
The interviews were conducted informally with three teachers in charge of the course and three teachers of specialized subjects In the interviews, the following aspects were mentioned:
• Their comments on the syllabus: strengths and weaknesses;
• Time budget and time allocation;
• Their suggestions for a better course design
(See Appendix 2 for further information)
Investigation
3.3.1 An evaluation of the current syllabus design
In order to improve the syllabus under study, it is essential to give it an overview from different perspectives on all stages necessary to have it designed
The initial phase of syllabus design was overlooked, possibly due to the perception that conducting a needs analysis is time-consuming or unnecessary It is likely that editors and designers assumed they already understood what civil engineers require for their future careers, based on consultation with specialized subject teachers As a result, the current syllabus was developed primarily by collecting materials for ESP without a thorough needs assessment, highlighting the importance of incorporating comprehensive analysis in effective syllabus design.
Neglecting students’ needs led to poorly set goals and objectives that did not align with their learning interests The syllabus was primarily designed to impart technical terms, specialized knowledge, and develop reading skills, whereas students primarily wanted to improve their overall language skills As a result, the goals and objectives failed to meet the students’ actual learning needs, highlighting a disconnect between curriculum design and learner expectations.
- Syllabus type: content-based syllabus
- Time allocation: 45 periods allocated in the second semester of the second year
- Organisation of content and connection of the units:
Table 1.2 shows the order of content of the syllabus
Table 3.1: The order of content of the existing syllabus Unit 1: Water use and hydraulic
Unit 2: The science of strength of materials Unit 3: Preface
Unit 4: Engineering Unit 5: Types of dams
The coursebook lacks visual materials such as pictures, leaving students exposed solely to orthographic content No clear justification or rationale is provided in the introduction for the absence of visuals It can be inferred that the omission may be due to the time-consuming process of collecting and integrating pictures or visual resources into the textbook.
In terms of sequencing, the units were organized in such a way that more general ones came first followed by more specific ones
At the end of each term, students complete a final written test that emphasizes grammar (specifically for basic ESP), vocabulary, and reading comprehension Oral and listening tests are not part of the assessment process, allowing students to focus on their written language skills.
A survey on ESP course contact hours revealed that 35.8% of students felt the current total of 75 periods was insufficient and desired an increase Conversely, over half of the undergraduates (60.4%) considered 75 periods to be adequate for their learning needs Only a single respondent believed that the 75-period duration was excessive.
Chart 3.1 Students’ opinions about number of contact hours
More than half of the undergraduates surveyed had negative responses to the extracts, with 37.5% complaining about the difficult language and 16.7% stating the extracts were too long Additionally, 12.5% of students desired more information from the texts Fortunately, only 4.2% found the texts boring, whereas 16.7% considered them interesting These findings are visually represented in the accompanying chart.
40.00% i nteresting boring lack of information acceptable long suitable difficult
Chart 3.2 Students' comments on the extracts
86% of teachers hold positive opinions about the teaching method, with 41% rating it as good and the remaining considering it acceptable The use of group work and oral presentations has led to positive changes in ESP instruction, fostering student engagement and creativity In this approach, classes are divided into small groups responsible for presenting topics or extract summaries, encouraging students to research from diverse sources, especially the internet Students enhance their vocabulary by illustrating words with pictures, creating questions, and designing exercises, promoting active participation During presentations, peer questions further stimulate critical thinking and interaction Despite some drawbacks, this teaching approach motivates students by providing opportunities to demonstrate their abilities and innovative thinking.
Chart 3.3 Students' comments on the current teaching method
3.3.2 The students’ profile and their expectation of a better syllabus
The Welsh Royal University (WRU) is a technical university where over 80% of students are male, which impacts the English learning environment Male students tend to be less dedicated and less proficient in language learning compared to their female counterparts This gender imbalance influences the overall effectiveness of English language acquisition at WRU.
Many hydraulic construction students in Vietnam are "authority-oriented" learners, meaning they tend to be passive and rely heavily on teachers for explanations (Duong Thi Thuy Uyen, 2000) This learning style reflects a preference for accepting information from authoritative figures rather than actively engaging or expressing their own ideas The traditional teaching methods employed in Vietnamese universities contribute significantly to this passive learning tendency, highlighting the need for more interactive and student-centered instructional approaches.
Autonomous study is a crucial factor in student success, yet many Vietnamese students remain unaware of its importance Recently, there has been a noticeable shift from traditional language learning methods to more communicative activities An analysis of learners’ needs revealed that 92.6% of students prioritized improving their speaking skills Additionally, 72.2% of graduates favored courses that combine communicative and terminological approaches Feedback from students and employees indicates a growing demand for a curriculum that emphasizes interactive and practical language use to enhance proficiency.
1 The syllabus meets the learners’ needs
2 The syllabus has updated content
3 The contents are practical and more specialized in hydraulic construction
4 The language is of reasonable difficulty
5 The time budget is increased
6 The syllabus provides meaningful activities and tasks
7 The syllabus helps develop learners’ language skills, especially speaking and listening
8 The textbook contains visual materials to motivate learners.
Summary
Chapter 3 has dealt with the methodology employed in the research paper and provided an overview of the current syllabus designed for Hydraulic Construction students The students’ profile and their expectations for a better ESP course have been investigated carefully In general, the students expected a course which helped them prepare better for their future employment through updated syllabus with practical and more specialized content The recommendations in chapter 4 are derived from these useful data.
