An investigation into esp needs of students of automobile at quy nhon vocational training college điều tra về nhu cầu học tiếng anh chuyên ngành của sinh viên ngành ô tô tại trường cao đẳng nghề quy nhơn

Teachers and students’s opinions about language elements

Rationale

English has emerged as the dominant language for international communication, widely utilized in political, scientific, technical, and economic fields With advancements in technology and business, the demand for English has significantly evolved, becoming essential for navigating modern society Proficiency in English enables individuals to enhance their learning, stay informed about new technologies, and secure better job opportunities Consequently, English has solidified its status as the most prevalent language in various international relations.

Vietnam's open-door policy has attracted numerous foreign companies, predominantly using English for communication, across various sectors such as tourism, electronics, and banking This surge in English's significance in Vietnamese society has led to a heightened demand for English teaching, particularly in specialized areas known as English for Specific Purposes (ESP) As English becomes the primary foreign language in schools, colleges, and universities, students are increasingly motivated to utilize it for accessing professional materials However, the lack of suitable ESP learning resources in recent years has frustrated educators tasked with equipping students with the necessary English skills for their future careers.

QuyNhon Vocational Training College (QVTC) offers a variety of faculties, including Information Technology, Electronics and Automation, Mechanical Engineering, Electrical Engineering, Business, and Accounting, preparing students to become skilled engineers and workers With the increasing demand for professionals proficient in English for roles in factories, companies, and workshops, QVTC emphasizes the importance of English language training The college's English curriculum begins with a General English (GE) course comprising 120 periods, utilizing the Headway Elementary and Headway Pre-Intermediate textbooks Following the GE course, students in the Automobile program proceed to a specialized English for Specific Purposes (ESP) course lasting 60 periods, aimed at enhancing their communication skills for future employment.

ESP teaching and learning is not a new concept in many countries where English is a foreign or second language At QVTC, students in the Faculty of Automobile study ESP primarily for two reasons: to support their research in their specialization and to enhance their job prospects Achieving these goals requires a high level of English proficiency and competence in the four language skills: reading, writing, listening, and speaking However, the teaching of ESP at QVTC faces significant challenges, including a lack of knowledgeable teachers, insufficient textbooks, financial constraints, and inadequate teaching programs The most pressing issues are the materials and syllabus, as there has not been a thorough needs analysis, resulting in no established ESP syllabus for the Faculty of Automobile The current textbook, "Technical English for Automotive Engineering" by Nguyen Tuan Hung (2007), is deemed unsuitable as it does not adequately cover all aspects of the automobile field nor match the students' proficiency levels Consequently, developing a relevant ESP syllabus is an urgent priority for the English teachers at this college.

The syllabus is crucial in teaching General English and English for Specific Purposes (ESP), as it provides a framework for evaluating materials and study time, aiding both teachers and students in completing learning tasks However, the current syllabus does not adequately meet college students' needs or prepare them for future careers Therefore, I have chosen to investigate the ESP needs of Automobile students at Quy Nhon Vocational Training College for my M.A thesis, aiming to develop appropriate materials and a relevant curriculum for the Faculty of Automobile.

The current situation of teaching and learning English for Specific Purpose at QuyNhon Vocational Training College

1.2.1 Teaching ESP at QuyNhon Vocational Training College

QVTC enrolls approximately 2,000 students annually across various faculties, many of whom have limited English proficiency, particularly those from remote areas with fewer learning opportunities This lack of foundational English skills poses significant challenges in teaching and learning, as students often struggle to grasp higher-level concepts Additionally, students from smaller towns typically exhibit lower English proficiency compared to their urban counterparts, complicating their ability to learn from the same materials and instructors Consequently, many students face difficulties in mastering English for Specific Purposes (ESP), despite recognizing its importance for their future careers.

There are only teachers at QVTC who take responsibility for teaching both

At QVTC, five teachers have recently completed their MA courses, while two are currently enrolled, with ages ranging from 22 to 45 Although most educators possess at least six years of experience in General English (GE), none have substantial experience in English for Specific Purposes (ESP) or have attended any ESP teaching courses ESP has been offered at the college for only eight years, coinciding with the introduction of new training fields, which presents challenges for the teachers responsible for the ESP curriculum A significant issue is the absence of a suitable syllabus for the ESP course, leading teachers to seek assistance from colleagues at nearby institutions like Quy Nhon University.

The purpose of teaching English for Specific Purposes (ESP) is to enable students to read relevant materials in English and acquire foundational knowledge in science and technology, preparing them for collaboration with foreign experts post-graduation However, the current English proficiency of students remains inadequate, as they struggle with the intermediate and advanced levels of textbooks utilized in the ESP program After completing 120 periods of General English (GE), students are expected to reach a pre-intermediate level (B level), possessing essential English structures and vocabulary Unfortunately, students’ study habits and attitudes towards learning English, primarily focused on grammar-translation methods, hinder their progress They often view English solely as a means to pass exams rather than as a practical tool for communication, leading to a greater emphasis on grammatical forms over functional language use Consequently, their communicative skills remain limited even after the General English course.

With 60 periods of ESP in the fourth semester, the students are not only required to have some basic knowledge of specific subject but also trained to be able to use the language fluently However, the current textbook has shown its weaknesses and inappropriateness Its purposes, language contents and methodology do not satisfy students’ needs Most of the students prefer reading and

That is also the important thing that must be taken more concern in designing an appropriate ESP syllabus for them

Since the introduction of English for Specific Purposes (ESP) at QVTC, there has been a lack of official guidance for ESP teachers, particularly those instructing Automobile students Many educators rely on personal sources to select content they deem relevant, often neglecting ESP theories and learners' needs This approach typically focuses on teaching vocabulary and specialized phrases, resulting in students primarily developing reading and speaking skills Additionally, ESP teachers often lack the necessary technical knowledge, leading to subpar teaching outcomes and learner feedback Despite their efforts to self-educate on relevant concepts, there is a pressing need for structured workshops and courses in Vietnamese that facilitate collaboration among teachers, allowing them to share best practices and address challenges in ESP instruction.

Research questions

1 What are the learners’ needs of an ESP syllabus of Automobile at QuyNhon Vocational Training College?

2 What should be included in an ESP syllabus for second - year students of Automobile?

Aims of the study

The main purpose of this study is to investigate students’ needs for an ESP syllabus for second- year students of Faculty of Automobile at QVTC The specific aims are:

- To review the literature related to ESP, course and syllabus design

- To investigate the Faculty of Automobile students’ learning situations, learning needs, target needs

- To propose an ESP syllabus for students of Faculty of Automobile at QVTC

Overview of the thesis

The thesis will be organized in five chapters

Chapter I: Introduction: provides the background to the study, statement of the problem, significance of the study, aims of the study and overview of the thesis

Chapter II: Literature Review: reviews the literature related to the study such as overview of ESP, definitions of ESP, types of ESP, syllabus design including the definitions of syllabus, the importance of syllabus, needs analysis and approaches to course design

Chapter III : Methodology and Procedures: presents research method with the subjects and procedures of the study

Chapter IV: Findings and Discussion: is about the analysis of preliminary results and aims at designing an ESP syllabus for second - year students of Automobile Faculty at QVTC

Chapter V: Conclusion and Implications: summarizes the study including the results of the study, limitations of the study and recommendations for future study

This study aims to provide valuable insights for language teachers, course designers, and researchers involved in foreign language education, ultimately contributing to the enhancement of English teaching and learning at QVTC.

This chapter presents significant research on English for Specific Purposes (ESP), focusing on needs analysis and syllabus design It includes theoretical backgrounds such as definitions and types of ESP, the differences between ESP and General English (GE), and the importance of needs analysis Additionally, it reviews previous studies on ESP materials and outlines definitions and types of syllabi relevant to ESP.

What is English for Specific Purpose

ESP has been defined by different researchers and scholars from different points of views In fact, the learners’ needs is the most important element Kennedy

English for Specific Purposes (ESP) is fundamentally based on understanding learners' objectives and the communication needs that arise from those objectives (Bolitho, 1984) Hutchinson and Waters (1987) emphasize that ESP is an approach rather than a fixed product, distinguishing it from specific language types or methodologies Fitzjohn (1980) highlights the importance of time efficiency in ESP, noting that learning a foreign language serves as a supplementary tool to achieve proficiency in a primary interest swiftly Munby (1978) further elaborates that the design of ESP courses is driven by a thorough analysis of learners' communication needs, focusing on the relevant language and learning context Both Brumfit (1977) and Munby (1978) agree that addressing learners' needs is paramount, with Brumfit asserting that ESP courses are directly aligned with the functional purposes for which learners require English.

The primary goal of English for Specific Purposes (ESP) learners extends beyond general examinations; it focuses on equipping them for specific roles in their careers Success in ESP is measured by the learners' ability to convincingly perform their designated roles and excel in their jobs Therefore, ESP courses must be tailored to meet the specific needs of the learners, as understanding these needs is essential for effective course design When ESP courses provide relevant and practical knowledge, students are more motivated and engaged, ensuring their learning is both purposeful and efficient Ultimately, the existence and development of ESP hinge on addressing the learners' needs, making it crucial for educators to prioritize these aspects in course design.

This study adopts Strevens' (1988) comprehensive definition of English for Specific Purposes (ESP), as it encompasses detailed characteristics of an ESP course Additionally, Dudley-Evans and St John (1988) refined Strevens' definition by distinguishing between the absolute characteristics and variable properties of ESP, further enhancing the understanding of this specialized field.

