INTRODUCTION
Overview
This section introduces the study's background, rationale, and significance, while also detailing the research aims, questions, scope, and organization of the study.
Background of the study
Vietnam recognizes the importance of foreign languages, particularly English, as essential tools for intercultural communication The Ministry of Education and Training (MOET) aims for students graduating from vocational schools, colleges, and universities by 2020 to confidently use a foreign language in daily interactions and professional settings This initiative is part of a broader strategy to utilize foreign language skills for the country's industrialization and modernization Consequently, the curriculum at vocational schools prioritizes foreign language learning and teaching to align with societal demands.
The World Health Organization (2003) highlighted the critical shortage of healthcare workers, noting a current deficit of 7.2 million, projected to rise to 12.9 million by 2035 This issue affects both developed and developing nations, prompting many countries to seek healthcare professionals from abroad In Vietnam, there has been a significant increase in healthcare workers pursuing opportunities in countries like Germany, Japan, and Taiwan Additionally, the number of foreign healthcare professionals residing in Vietnam is rapidly growing, creating valuable opportunities for medical students to gain experience in modern, professional environments However, these opportunities come with challenges, as students must not only possess professional skills but also have strong foreign language proficiency To meet these demands, it is essential to develop a curriculum that aligns with the needs of learners.
Rationale
Quang Binh Medical School, established in 1998, is the sole institution in Quang Binh province dedicated to training health professionals With over 20 years of development, the school is currently finalizing its profile for college recognition Starting in the next academic year, it will welcome its first cohort of college students, with a training duration of 2.5 to 3 years Notably, during the 2016-2017 and 2017-2018 school years, the institution collaborated with Ha Tinh Medical College to enhance its training programs.
200 students applied into Pharmacy College and the demand of training in these fields increases each year
To effectively meet the learning and teaching requirements, departments are actively designing courses, including English for Pharmacy However, creating suitable curricula poses challenges due to the varying levels and learning needs of students in different environments and fields A key principle in developing a curriculum for specific purposes is conducting a thorough analysis of learners' characteristics and needs, which significantly influences the course's success and enhances the learning process As Basturkmen (2006) emphasizes, identifying learners' needs is essential for developing an effective English for Specific Purposes (ESP) course Additionally, Rubin (1985) notes that a well-structured syllabus serves as a foundational step in reconnecting students and faculty members.
Quang Binh Medical School primarily enrolls students from local high schools, who exhibit varying levels of English proficiency based on their regional backgrounds, often demonstrating limited language skills Currently, there is a lack of research at QBMS focusing on the overall learning needs of these students, as well as their specific requirements for English for Specific Purposes (ESP) learning.
According to Circular 12/2017/TT-BLDTBXH issued by the Ministry of Labour – Invalid and Social Affairs on April 20, 2017, graduates from intermediate and college levels must confidently communicate in English for daily interactions This requirement emphasizes the need for learners to develop all language skills, including listening, speaking, reading, and writing The circular also mandates a reduction in class time for learning and assessment, encouraging students to engage in self-directed study at home This shift presents challenges for students who may lack independent learning skills Furthermore, the limited classroom time makes it difficult to concurrently address grammar, vocabulary, and language skills unless these aspects are carefully planned and studied.
Before developing any curricula, it is essential to investigate the needs of learners This necessity is the driving force behind my study on "ESP Needs Analysis for Pharmaceutical Students at Quang Binh Medical School."
Research significance
In Vietnam, there is a limited focus on studying and designing foreign language curricula based on learners' needs, particularly in English for Specific Purposes (ESP) for pharmaceutical students at Quang Binh Medical School This research aims to investigate the ESP needs of these students, analyze factors influencing their learning and teaching, and provide essential curriculum suggestions The findings are expected to significantly benefit both teachers and learners by helping students clarify their learning objectives and raising educators' awareness of student expectations, thereby aiding in syllabus formulation and the application of effective teaching methods Ultimately, this study seeks to enhance the effectiveness of ESP teaching and learning in Vietnam.