English for Specific Purposes (ESP) is tailored to address the unique needs of learners, focusing on content that aligns with specific disciplines, professions, and activities It emphasizes the use of language relevant to these contexts, encompassing aspects such as syntax, lexis, discourse, and semantics.

All researchers concur that a fundamental aspect of English for Specific Purposes (ESP) is that any course must be tailored to the learners' needs Consequently, needs analysis is a crucial component in the design of an effective syllabus, as emphasized by Dudley-Evans and others.

According to St John (1998: 4-5), English for Specific Purposes (ESP) exhibits several key characteristics: it is tailored to specific disciplines, employs distinct methodologies compared to General English, and is primarily aimed at adult learners in university or professional settings Additionally, ESP typically targets intermediate to advanced students who possess a foundational understanding of language systems.

2.1.3 General English and English for Specific Purposes

General English (GE) and English for Specific Purposes (ESP) both aim to engage students in meaningful language use rather than merely focusing on language mechanics However, they differ significantly in their approaches and objectives.

The teaching methods of General English (GE) and English for Specific Purposes (ESP) share similarities, yet they employ distinct techniques While many GE methods can be adapted for ESP, the communicative method currently stands out In this approach, teachers act as guides, encouraging learners to take active roles in their language acquisition and practice within the classroom Ultimately, the effectiveness of these methods hinges on the roles and behaviors of both teachers and students, as highlighted by Robinson (1980:39).

The features of an ESP methodology are closely linked to communicative and functional approaches in language teaching According to Webb (196), while the teaching methods for ESP are similar to those used in English Language Teaching (ELT), they also incorporate innovative elements such as games, projects, and role-play to cater to diverse learners.

ESP differs from GE primarily in its awareness of learners' needs While it is essential for General English (GE) courses to address learners' needs, these needs cannot always be clearly defined Hutchinson and Waters (1987) emphasize that all courses should be rooted in a thorough analysis of learners' needs, but in the context of GE, this analysis is less specific They further assert that the key distinction between ESP and GE lies not in the presence of a need, but in the conscious recognition of that need.

GE and ESP serve distinct purposes in language education; while General English (GE) focuses on broad educational goals, English for Specific Purposes (ESP) aims to cultivate "restricted competence" tailored to specific training needs, as noted by Widdowson (1983).

There are numerous types of English for Specific Purposes (ESP), with the primary categories being English for Occupational Purposes (EOP), English for Academic Purposes (EAP), and English for Science and Technology (EST) According to Strevens (1977, as cited in Munby, 1978:55), these classifications of ESP highlight the diverse applications of the language in various fields.

Figure 2.1.Types of ESP (Munby 1978, p.55 taken from Strevens 1977 )

English for Occupational Purposes (EOP) refers to the teaching of English in contexts where learners require the language for their professional activities Examples of EOP learners include doctors who communicate with patients and staff in emergency settings, as well as technicians who need to comprehend technical manuals.

English for Academic Purposes (EAP) is primarily offered in educational institutions to assist students who require English for their studies This language instruction often aligns with specific disciplines at advanced levels, especially when students focus on a particular subject Additionally, English for Science and Technology (EST) plays a crucial role in English for Specific Purposes (ESP) programs, encompassing essential vocabulary, grammar structures, and functions relevant to the fields of science and technology.

In summary, the definitions provided clarify the concept of English for Specific Purposes (ESP) and its key characteristics This understanding will be enhanced through our exploration of needs analysis, which is essential for developing an ESP syllabus tailored to the requirements of QVTC students.

Needs Analysis

2.2.1 The role of needs analysis

Needs analysis is a crucial first step in developing effective language programs, particularly in designing English for Specific Purposes (ESP) courses It serves as a key criterion for tailoring the curriculum to meet the diverse needs of learners According to Robinson (1991), the choice of syllabus types should be based on a careful evaluation of students’ needs and course objectives, alongside the teaching institution's focus Richard (1985) emphasized that analyzing learners' needs enhances the content, design, and execution of language programs, facilitating the development of targets and the evaluation of existing courses West (1994) also highlighted the importance of needs analysis as an essential tool in course design Ultimately, needs analysis in ESP aims to gather information that identifies the specific language requirements of learners, guiding decisions on the course's goals and content.

ESP courses are designed to meet the specific needs of learners, necessitating a thorough analysis by course and material designers However, identifying the precise needs of a particular learning group can be challenging As Robinson (1991) noted, different analysts working with the same group of students may arrive at varying conclusions regarding their needs, influenced by differing teaching and learning perspectives.

In fact, there are many various meanings or types of needs Robinson (1991) summarized the discussions of needs made by Mountford (1981) and Widdowson

Needs can be understood as "what the user-institution or society at large regards as necessary or desirable to be learnt from a program of language instruction” (Mountford, 1981: 27)

According to Widdowson (1981), process-oriented needs encompass the actions learners must take to effectively acquire a language These needs are often tied to students' academic or professional requirements, highlighting what they should be capable of achieving by the conclusion of their language course This definition emphasizes a goal-oriented approach to understanding learners' needs.

According to Hutchinson & Waters (1987: 54), the target needs is defined as

To effectively learn a language, students must focus on the specific skills required for their target situation, where they will apply their language knowledge However, understanding these needs should not rely solely on a single source; a comprehensive approach is essential Therefore, it is crucial to analyze the target situation in terms of necessities, lacks, and wants to ensure learners are well-prepared for real-world language use.

Hutchinson and Waters (1987) define necessities as the specific knowledge required for learners to effectively operate within a target situation, emphasizing the importance of aligning educational content with real-world demands.

Learners' necessities serve as the primary goal for their language proficiency Analyzing these necessities equips syllabus designers with crucial insights into the target language's characteristics, which in turn shapes the syllabus content.

“The target proficiency needs to be matched against the existing proficiency of the learners The gap between the two can be referred to as the learner’s lacks” (Hutchinson

& Waters, 1987: 56) When designing a syllabus the designer also needs to know what the learner knows already in order to decide which of the necessities the learner lacks

Wants are closely linked to learners' target needs, emphasizing their active role in the learning process These wants reflect learners' subjective needs and significantly influence their motivation and progress Syllabus designers must consider learners' perceived wants, as learners have a clear understanding of their needs According to Richterich (1984), needs do not exist independently; individuals shape their perception of needs based on personal experiences and environmental factors.

Hutchinson & Waters (1987:59) emphasized that is the awareness of need that characterizes of ESP situation The students are also obviously aware of

“necessities” of the target situation: they will certainly have a view as to their

Learners may have differing views from course designers, sponsors, and teachers regarding English instruction While students often believe that effective English teaching should emphasize grammar and vocabulary practice, they may feel confused when educators focus on different aspects of the language.

Hutchinson and Waters (1987) emphasize that understanding learners' needs is crucial for effective course design, stating that it is simplistic to focus solely on target objectives without considering the learning context They argue that just as a journey requires attention to both the starting point and the destination, course design must also account for the learners' needs, potential, and constraints In their view, English for Specific Purposes (ESP) courses can be likened to a journey, where the "lacks" represent the initial challenges and the "necessities" signify the desired outcomes.

To effectively design an English for Specific Purposes (ESP) course, it is essential to identify what learners need to know to function successfully by the end of the program, as well as their perceived needs and desires Understanding these needs is crucial, as they directly influence the outcomes of the course, enabling students to utilize the language purposefully According to Robinson (1991), a needs analysis that emphasizes students' requirements at the conclusion of the course is termed a target situation analysis This analysis aids in selecting appropriate teaching methods, materials, and language skills, as well as the specific vocabulary that learners must acquire throughout the course.

When designing syllabuses, educators can leverage insights from both TSA and PSA, as integrating these approaches facilitates comprehensive analysis Robinson (1991:9) highlights this connection by referencing Munby's ideas, emphasizing the importance of understanding the relationship between TSA and PSA in syllabus development.

The PSA encompasses essential variables that should be evaluated prior to the TSA In practical scenarios, information regarding both TSA and PSA is often sought and discovered concurrently Therefore, needs analysis can be viewed as an integration of TSA and PSA.

This section examines the essential features of designing an English for Specific Purposes (ESP) syllabus through needs analysis To effectively address the unique requirements of learners, it is crucial to consider both their target needs and learning needs A thorough analysis of target needs is fundamental to this process.

Syllabus design

The demand for English, particularly English for Specific Purposes (ESP), is rising due to global economic integration Numerous studies have focused on ESP syllabus design in higher education Hutchinson and Waters (1987) explored ESP theories and their application in material design, emphasizing learner needs Chen (2006) analyzed ESP program design for diverse disciplines in a Chinese industrial institution, while Kaur (2007) evaluated the alignment of learner needs with course objectives Hadri (2010) conducted research at South East European University, identifying Business Administration students' needs for ESP courses and their English language skills through various perspectives, including students and instructors The findings highlighted the varying importance of the four language skills—listening, speaking, reading, and writing—though reading was not prioritized over others despite being featured at the beginning of each course unit.

In Vietnam, various English for Specific Purposes (ESP) syllabuses have been developed to cater to different academic disciplines Notably, Doan Van Giao created an ESP reading syllabus for Civil Engineering students in 2005, while Tran Thi Dung designed one for Urban Planning students in 2007 Additionally, Dinh Thi Thu Ha focused on creating an ESP syllabus for Informatics students.

In 2008, a needs analysis was conducted involving current students, ex-students, ESP teachers, and employers to enhance ESP reading instruction at a university However, the reliance solely on questionnaires limited the effectiveness of understanding students' needs Dung's thesis provided a comprehensive analysis from various stakeholders, including ESP and subject teachers, as well as second-year students, although the reading skill-related questionnaire items were overly complex for students Ha (2008) expanded the analysis by including ex-students, offering broader insights into the necessary English skills and materials relevant to the workplace Chseostelidou (2010) highlighted the critical role of needs analysis in identifying learners' requirements and competencies essential for their future careers, underscoring its significance in designing effective ESP courses.

Hue University of Foreign Languages has produced several MA theses focused on English for Specific Purposes (ESP), including syllabuses designed by Nguyen Thi Dieu Phuong for Law students and Vo Thi Du Huong for Arts students Luu and Truong (2008) examined the needs of ESP electronic students at Hue Industrial College, offering recommendations for their English program Additionally, Nguyen (2009) developed a syllabus for Buddhist novices at Hue School of Basic Buddhist Studies Each study conducted a needs analysis tailored to their specific educational context, utilizing survey questionnaires and semi-structured interviews to gather valuable data for syllabus design In line with these methodologies, I will also employ a questionnaire as my primary data collection instrument.

One of the textbooks has been used for students of Automobile at QVTC is

“Technical English for Automotive Engineering” by Nguyen Tuan Hung (2007) is an intermediate-level textbook that covers five key chapters on automotive topics The primary focus of the book is to enhance students' reading skills and technical vocabulary, rather than emphasizing grammar and language skills However, the reading texts are lengthy, making it challenging for students to engage fully As a result, the book does not adequately support the development of speaking and listening skills, limiting opportunities for students to participate in communicative activities and effectively review automotive knowledge.

"English for the Automobile Industry" by Marie Kavanagh serves as a reference for second-year Automobile students, incorporating all four language skills, unlike Nguyen's 2007 textbook However, since it is authored by a native English speaker, many educators feel that it presents challenges for students to grasp fundamental concepts in their specialized field Consequently, the use of unsuitable textbooks can diminish student motivation, highlighting the need for a syllabus tailored to the students' proficiency levels.

A key aspect of the studies mentioned is the implementation of needs analysis in designing an English for Specific Purposes (ESP) syllabus Currently, there is a lack of research focused on ESP material design for Automobile students at QVTC, which serves as a crucial reference for this thesis This study aims to enhance the overall research on ESP teaching by introducing its unique contributions.

The notion of “syllabus” has been defined by different writers Yalden (1984:14) noted that the syllabus replaces the concept of

The method serves as a tool for teachers, in collaboration with syllabus designers, to align the needs and goals of learners with class activities According to Breen (1984), every syllabus inherently reflects assumptions about language, learning psychology, and pedagogical practices within the classroom Both Yalden (1984) and Breen (1984) emphasized a broader perspective when choosing teaching content and methods, as articulated in the syllabus.

According to Allen (1984), a syllabus specifies the units of learning, while Nunan (1988) differentiates between syllabus design and methodology, stating that syllabus design focuses on selecting and grading content, whereas methodology involves choosing learning tasks and activities Additionally, Hutchinson and Waters (1987) emphasize that a syllabus serves as a document outlining what should be learned.

In summary, the term "syllabus" has multiple definitions, prompting designers to choose a specific perspective when creating a syllabus This process involves thorough research to identify and organize content, as well as to select exercises and activities that align with the learners' needs.

A syllabus is crucial in the teaching and learning process as it establishes essential language knowledge, providing a practical foundation for evaluation, materials, and study time It not only facilitates the management of language learning for both teachers and students but also serves a cosmetic role, particularly in English for Specific Purposes (ESP) Furthermore, a syllabus reflects implicit views on the nature of language and learning, outlining key aspects of language study It guides both teachers and students on what to study and how to approach learning, while also offering standards for selecting materials Ultimately, a syllabus provides a clear framework for assessing progress, highlighting its importance in the design and implementation of educational programs.

Researchers utilize various methods to classify syllabuses This study adopts Robinson's (1991) classification, which categorizes syllabuses into three primary types: content-based, skill-based, and method-based syllabuses.

The structural syllabus, also known as the grammatical syllabus, organizes language input based on the simplicity and complexity of grammatical concepts It emphasizes the fundamental aspects of language structure, positing that learners' primary need is to practice grammar in various contexts Consequently, structural syllabuses focus on the grammatical structures of a language, with most teaching materials derived from this approach, reflecting the belief that language is fundamentally a grammatical system and that learning a language involves mastering this system.

One of the primary advantages of this type of syllabus is its approach of transitioning from familiar concepts to unfamiliar ones However, it has faced criticism for its narrow focus on formal grammar, neglecting other essential aspects of language Nunan and Wilkins highlighted this issue, stating that "structurally graded syllabuses misrepresented the complex nature of language as a system and tended to focus on only one aspect of language, that is, formal grammar" (Nunan, 1988:30).

Unlike the structural syllabus, the notional functional syllabus prioritizes semantic knowledge, focusing on what learners need to express (Wilkin, 1983) This approach centers on the learners and their communication (Nunan, 1988), acknowledging the importance of communicative categories (Ronald, 1988) The notional functional syllabus offers significant advantages by providing realistic learning tasks and real-world language use Finocchiaro and Brumfit (1983) summarize the benefits of this syllabus, highlighting its effectiveness in addressing learners' needs.

Research approach

A mixed-method research design, as suggested by Condelli and Wrigley, effectively combines qualitative and quantitative approaches, enhancing the study's depth This research utilizes both methods to analyze data from questionnaires, revealing learners' needs and informing the syllabus and activities for the ESP course at Quy Nhon Vocational Training College Additionally, the quantitative method serves to mitigate bias, ensuring a more objective analysis throughout the study.

Instrumentation

Evans and John (1988) identify several effective data collection techniques, including questionnaires, interviews, observations, discussions, assessments, and the analysis of authentic spoken and written texts In this study, I chose to conduct surveys on English teaching and learning at Quy Nhon Vocational Training College, utilizing questionnaires and interviews to gather data on learners' needs.

Questionnaires serve as a primary tool for gathering information about the current situation and learning needs of a target audience They offer advantages such as cost-effectiveness and time efficiency in data collection Additionally, utilizing questionnaires enhances the reliability of the analyzed data Consequently, this research employed questionnaires to investigate the learning circumstances and requirements of students.

Questionnaires often fall short in capturing the depth of respondents' opinions and feelings, whereas interviews provide a more nuanced exploration of attitudes and characteristics According to Robinson (1991:13), interviews facilitate linguistic clarification and allow for the recording of respondents' detailed answers and explanations Additionally, interviews can adapt to pursue new lines of inquiry while maintaining a structured agenda Consequently, this study employs interviews with English teachers and employers from automatic factories to gain richer insights.

Questionnaires and interviews are the most effective methods for assessing the learning and target needs of students at the Faculty of Automobile at QVTC in this study.

The questionnaire was utilized to gather reliable data on students' attitudes towards learner autonomy in English, employing a 5-point Likert scale ranging from "strongly agree" to "strongly disagree."

The questionnaire utilized a Likert scale ranging from 1 (strongly disagree) to 4 (agree) to facilitate efficient and economical data collection This structured format ensured that all respondents answered the same questions and had identical response options, allowing for consistent and comparable results.

Prior to the main research, the questionnaires were piloted with ten students and ten teachers, including five English and five content teachers, to ensure clarity and comprehensibility of the questions, as noted by Jaeger (1997) Based on feedback, some items were omitted, revised, or added to enhance their effectiveness in gathering accurate information The pilot results confirmed that the questionnaires were suitable for data collection, with all items presented in both English and Vietnamese The study aims to assess students' needs and identify activities or tasks for future Automobile course materials, focusing on target and learning needs through well-formulated questions regarding the target situation and attitudes toward the ESP course The questionnaires were translated into Vietnamese for respondent convenience, and the data will be quantitatively analyzed using SPSS version 16.0.

The initial questionnaire for second-year students at the Faculty of Automobile comprises two sections with a total of 42 items The first section features 21 items focused on gathering students' opinions regarding current materials and the activities or tasks that should be incorporated into future automobile coursework The second section, also containing 21 items, explores students' views on classroom activities and topics that should be integrated into upcoming materials.

The second questionnaire, comprising 42 items, is tailored for both English and content teachers to assess the target needs, objectives of the ESP course, and attitudes towards existing ESP materials The first section, with 21 items, focuses on gathering teachers' opinions regarding current materials and the necessary activities or tasks to be included in future Automobile-related content The second section, also consisting of 21 items, explores teachers' views on the classroom activities and topics that should be integrated into upcoming materials.

The organization of the questionnaire is briefly described in Table 3.1

Table 3.1 Clustering the questionnaires for teachers and students

1 The following activities/ tasks should be included in the future material of Automobile in reference to students’ needs

3 These following classroom activities should be included in the future textbook of Automobile

4 The necessary topics for the future textbook of Automobile Q29,Q30,Q31,Q32,

In the study, the interviews conducted were structured interviews Five ESP teachers and five employers participated in the interviews

The interviews conducted with English teachers aim to explore their experiences, expectations, and beliefs regarding English for Specific Purposes (ESP) teaching Key questions focus on assessing the necessity of ESP courses and evaluating the appropriateness of time allocation Additionally, teachers share their opinions on current ESP materials and the challenges they face in teaching this subject The insights gained from these interviews are intended to highlight the sources of difficulties, the effectiveness of various activities, and the aspects that have proven most beneficial in the teaching process.