Research aims
This research aims to investigate the English for Specific Purposes (ESP) needs of pharmaceutical students at Quang Binh Medical School, with detailed data analysis following data collection The study's findings will offer valuable insights for educators and administrators regarding students' awareness and demands, ultimately enhancing the learning and teaching process and informing curriculum development As noted by Basturkmen (2006), aligning the curriculum with learners' needs positions students at the center of the learning experience, fostering motivation and encouraging active participation in their education This alignment is crucial for curriculum developers in creating effective and engaging curricula.
Research questions
From the problems in English learning and teaching process and the purpose of the study, this study seeks the answers to the following questions:
1 What are the students‟ perceptions about the role of ESP in the process of learning and teaching?
2 What are ESP needs of pharmaceutical students?
3 What factors should be considered in designing the curriculum for ESP course?
Scope of the study
This research aims to focus on investigating ESP needs from the attitude of pharmaceutical students, pharmaceutical former students, English teachers and Pharmaceutical teachers at Quang Binh Medical Schools.
Structure of the study
Structure of the research is organized into 5 chapters:
- Chapter 1: Introduction - presents the background, rationale, research sig- nificance, research aims, research questions, scope of the research, research design and the structure of the study.
LITERATURE REVIEW
Chapter 3: Methodology outlines the research methodology employed in this thesis, detailing the study's subjects, data collection instruments, and the procedures used for conducting the research and analyzing the data.
- Chapter 4: Findings and discussion - reports and discusses the findings
- Chapter 5: Conclusion – presents the summary of the key findings, limita- tions, implications, and suggestions for future research
This chapter explores the literature on English for Specific Purposes (ESP), emphasizing definitions, needs analysis, its various types, and its significance in curriculum design Additionally, it provides an overview of the current state of ESP teaching and learning in Vietnam, with a specific focus on Quang Binh Medical School The chapter will also present findings from previous studies related to this field.
2.2 Issues of English for specific purposes
2.2.1 Definition of English for specific purposes
English for Specific Purposes (ESP) is a significant area of second language acquisition that has garnered attention from researchers and educators since its inception in the 1960s Over nearly 70 years, ESP has undergone considerable evolution, characterized by three key phases: its emergence in the 1960s, consolidation in the 1970s and 1980s with a focus on language skills and research, and a recent surge in international research and importance over the last two decades ESP is defined by Otilia (2015) as the teaching and learning of English tailored for specific domains, while Gollin-Kies, Hall, and Moore (2016) contribute to its evolving definitions.
The term "specific" indicates a clear focus on the intended subject matter, highlighting the importance of context in language use, particularly in English for Specific Purposes (ESP) According to Paltridge and Starfield (2012), there is a strong connection between learners' needs and curriculum responses in ESP courses These programs are tailored to help students acquire English skills relevant to their specific fields, emphasizing language, skills, genres, and activities pertinent to their goals This perspective aligns with the views of Dudley-Evans and St John, reinforcing the significance of a targeted approach in language education.
In 1998, it was emphasized that English for Specific Purposes (ESP) should focus on students' needs and interests in all classroom activities The authors introduced the concepts of absolute and variable characteristics to define the essence of ESP.
- ESP is defined to meet the specific needs of the learner;
- ESP makes use of the methodology and activities of the disciplines it serves;
- ESP is centered on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities
- ESP may be related to or designed for specific disciplines;
- ESP may use, in specific teaching situations, a different methodology from that of general English
According to Tasci (2007), "absolute" refers to the common features shared across all English for Specific Purposes (ESP) contexts, while "variable" pertains to the unique situational aspects of these contexts Fortanet-Gomez and Rọisönen (2008) emphasize that ESP focuses on teaching English tailored to the specific needs of learners in various disciplines, excluding arts and languages To achieve this distinction, needs analysis is essential, as highlighted by Brown (2016), who states that "needs analysis and ESP are inextricably intertwined." This article will explore the critical role of needs analysis in the ESP framework.
2.2.2 Types of English for specific purposes
English for Specific Purposes (ESP) can be categorized in various ways, with different linguists proposing unique subdivisions Carver (1983) identifies three types: English as a restricted language, English for academic and occupational purposes, and English with specific topics In contrast, Hutchinson and Waters (1987) classify ESP into English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) For this study, we adopt Brown's (2016) subdivision, which categorizes ESP into two main types: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), based on the learning objectives and the context in which the language will be used.