The interviews with employers who are working at factories, workshops or companies are designed with the purpose of identifying the target needs in terms of necessities.

The subjects

According to Robinsons (1991), effective syllabus design relies on gathering information from key stakeholders, including potential students, language teaching institutions, graduates, and individuals involved in the students' future job or academic contexts Consequently, this study's questionnaires were distributed to two distinct groups to collect relevant data.

A study was conducted with a group of 150 second-year students, aged 18 to 21, who have completed General English (GE) courses over their first three semesters, along with a 60-hour English for Specific Purposes (ESP) course The participants, selected randomly from five classes, share a similar educational background, having all graduated from senior high school and passed an entrance exam to enroll at QVTC, where they are expected to achieve a pre-intermediate level of English proficiency Upon graduation, the majority of these students aim to pursue careers as workers or technicians in factories and companies.

Group two consists of 15 content teachers who are now teaching at the Faculty of Automobile and 15 English teachers teaching ESP for at the Department of Foreign Language, QVTC

Five experienced teachers, each with over three years of teaching English for Specific Purposes (ESP) at the Department of Foreign Language, QVTC, are currently instructing second-year students in ESP courses.

Five employers who will be able to use students graduated from the Faculty of Automobile at QVTC have participated in the interviews They are at the age of

30 - 55 and are working at factories, companies or workshops.

Procedures

In April 2015, a total of 180 copies of the initial questionnaire were distributed to 150 students, who were instructed to complete and return it the following day All 150 copies were returned, and notably, none were deemed invalid.

In April 2015, a total of 30 copies of the second questionnaire were distributed to 15 English teachers and 15 content teachers, with all copies returned by the end of the month.

In May 2015, informal interviews were held with English teaching staff at QVTC, conducted in Vietnamese, averaging 15 minutes either after class or during lunch Additionally, similar interviews with employers took place after work hours or during lunchtime in the same month.

Summary

This chapter outlines the participants involved in the study, the tools used for data collection, and the procedures followed to gather the necessary information Preliminary results and discussions will be presented in the subsequent chapter, Chapter Four.

CHAPTER FOUR FINDINGS AND DISCUSSION

This chapter presents the findings from a questionnaire assessing the awareness and performance of teachers and students, alongside insights gathered from interviews conducted at QVTC Additionally, it includes the proposed design for an Automobile syllabus.

Data analysis from teachers and students

4.1.1: The reliability of the questionnaire

Data from the questionnaires titled “Your Opinion About the Needs of Teaching and Learning of Current ESP Textbook of Automobile” were analyzed using SPSS To ensure the reliability of the questionnaires, the Cronbach’s alpha coefficient was calculated, with the results displayed in Table 4.1 below.

Table 4.1: The reliability of the questionnaires

A reliability coefficient of 70 or higher is deemed acceptable in most social science research contexts, as noted by Hoang and Chu (2008) The Scale Reliability Analysis indicated that the scale's reliability coefficients were 941 and 876, confirming that they meet the acceptable threshold (see Appendix).

4.1.2: The mean score of the questionnaires for teachers and students:

4.1.2.1 The activities/ tasks should be included in the future material of Automobile in reference to students’ needs

Cluster 1 (The following activities/ tasks should be included in the future material of Automobile in reference to students’ needs) includes items 1,2,3,4 5,6,7,8,9,10,11,12,13,14,15,16,17,18( see appendix) All items are 5- point scale statement with value ranging from 1 (strongly disagree) to 5 (strongly agree) The mean score of cluster1 of the from teacher and student is reckoned up as follows:

Table 4.2: The mean score of cluster 1 for teachers

Total Mean score Standard deviation

Table 4.3: The mean score of cluster 1 for students

Total Mean score Standard deviation

To determine if the mean score of cluster 1 significantly differs from 3.0 on a five-point Likert scale, a One Sample T-Test should be performed The statistical parameters for cluster 1 will be analyzed to assess this difference.

Table 4.4: One sample T- Test for cluster 1 (teachers)

(Test Value) = 3 t df Sig (2- tailed)

The mean score for Cluster 1 among teachers was 3.7926 (SD = 0.6422), significantly differing from the neutral value of 3.0 on a five-point Likert scale (t1 = 6.708, df, p = 000) These findings align with the results observed in Cluster 1 for students, indicating a notable distinction in perceptions between the two groups.

Table 4.5: One sample T- Test for cluster 1 (students)

(Test Value) = 3 t df Sig (2- tailed)

Mean score of cluster 1 for students(M1=3.8715, SD=.37020) was different from 3.0 from 3.0 on Likert scale five level (t1(.831, df9, p=.000) This parameters support the results which find out from cluster 1 for students

Mean score of the statements in the cluster 1 from teachers and students was reckoned up as follows:

Table 4.6 : Mean score of the statements in the cluster 1 from teachers

Statements Min Max Mean value

1 In general, language skills should focus on the performance of activities related to Automobile

2 Listening to instructions and explanation in labs 2 5 3,27 1,093

4 Listening to identify key information 1 5 3,70 1,055

5 Listening to instructions for assignments 1 5 3,47 1,306

6 Asking questions and responding to questions in class 2 5 4,00 0,788

The future textbook on Automobile should incorporate descriptive statistics reflecting teachers' attitudes towards activities and tasks, tailored to meet students' needs Notably, the item Q4, which focuses on "Listening to identify key information," achieved the highest mean score of 3.70, as presented in Table 4.6.

Meanwhile, items Q 2 “Listening to instructions and explanation in labs” was the least valued with the mean ( M= 3,27)

Similarly, in speaking part, the items Q 9 “Describing products/ models/ processes” was ranked the highest of all ( M= 4.30) The second ranked were items

In a recent study, participants rated the activity of asking and responding to questions in class highly, with a mean score of 4.00 Conversely, giving spoken presentations received the lowest mean score in this category Overall, the findings indicated that participants expressed positive feedback regarding their experiences with asking questions, responding to inquiries, and describing products, models, and processes during speaking activities.

The findings from Table 4.6 reveal that among the reading activities, the highest-ranked item was Q11 "Reading technical articles" with a mean score of 4.07, followed closely by Q12 "Reading textbooks" at 3.97 Conversely, Q13 "Reading course handouts" received the lowest mean score in this category The results indicate that most teachers expressed positive feedback regarding the reading of textbooks and technical articles In the writing section, Q18 "Describing products/models/process" achieved the highest ranking with a mean of 4.33, while Q17 "Writing short paragraphs" was the second highest at 3.87.

The practice of "taking notes in lectures" received the lowest mean score in the descriptive statistics (M=3.57) However, the findings indicated that most teachers provided positive feedback on exercises focused on describing and writing short paragraphs, highlighting the appropriateness of these tasks for meeting learners' needs.

Teachers implementing the Automobile syllabus aim to equip students with integrated skills and relevant materials Descriptive statistics indicate that productive skills, particularly writing and speaking related to describing products, models, and processes, should be prioritized in the syllabus Additionally, writing reports, crafting short paragraphs, and engaging in question-and-answer sessions are essential components to include However, the current Automobile textbooks pose significant challenges for students, as many struggle to answer questions, highlighting teachers' concerns regarding writing and speaking in English for Specific Purposes (ESP) The findings suggest that teachers believe the syllabus objectives should focus on enhancing students' reading skills in the ESP context while deepening their subject knowledge Therefore, it is crucial to consider items Q10, Q11, and Q12 when designing the ESP syllabus for Automobile students.

Table 4.7: Mean score of the statements in the cluster 1 from students

1 In general, language skills should focus on the performance of activities related to Automobile

2 Listening to instructions and explanation in labs 1 5 3,47 0,974

4 Listening to identify key information 2 5 3,66 0,749

5 Listening to instructions for assignments 2 5 3,95 0,712

6 Asking questions and responding to questions in class 2 5 4,05 0,749

The analysis presented in Table 4.7 indicates that the average scores for items 1-18 exceeded the threshold of 3.0, demonstrating strong support among students for the content Notably, item Q5, which pertains to "Listening to instructions for assignments," received the highest agreement with a mean score of 3.95 Conversely, the statement with the lowest level of agreement was Q2, related to "Listening to instructions and explanations in labs."

In the speaking section, item Q6, which focuses on "Asking questions and responding to questions in class," received the highest ranking with a mean score of 4.05 Following closely, the second-ranked item was also Q6, centered on "Describing products/models/processes," with a mean score of 4.01.

In the category of "Giving spoken presentations," respondents exhibited the lowest mean score, suggesting a generally positive attitude towards engaging in question-asking and responding Additionally, participants showed a favorable disposition towards describing products, models, and processes during speaking activities.

As shown about reading part in Table 4.6 above, the items Q14“Reading instructions for assignments” was ranked the highest of all ( M= 3.98).But the items

The survey results indicate that "Reading course handouts" received the lowest mean score, highlighting a general lack of enthusiasm among students However, students provided positive feedback on reading instructions for assignments related to reading activities In the writing section, "Describing products/models/process" achieved the highest mean score of 4.32, followed closely by "Writing short paragraphs" at 3.93 Conversely, "Taking notes in lectures" scored the lowest at 3.67 Overall, students expressed favorable opinions on the exercises focused on describing and writing short paragraphs, suggesting that these tasks effectively meet their learning needs.

Students anticipate that the syllabus will offer integrated skills and materials related to the automobile industry, enhancing their knowledge in this specific field As shown in Table 4.7, the descriptive statistics indicate that the syllabus should prioritize the development of four essential skills: writing, speaking, reading, and listening, in that order of importance.

Interview

The interviews were applied to double-check the reliability of quantitative data gained in the questionnaires and to provide more insightful analysis of the matters under investigation

4.2.1 Needs perceived by teachers of English

This section aims to explore the attitudes and recommendations of English teachers regarding the English for Specific Purposes (ESP) course tailored for Automobile students The study involves five teachers currently instructing both General English and English for Automobile at QVTC.

Interviews with teachers at QVTC reveal significant challenges in teaching English for Specific Purposes (ESP), including a lack of teaching aids, insufficient course time, limited research materials, and students' learning habits The primary textbook utilized for the English for Automobile course is "Technical English for Automotive Engineering" by Nguyen Tuan Hung, aimed at intermediate-level students.

In 2007, teachers at the Faculty of Automobile expressed dissatisfaction with the current materials used for teaching English for Specific Purposes (ESP) Many noted that the existing textbook is overly challenging for students, highlighting a need for more accessible resources.

“The level of students is low at pre-intermediate one, whereas the textbooks is supposed to be at the upper- intermediate level” (Teacher interview, May, 2015)

There is a significant lack of translation practice exercises and appropriate language activities tailored to the needs of technical students, particularly in the field of Automobile studies Additionally, the specialized vocabulary and terminology related to this subject have not received adequate attention Most English teachers have not participated in English for Specific Purposes (ESP) courses, resulting in limited experience and knowledge necessary for effectively teaching ESP Consequently, they often struggle to explain automotive terms or concepts, especially when they do not fully understand them in Vietnamese This gap in expertise makes it challenging for English teachers to deliver the current material effectively to their students.

Participants expressed concerns about the course timing, indicating it does not adequately meet their needs Teachers unanimously recommended increasing the course duration to six periods per week, allowing for one lesson each week One teacher specifically noted that the time allocated for each unit in the ESP program is insufficient.

“Time distribution is suitable for the students because they have to study many other objects in their curriculum besides English” (Teacher interview, May, 2015)

Many teachers struggle to ensure that students grasp fundamental concepts of their specialized subjects within just 60 periods They advocate for extending English for Specific Purposes (ESP) classes to 90 periods, emphasizing the need for additional time to allow students to practice language skills effectively, complete all exercises, and become acquainted with new vocabulary and structures.

The qualifications of students and the timing of instruction are crucial factors to consider when developing new educational materials It is essential to establish effective methods and allocate sufficient time for teachers to effectively convey a significant amount of English for Specific Purposes (ESP) knowledge to their students As highlighted by a teacher with 15 years of experience, addressing these elements is vital for successful learning outcomes.

“Students’ English level is not good enough and balanced Huge knowledge which

English teachers may not good at have to be taught in a short period of time.” (Teacher interview, May, 2015)

One significant challenge in teaching English for Specific Purposes (ESP), particularly for automobile students, is their learning habits Many students prioritize grammar and vocabulary, often neglecting other essential activities necessary for mastering ESP This narrow focus creates a substantial barrier to effective teaching and learning in this field.

Concerning this issue, an interviewed teacher complained:

In a teacher interview conducted in May 2015, it was expressed that when students collaborate in pairs or groups, they often resort to conversing in their native language, which leads to a loss of classroom control during lessons focused on English for Specific Purposes (ESP) speaking skills.

One of these participants added:

Students demonstrate confidence in English grammar exercises; however, they face significant challenges with the four language skills, especially reading Their lack of focus and motivation stems from finding reading texts uninteresting and irrelevant, leading to reduced effectiveness in the classroom.

The language skills are really necessary for process of teaching and learning

All English teachers agree that the four essential language skills—reading, listening, speaking, and writing—should be developed and prioritized in the syllabus, with reading being the most important An experienced teacher emphasized this perspective.

“I really fell that I have not satisfied with the current ESP material, the language skills have not equally distributed” (Teacher interview, May, 2015)

Participants in the study highlighted the need for improved material sources to enhance students' self-study in the ESP course for Automobile They emphasized the importance of providing a variety of specific materials, including selected technical articles from newspapers and reading texts from diverse sources and the internet These authentic materials enable students to practice their specific content effectively.

Teachers unanimously agreed on the necessity of incorporating the four essential skills into the English for Specific Purposes (ESP) program for Automobile studies to effectively address student needs Furthermore, participants expressed a positive perspective on the importance of motivating students in their English learning journey One participant emphasized this point, highlighting the significance of fostering enthusiasm for the language among students.

“ we should use various language activities that utilize the multi- intelligences of students to motivate students in English learning” (Teacher interview, May, 2015)

Participants expressed a consensus regarding their expectations for the future ESP textbook on automobiles, noting that the current materials offer insufficient activities and exercises They anticipate a more comprehensive array of language skill activities that would effectively benefit students Five English teachers echoed this sentiment, emphasizing the need for an enriched curriculum.

“The future ESP textbook of Automobile will help students improve their knowledge and read some specific books of Automobile in English for professional development”

Future textbooks should focus on four essential skills to effectively address student needs Educators anticipate that by the end of the English for Specific Purposes (ESP) course, students will be proficient in reading ESP documents, comprehending instructions and discussions, communicating with foreign experts, and translating texts between English and Vietnamese.

Summary

This chapter examines the needs of second-year automobile students through questionnaires and interviews, revealing their specific requirements The analysis highlights essential components to be included in the upcoming English for Specific Purposes (ESP) textbook for automobile studies Key sub-skills, such as presenting diagrams and charts, writing instructions, and addressing technical issues, should be developed through targeted tasks Additionally, it is crucial to consider both the potential and constraints of the learning environment in this context.

The suggested syllabus for the second year students of Automobile at QuyNhon Vocational Training College

Given our limitations in creating ESP materials from scratch, it is more practical to strategically utilize and enhance existing resources The next section will outline the criteria for selecting, adapting, and designing materials tailored for the proposed ESP syllabus in this study.

When discussing criteria for designing syllabus, William (1994) advises to consider seven broad categories for evaluating and selecting ESP course summarize as follows:

- Specification (title, publisher, date of first publication, target audience, length, availability of support materials, appearance, etc.)

The book is structured around a comprehensive syllabus model that focuses on specific lexical areas, grammatical structures, and functional skills It incorporates a variety of tasks that are sequenced thoughtfully to enhance learning continuity between units The rationale behind the adopted sequence is to facilitate gradual skill development and reinforce previously learned concepts Regular revision is integrated to ensure retention of material, while diverse sources of input texts enrich the learning experience.

A well-structured sample unit should demonstrate effective construction, showcasing the relationships between its various sections It should allow for the omission of certain parts without losing coherence, while offering a sufficient variety of activity types to engage learners Additionally, the unit must include an ample quantity of practice materials and provide opportunities for free practice, ensuring a comprehensive learning experience.

- Classroom methodology (view of language learning, interrelation between methodology and the learner’s previous language learning experience, opportunity for out - of class learning)

- Support materials ( presence and availability of support materials and their kind, how much help expected from them, possibility of adapting and re- recording, pace, length and other characteristics.)

- Learners (subject-specialist knowledge expected to be brought to the materials, subject - specialist knowledge to be got from the materials, motivation, the learner’s role and interest)

- The teacher (teacher’s role, interest, subject-specialist knowledge, possibility of cooperation with subject teachers, individual teaching style, etc)

Designing an effective syllabus for English for Specific Purposes (ESP) requires a careful balance of language learning theories and a thorough needs analysis of the target learners For second-year Automobile students at QVTC, a mixed or integrated syllabus that combines topic-based and task-based approaches is ideal This approach ensures that students engage with content relevant to their field, familiarizing them with essential vocabulary and technical terms Additionally, incorporating task-based elements allows learners to practice real-world tasks, enhancing their confidence and focus on meaning and usage before form.

Willis (1998) suggests that while students may succeed in form-focused activities, they often struggle to produce language in meaning-focused contexts Implementing a task-based syllabus can enhance exposure to the target language, provide opportunities for its use, and foster motivation, ultimately allowing for a greater emphasis on language form in subsequent lesson stages.

Based on the criteria outlined and considering the ESP learners at the Faculty of Automobile along with the current learning environment, the designer aims to create a proposed syllabus incorporating the following elements.

This section aims to propose an English for Specific Purposes (ESP) syllabus for the Automobile industry, grounded in theoretical research and investigation outcomes Key components of the syllabus will include relevant topics, clear course objectives, essential language functions, and the development of language skills through targeted exercises.

Based on rankings from subject teachers and students regarding Automobile topics, along with insights from consulted specialists, fourteen key topics will be incorporated into the English for Automobile syllabus.

10 The Basic Components of an Automobile

The primary goal of this course is to equip students with essential English language skills specific to the automobile industry, enhancing their ability to communicate effectively in various technical scenarios Students will focus on understanding and delivering instructions, descriptions, and discussions related to automotive topics Additionally, the course emphasizes improving reading and listening skills through short texts and technical articles, as well as developing writing proficiency for reports and descriptions of products, models, and processes in the automotive field.

In order to support the skills identified in the syllabus, the following language functions are included in the syllabus

Describing characteristics Linking facts and ideas Making classification Completing the description/ table Listing the factors

According to Harmer (1996), incorporating a diverse range of exercises can sustain students' interest and engagement in the learning process, ultimately motivating their learning The following exercises, commonly found in the language focus section, emphasize form and language features, with reading being a key component.

- Read for details and complete table

- Read the text and mach main ideals to paragraph

- Read and fill in diagrams

●Listening to identify key information:

- Listen to mini- presentation and identify the specific information

- Listen and spot the description

- Listen to the report and put in the correct order

-Listen and complete the sentence/table/diagram c Writing

-Write a report comparing and contrasting

- Note taking and summary writing

- Complete the description by using provided information d Speaking

Course duration

The course comprises 90 class hours divided into 45-minute sessions over 15 weeks, with 6 periods dedicated to English for Specific Purposes (ESP) each week The syllabus includes 4 tests and concludes with a revision week.

The course outline

The syllabus broken down into 14 units covers five aspects i.e topics, objects, structures and grammar, lexis, tasks and skills (See Appendix)

CHAPTER FIVE CONCLUSION AND IMPLICATIONS

Chapter five outlines the key findings of the research, offering conclusions and implications based on the results Additionally, it addresses the limitations encountered during the study and provides recommendations for future research endeavors.

Research questions

The research conducted on the English for Specific Purposes (ESP) needs of Automation students at Quy Nhon Vocational Training College has led to a review of the research questions and a summary of the findings The study focused on two key research questions, which guided the investigation into the specific language requirements of these students.

1 What are the learners’ needs of an ESP syllabus of Automobile at QuyNhon Vocational Training College?

2 What should be included in an ESP syllabus for second - year students of Automobile?

Summary of key findings

The research on the learners' needs for an ESP syllabus in Automobile revealed strong support from second-year students and English teachers for the course's design Nearly all students expressed a desire to enhance their communication skills with foreigners and to comprehend specialized vocabulary in their materials Consequently, a significant majority agreed that the ESP syllabus should integrate listening, reading, speaking, and writing skills All English teachers wholeheartedly endorsed the initiative, emphasizing the necessity and usefulness of the ESP course for students in the Faculty of Automobile.

Automobile Besides, they also hope ESP course to contribute to improving teaching and learning English at Quy Nhon Vocational Training College

Automotive students expressed a desire for future classroom activities to incorporate individual language assignments, pair work for skills development, and group projects for discussions They also emphasized the importance of including tests and exercises in the new material to continuously assess student achievements, which would enhance their overall knowledge and boost their confidence in completing assessments.

In addressing the second research question regarding the essential components of an ESP syllabus for Automobile, all English teachers unanimously agree that a total of 90 class hours is appropriate for the course They emphasize the need for a balanced allocation of time across the four language skills Survey respondents collectively prioritize the development of these skills, along with technical vocabulary and pronunciation, viewing them as critical for effective ESP learning Additionally, both teachers and students advocate for the inclusion of relevant and practical topics, noting that current materials do not adequately cover all aspects of the Automobile field After analyzing the opinions of students, English teachers, and content instructors, it is recommended that all suggested topics be incorporated into the Automobile ESP syllabus.

Despite completing the GE course in their first year, students still exhibit low English proficiency, primarily relying on the grammar-translation method Limited time for practicing the four language skills hinders their progress, as their focus is mainly on passing exams This situation is compounded by inadequate teaching methods and learning programs, which can diminish student motivation To improve their English learning experience, it is essential to address the current challenges in both student engagement and teaching approaches.

Implications

Basing on the findings of this study, the researcher would like to offer some implications to make the teaching and learning ESP effictive

To enhance the new syllabus, it is essential to incorporate more activities and tasks identified in the findings, particularly focusing on the productive skills of writing and speaking related to describing products, models, and processes The data from Tables 4.6 and 4.7 indicate that these topics received high appreciation from both students and teachers, with mean scores of 4.33 and 4.32, respectively Consequently, ESP teachers should prioritize preparing engaging lectures on these subjects and utilize visual aids such as photographs, diagrams, and videos to make lessons more dynamic and comprehensible The integration of visual aids not only captivates students' attention but also fosters their interest in language activities, creating a more realistic classroom environment As noted by Doff (1988), visual aids enhance student engagement and clarity in understanding processes, models, and products, making the learning experience more lively and effective.

The second issue addresses the inclusion of language elements, with statistical data from Tables 4.12 and 4.13 indicating a strong consensus among students (M = 4.066; SD = 410) regarding the benefits of these elements, particularly highlighting the importance of "technical vocabulary," which was valued by all participants.

The highest agreement regarding the importance of vocabulary instruction was noted among both teachers and students, with a mean score of 4.17 for the pronunciation of new vocabulary Teaching English for Specific Purposes (ESP) vocabulary is crucial in language education, yet many students view vocabulary learning in the automotive field primarily as a means to pass exams, indicating a lack of motivation in the current instructional methods at QVTC To enhance student engagement, teachers have sought to improve their teaching strategies Consequently, teaching vocabulary, particularly in ESP courses, poses a significant challenge for English Language Teachers Vocabulary is a fundamental component of any curriculum and should be taught systematically and thoughtfully, with careful selection of terms and effective teaching approaches to engage students.

The research findings highlight the specific learning and target needs of Automotive students, providing valuable insights for English for Specific Purposes (ESP) teachers Understanding these needs is crucial for developing effective ESP syllabi tailored to the requirements of students in other engineering disciplines, such as Electrical and Mechanical Engineering By conducting a thorough needs analysis and considering the current teaching and learning environments, educators can more effectively select or design teaching materials that enhance student interest and motivation.

English teachers at QVTC should prioritize the selection and adaptation of materials that align with the syllabus and resonate with students' interests It is essential to incorporate diverse, authentic resources while ensuring a balance of authenticity to prevent distraction from learning Materials must be relevant and challenging, covering key concepts in the field of Automobile, while introducing a manageable amount of new vocabulary and expressions without delving into exhaustive knowledge of the subject.

The new syllabus should integrate all four skills—listening, speaking, reading, and writing—through a variety of activities to enhance students' communicative competence A balanced approach to teaching these skills is essential for effective and successful English for Specific Purposes (ESP) learning Both teachers and students show a strong preference for interactive classroom activities, such as group work, pair work, and individual tasks, as they provide realistic speaking and listening practice while fostering a friendly learning environment Additionally, these familiar activities allow students to learn collaboratively from their peers, enriching their overall educational experience.

Limitations

Designing an English for Specific Purposes (ESP) syllabus is a complex task with inherent limitations, particularly in this thesis Due to constraints in time and finances, the investigation lacked breadth and depth, preventing a comprehensive study of all student levels and teachers at QVTC Additionally, job observations were not feasible, and questionnaires were only administered to a limited number of content teachers and employers, which may restrict the study's findings Furthermore, the research was conducted by an inexperienced researcher, potentially introducing bias in the interpretation of qualitative data.

Further Research

This study emphasizes the significance of English, particularly English for Specific Purposes (ESP), in enhancing students' confidence in their respective fields The urgent need for ESP courses is highlighted, advocating for syllabi tailored to students' needs and the current teaching and learning contexts Future research should also address classroom teaching methodologies and course evaluations, expanding on aspects not covered in this study.

The writer hopes that the study will contribute to the improvement of English teaching and learning at QVTC in general and at the faculty of Automobile in particular

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(BẢNG CÂU HỎI DÀNH CHO SINH VIÊN NGÀNH Ô TÔ Ở

Trường Cao đẳng Nghề Quy Nhơn hiện đang tuyển sinh cho sinh viên năm thứ hai chuyên ngành Ô tô, những sinh viên đã hoàn thành chương trình tiếng Anh cơ bản và vừa mới kết thúc khóa học tiếng Anh chuyên ngành Ô tô.

Mục đích của việc xây dựng chương trình tiếng Anh chuyên ngành Ô tô cho sinh viên năm thứ 2 là tìm hiểu nguyện vọng và nhu cầu học tiếng Anh, cũng như việc sử dụng kỹ năng tiếng Anh của sinh viên Thông tin từ các bạn rất quan trọng để thiết kế chương trình thành công Chúng tôi mong các bạn trả lời đầy đủ và chính xác các câu hỏi bằng cách đánh dấu (x) vào cột mình chọn Cảm ơn sự hợp tác của các bạn.

II Ý kiến của bạn về nhu cầu dạy và học của giáo trình tiếng Anh chuyên ngành Ô tô hiên tại:

Vui lòng đánh dấu () vào ô đúng với quan điểm cá nhân của bạn

3= Không đồng ý cũng không phản đối

Không đồng ý cũng không phản đối

Những hoạt động/ công việc sau nên có trong giáo trình chuyên ngành Ô tô trong tương lai sau khi đề câp đến nhu cầu của sinh viên

1 Nhìn chung , các hoạt động ngôn ngữ nên được sử dụng hướng đến các hoạt đông liên quan đến nội dung

2 Nghe những bài hướng dẫn và giải thích

3 Nghe những bài mô tả

4 Nghe để xác định thông tin

5 Nghe những hướng dẫn cho các bài tập

6 Đặt và trả lời những câu hỏi trong lớp học

7 Tham gia vào cuộc thảo luận

9 Mô tả sản phẩm/ mô hình/ quy trình

10 Đọc sách hướng dẫn về kỹ thuật

11 Đọc những bài viết về kỹ thuật

13 Đọc những tài lệu được phát bổ xung

14 Đọc những hướng dẫn cho các bài tập

16 Viết những đoạn văn ngắn

17 Ghi chú trong bài giảng

18 Mô tả sản phẩm/ mô hình/ quy trình

19 Ngữ pháp và cấu trúc

21 Sự phát âm của từ vựng

Những hoạt động sau dây trong lớp học nên có trong giáo trình tương lai

22 Làm việc theo cặp ( đối với các hoạt động về ngôn ngữ/ kỹ năng)

23 Làm việc theo nhóm ( đối với các thảo luận/ bài tập)

24 Làm việc theo cá nhân ( đối với các hoạt động ngôn ngữ/ bài tâp về nhà)

25 Nên có sự đánh giá tương đương ( dối vối các hoạt động viết/ đọc ngữ pháp/ từ vựng )

26 Nên có sự tự đánh giá ( đối với hoạt động viết)

27 Tài liệu nên có kế hoạch bài tập rõ ràng

28 Tài liệu nên bao gồm các bài kiểm tra/ bài tập/ hoạt động để hổ trợ cho việc tự nghiên cứu của sinh viên

Những dề tài sau dây là cần thiết cho giáo trình tiếng Anh chuyên ngành Ô tô sắp tới

29 Giới thiệu về xe hơi

33 Tính năng và các đặc điểm kỹ thuật

35 Các hệ thống kiểm soát hơi khí thoát

38 Các bộ phận cơ bản của một ô tô

40 Thanh truyền và trục khuỷu

Những đề tài bồ sung:

Cảm ơn về sự đóng góp của các bạn!

(FOR STUDENTS OF AUTOMOBILE AT QUY NHON VOCATIONAL

Subject: The second- year students at the Faculty of Automation These students have already finished the GE study and just finished the ESP course

To effectively design an English for Specific Purposes (ESP) syllabus, we kindly request your cooperation in accurately answering all questions by marking the appropriate box or number Thank you for your participation.

II Your opinion about the reality of teaching and learning of current ESP textbook of Automation:

Show your opinion or decision by putting a tick mark () in the column of your choice or that represents your opinion

The following activities/ tasks should be included in the future textbook of

Automobile in reference to students’ needs

1 In general, language skills should focus on the performance of activities related to

2 Listening to instructions and explanation in labs

4 Listening to identify key information

5 Listening to instructions for assignments

6 Asking questions and responding to questions in class

These following classroom activities should be included in the future material

22 Pair work ( for language /skills activities)

23 Group work (for discussions/ assignments)

24 Individual work ( for language activities

25 There should be peer evaluation (for writing/ reading/ grammar/ vocabulary activities)

26 There should be self – assessment ( for writing activities)

27 The material should include clear assessment plans

28 The material should include tests/ exercises/activities for students’ self- study through the course

The necessary topics for the coming ESP textbook of Automobile

38.The Basic Components of an Automobile

Thank you for your Cooperation!

Bảng câu hỏi dành cho giáo viên dạy chuyên ngành ô tô tại Trường Cao đẳng Nghề Quy Nhơn nhằm thu thập ý kiến và đánh giá từ các thầy cô giáo trong khoa Ô tô Nội dung bảng hỏi tập trung vào các vấn đề liên quan đến phương pháp giảng dạy, tài liệu học tập, và nhu cầu đào tạo thực tiễn Mục tiêu là cải thiện chất lượng giảng dạy và đáp ứng tốt hơn yêu cầu của ngành công nghiệp ô tô hiện nay.

Mục đích của phần này là thu thập ý kiến của Thầy (Cô) về việc dạy và học tiếng Anh tại trường Cao Đẳng Nghề Quy Nhơn, đặc biệt là đối với khóa học tiếng Anh chuyên ngành dành cho sinh viên ngành Ô Tô Xin Thầy (Cô) vui lòng đánh dấu () vào cột tương ứng và ghi rõ những ý kiến khác nếu có.

3 Bằng Cấp: □ Cử nhân □ Thạc sỹ □ Tiến sỹ

4 Thầy (Cô) đã giảng dạy o Khoa Ô Tô được thời gian bao lâu? ……… năm

II Ý kiến của bạn về nhu cầu dạy và học của giáo trình tiếng Anh chuyên ngành Ô tô hiên tại:

Vui lòng đánh dấu () vào ô đúng với quan điểm cá nhân của bạn

3= Không đồng ý cũng không phản đối

Không đồng ý cũng không phản đối

Những hoạt động/ công việc sau nên có trong giáo trình chuyên ngành Ô tô trong tương lai sau khi đề câp đến nhu cầu của sinh viên

1 Nhìn chung các kỹ năng ngôn ngữ nên tập trung vào việc thực hiện các hoạt động liên quan dến chuyên ngành Ô tô

2 Nghe những hướng dẫn và giải thích

3 Lắng nghe những bài mô tả

4 Lắng nghe để xác định thông tin

5 Nghe những hướng dẫn cho các bài tập

6 Đặt và trả lời những câu hỏi trong lớp học

7 Tham gia vào cuộc thảo luận

9 Mô tả sản phẩm/ mô hình/ quy trình

10 Đọc sách hướng dẫn về kỹ thuật

11 Đọc những bài viết về kỹ thuật

13 Đọc những tài lệu được phát bổ xung

14 Đọc những hướng dẫn cho các bài tập

16 Viết những đoạn văn ngắn

17 Ghi chú trong bài giảng

18 Mô tả sản phẩm/ mô hình/ quy trình

19 Ngữ pháp và cấu trúc

21 Sự phát âm của từ vựng

Những hoạt động sau dây trong lớp học nên có trong giáo trình tương lai

22 Làm việc theo cặp ( đối với các hoạt động về ngôn ngữ/ kỹ năng)

23 Làm việc theo nhóm (/ thảo luận/ bài tập)

24 Làm việc theo cá nhân ( đối với các hoạt động ngôn ngữ/ bài tâp về nhà)

25 Nên có sự đánh giá tương đương ( dối vối các hoạt động viết/ đọc ngữ pháp/ từ vựng )

26 Nên có sự tự đánh giá ( đối với hoạt động viết)

27 Các tài liệu nên có kế hoạch bài tập rõ ràng

28 Tài liệu mới này nên có những bài kiểm tra và bài tâp để liên tục kiểm tra đươc sự lĩnh hội của sinh viên

Những dề tài cần thiết cho giáo trình tiếng

Anh chuyên ngành Ô tô sắp tới

29 Giới thiệu về xe hơi

33 Tính năng và các đặc điểm kỹ thuật

35 Các hệ thống kiểm soát hơi khí thoát

38 Các bộ phận cơ bản của một ô tô

40 Thanh truyền và trục khuỷu

Những đề tài bồ sung:

Cảm ơn về sự đóng góp của các bạn!

( FOR LANGUAGE TEACHERS AT QUY NHON VOCATIONAL TRAINING COLLEGE)

Subject: Language teachers who are teaching English at Quy Nhon Vocational

Aims: In the questionnaire aims at getting opinions towards learning and teaching

English at Quy Nhon Vocational Training College and the ESP course in particular Please tick () in the box and express your ideas if possible

5 How long have you been teaching at the Faculty of Automation? years

Your opinion about the needs of teaching and learning of ESP textbook of Automobile:

Show your opinion or decision by putting a tick mark () in the column of your choice or that represents your opinion

The following activities/ tasks should be included in the future textbook of

Automobile in reference to students’ needs

1 In general, language skills should focus on the performance of activities related to

2 Listening to instructions and explanation in labs

4 Listening to identify key information

5 Listening to instructions for assignments

6 Asking questions and responding to questions in class

These following classroom activities should be included in the future textbook of

22 Pair work ( for language /skills activities)

23 Group work (for projects/ discussions/ assignments)

24 Individual work ( for language activities

25 There should be peer evaluation (for writing/ reading/ grammar/ vocabulary activities) in the material

26 There should be self – assessment ( for writing activities) in the material

27 The materials should include clear assessment plans

28 The new material should include tests and exercises to measure students’ achievements continuously

The necessary topics for the future textbook of Automobile

38.The Basic Components of an Automobile

Thank you for your Cooperation!

( FOR LANGUAGE TEACHERS AT QUY NHON VOCATIONAL TRAINING COLLEGE)

1 What difficulties do you have in teaching ESP to the second- year students at the Faculty of Automobile?

2 Is the time allocation of the current material with 60 periods enough?

3 What do you think about ESP textbooks of Automobile you are teaching?

4 What sources of materials that affected the students self- study?

5 What should be done to improve the quality of teaching and learning ESP?

6 What are your expectations about this ESP course of Automobile?

( FOR EMPLOYERS AT COMPANIES, FACTORIES RELATING TO

1 Do you think your employees usually have opportunity to use English at work?

2 What are the difficulties or challenges your employees faced when working at factories, industrial zones in English field?

3 What are your expectations towards the graduates ?

( FOR EMPLOYERS AT COMPANIES, FACTORIES RELATING TO

1 Bạn có nghĩ rằng các nhân viên của mình cơ hội sử dụng tiếng Anh tại nơi làm việc không?

2 Những khó khăn và thách thức trong lĩnh vực tiếng Anh gì mà các nhân viên của bạn phải đối mặt khi làn việc tại các nhà máy, các khu công nghiệp?

3 Những mong đợi hướng đến những sinh viên tốt nghiệp của bạn là gì?

-provide general vocabulary of car’s parts

-present the essential factors people consider when buying a car

- develop the ability to comprehend main ideas in the text

- Revision of simple present tense

(text-based): interior, brand, convertible, coupe, hatchback, saloon etc

Asking and giving your opinions

Task 1:List the types of car

Task 2: Match factors with definitions Task 3: Listen and complete the tables Task 4: Read the text and fill in the table Task 5: Role play in the salesperson and discussion

Task 6: Write a summary of characteristics of types of car

- Listening to instructions for cars

- build vocabulary of exterior parts in a car

- develop group discussion and presentation skills about the exterior parts of car

- develop the ability to comprehend texts related to car production

- develop the ability to listen to specific

- Relative clauses with relative pronouns:

-Technical words (text-based): bonnet, headlight, indicator, petrol cap or lap, roof, wheel trim, wing mirror etc

Task 1:List the exterior car parts Task 2: Listen to mini- presentation about the descriptions of different car parts and identify the purpose of the presentation and its main ideas

Task 3: Read the text about car production and mach the main ideals to paragraph

Task 4: Complete the description of a process by using provided information

Task 5: Write a description car production

- Listening to identify key information

Grammar Lexis Tasks Skills information in the descriptions of different car parts

- build vocabulary of interior parts in a car

- develop group discussion and presentation skills about the interior parts of car

- develop the ability to comprehend texts related to car production

- develop the ability to listen to specific information in the descriptions of different car parts

-Technical words (text-based): accelerator, air vent, airbag, brake pedal, car seat, gearstick, seat belt, configurator

Task 1: List the exterior car parts Task 2: Gap-filling

Task 3: Listen and spot the descriptions the instruments

Task 4: Read the main ideals and decide

Task 5: Write a description the configurator

Task 6: : Discuss in groups to describe of configurator

- understand vocabulary of the main parts inside bonnet

-Technical words (text-based): clutch, crankshaft, engine,

Task 1: List the main parts inside bonnet

Task 2: Match factors with definition

Grammar Lexis Tasks Skills discussion and presentation skills about the interior parts of bonnet

- develop the ability to comprehend texts related to bonnet

- develop the ability to listen to specific information in the descriptions of engine propeller -Pronunciation: sentences stress

Task 4: Use the table to describe the components of the engine and their purposes

Task 5: Listen and put the features in the order

- understand vocabulary of technical specifications in engine

- develop group discussion and presentation skills about Performance and technical specifications

- develop the ability to comprehend texts related to bonnet

-Technical words (text-based): inter- cooler, running costs, suspension, stiffened, braking distance, etc

Task 1: Listen and complete the sentences about materials

Task 2: Match the expressions with the definitions

Task 3: Complete the description of a process by using provided information

Task 4: Read the text and complete the table with detail about the cars

Task 5: Write a report comparing and contrasting about the types of well- known cars

- Asking questions and responding to questions

Grammar Lexis Tasks Skills listen to specific information in the descriptions of engine

- develop the ability to write the reports

-provide general vocabulary of engine construction

- develop group discussion and presentation skills about the engine construction

- develop the ability to comprehend main ideas in the text

- develop the ability to listen to specific information in the descriptions of different car parts

- Relative clauses with relative pronouns: that

(text-based): crankshaft, engine block, cylinder, connecting rod, framework, sleeve, sprocket, carburetor etc

Task 1: List the main parts used for combining an automobile engine

Task 2: Matching factors with definitions Task 3: Listen and spot the description of an engine block

Task 4: Reading the technical articles about the cylinder and the piston , note the key points in the task sheet provided and complete the table

Task 5: Write a description about crankshaft

- build vocabulary of Emission Control Systems

- develop group discussion and presentation skills about Emission Control Systems

- develop the ability to comprehend texts related to Emission Control Systems

- develop the ability to listen to specific information in the descriptions of Emission Control Systems

-Technical words (text-based): emission, sulfur, evaporative, charcoal, carbon monoxide, nitrogen oxide, combustion process, etc

Task 1: List he places that the automobile can give off pollutants

Task 2: Complete the sentences Task 3: Listen to mini- presentation about the descriptions of Emission Control Systems and identify the purpose of the presentation and its main ideas

Task 4: Read the text about Emission

Control Systems and match the main ideas to paragraph

Task 5: Write a description of Emission

Task 6: Discuss in groups to describe of

- Listening to identify key information:

- understand vocabulary of the main factors in car design

- develop group discussion and presentation skills about the characteristics of car design

- develop the ability to comprehend texts related to car design

- develop the ability to listen to specific information in the descriptions of process of designing car

- develop the ability to write the process

-Technical words (text-based): drag coefficient, sleek, striking, Shape -Pronunciation: sentences stress

Task 1: List the main factors in car design

Task 2: Match the descriptions to three of the cars

Task3: Listen to the presentation by a car designer and put the six extracts in the correct order

Task 4: Read the report about process of designing car and notes the key points in the task sheet provided

Task 5: Write a description s teps of designing car

-Listening to identify key information

- understand vocabulary of types of Automobile

-Technical words (text-based): components,

Task 1: List the main advantages in the

Task 2: Matching factors with definitions Task 3: Listen and spot the general three

Grammar Lexis Tasks Skills presentation skills about types of Automobile

- develop the ability to comprehend texts related to Automobile

- develop the ability to listen to specific information

- develop the ability to write the short paragraph suspension, cabin, scooter, accumulator, etc

Task 4: Read the text and complete the table with detail about the classifications of the types of automobiles with different purposes

Task 5:Write a summary about engine, chassis and body

Reading technical articles Writing: Writing short paragraphs

- understand vocabulary of the basic components of Automobile

- develop group discussion and presentation skills about the basic components of Automobile

- develop the ability to comprehend texts related to the basic components of Automobile

- Sentences pattern: consist of/ is composed of / combine/ convert…into (to)

-Technical words (text-based): skidding, scuffing, brake, recirculation, radiator etc

Task 1: List the basic components of

Task 2: Match the expressions with the definitions

Task 3: Listen to the report about the basis components of automobile and identify which of the problems have been chosen

Task 4: Read the text and complete the table with detail about the basic components of Automobile

Task 5: Write a report comparing and contrasting about the types of well- known cars

- Listening to identify key information

- develop the ability to listen to specific information in the descriptions of engine

- develop the ability to write the reports

Task 6: Role play: describe about the basic components of Automobile

- understand vocabulary of Automobile transmission

- develop group discussion and presentation skills about Automobile transmission

- develop the ability to comprehend texts related to Automobile transmission

- develop the ability to listen to specific information

- develop the ability to write the short paragraph

Conditional sentence with If- clause

-Technical words (text-based): accelerate, strain, installation, retainer, etc

Task 1: List the main advantages of the

Task 2: Matching factors with definitions Task 3: Listen and spot the descriptions of Automobile transmission

Task 4: Read the articles about the descriptions about Automobile transmission and decide True- False- Not given

Task 5: Write a summary about main advantages in the Automobile transmission

- understand vocabulary of the Connecting Rods and Crankshaft

- develop group discussion and presentation skills about Connecting Rods and Crankshaft

- develop the ability to comprehend texts related to Connecting Rods and Crankshaft

- develop the ability to listen to specific information in the descriptions of Connecting Rods and Crankshaft

- develop the ability to write the process

-Technical words (text-based): bronze, torque, setscrew, dowel , crank webs etc

Task 1: List the main advantages of the

Task 2: Match the expressions with the definitions

Task 3: Listen and spot the description of the Connecting Rods and Crankshaft

Task 4: Read the text and fill the diagram with detail about the Connecting Rods and Crankshaft

Task 5: Write a summary about characteristics of Connecting Rods and Crankshaft

Task 6: Role play: describe about the characteristics of Connecting Rods and Crankshaft

- Asking questions and responding to questions

13 Engine - understand vocabulary -Technical words Task 1: List several ways that the engines Speaking:

- develop group discussion and presentation skills about engines

- develop the ability to comprehend texts related to engines

- develop the ability to listen to specific information

- develop the ability to write the short paragraph

Passive voice of modal verbs

(text-based): operating cycle, motorship, fuel injection,crankpin, piston stroke etc

Task 2: Matching factors with definitions Task 3: Listen and spot the description of the piston action

Task 4: Read the articles about the method of fuel injection and notes the key points in the table provided

Task 5: Write description about cylinder arrangement

- Listening to identify key information

- understand vocabulary of Automobile Brakes

- develop group discussion and presentation skills about Automobile Brakes

- develop the ability to comprehend texts related to Automobile Brakes

-Technical words (text-based): back plate, leverage, brake band, flange etc

Task 1: List the main advantages of the

Task 2: Matching factors with definitions Task 3: Listen to mini- presentation about the descriptions of Automobile Brakes and identify the purpose of the presentation and its main ideas

Task 4: Read the articles about the brake system of the truck and notes the key points in the task sheet provided

Grammar Lexis Tasks Skills listen to specific information

- develop the ability to write the reports brakes and drive shaft brakes that the modern automobiles use

Task 6: Discuss in groups to describe two types of wheel brakes and drive shaft brake

Total 30 100.0 a Listwise deletion based on all variables in the procedure

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

Mean Variance Std Deviation N of Items

N Minimum Maximum Mean Std Deviation

N Mean Std Deviation Std Error Mean

Test Value = 3 t df Sig (2-tailed) Mean Difference

Total 150 100.0 a Listwise deletion based on all variables in the procedure

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

Mean Variance Std Deviation N of Items

N Minimum Maximum Mean Std Deviation