Figure 2 1 Third-level subcategories of ESP (Brown, 2016, p.7)
From the figure above, it can be seen that English for Pharmacy is a speciali- zation of English for medical purposes that belongs to English for occupational pur- poses
Pharmacy is a vital sector within health sciences, often perceived as a place, a profession, and occasionally a business (Kelly, 2018) According to Merlin (2011), pharmacy serves as the health profession that connects health sciences with chemical sciences, tasked with ensuring the safe and effective use of pharmaceutical drugs.
The rapid increase in learners enrolling in Pharmacy training courses reflects the growing internationalization of the field, which emphasizes the importance of foreign language proficiency for professionals To enhance language skills among students, numerous studies on English for Pharmacy have been conducted globally, focusing on English for specific purposes, including content, language, and communication tailored to Pharmacy education.
1986), Needs identification for an ESP Pharmacy course (Mayo and Anton, 1995), English usage and problems of industrial pharmacist at two large multi-national
Pharmaceutical manufacturers in Thailand face challenges in communication within multilingual environments, highlighting the necessity for targeted analysis (Lagkhana & U-maporn, 2014) Effective communication strategies are essential for pharmacists, prompting the need for the development of tailored syllabi and materials (Kris, 2015) Additionally, English education for pharmacy students in Japanese universities, particularly during their first semester, plays a crucial role in enhancing their professional competencies (Noriko Fukuda, 2017).
All of these studies concentrate on need analysis So, what are need analysis and types of need analysis? The next part will clarify these
Need analysis is crucial in language learning and teaching, particularly in English for Specific Purposes (ESP) This article will define need analysis, explore its significance, outline its various types, and discuss effective methodologies for implementation.
Needs analysis, first introduced in the 1970s by the Council of Europe Modern Language Project group, has a rich history in language teaching and is defined in various ways In a concise study, Haque (2014) compiles notable definitions from scholars in language pedagogy, highlighting the diverse interpretations of needs analysis in the field.
Table 2 1 Some of the important definitions of needs analysis
Nunan, D (1988) “ Techniques and procedures for collecting information to be used in syllabus design”
“The process of determining the needs for which a learner or a group of learners requires a language and arranging the needs according to priorities.”
Fatihi, A R (2003) “ A device to know the learner‟s necessities, needs and lacks” Brindley, G (1989) “Learner‟s wants desires, demands, expectations, motivations, lacks, constraints and requirements.”
Needs analysis is a critical process that gathers insights from learners, teachers, and language courses to identify essential language skills for learners, as highlighted by Haque (2014) This process aims to understand why these skills are necessary and how best to develop them Nunan (1988) aligns with this definition, emphasizing the importance of collecting information about learners and classroom activities for effective syllabus design Similarly, Titcomb (2000) describes needs analysis as a broader process focused on identifying and evaluating needs to address problems and find solutions.
Dudley-Evans & St John (1998) identify three key purposes of needs analysis: first, it seeks to understand learners as individuals, language users, and language learners; second, it aims to optimize language and skills learning for specific learner groups; and third, it focuses on understanding target situations and learning environments to ensure accurate data interpretation.
A broad, multi-faceted definition of needs analysis is provided by Hyland
Needs encompass various aspects, including learners' goals, backgrounds, language proficiencies, motivations for taking the course, teaching and learning preferences, and communication contexts They reflect what learners know, do not know, or wish to learn, and can be gathered and analyzed through multiple methods.
METHODOLOGY
This section outlines the research methodology employed in the study, beginning with an overview of both qualitative and quantitative research approaches It then provides detailed information regarding the participants, pilot study, data collection methods, and data analysis techniques Lastly, a concise description of the research procedure is presented.
This study used both quantitative and qualitative approaches in the research process
The quantitative research approach, as defined by Perumal (2010), involves systematic investigation of measurable phenomena, allowing researchers to explain and predict outcomes in various contexts This method serves as a reliable foundation for establishing and validating relationships, contributing to theoretical development (Leedy and Ormrod, 2007) According to Williams (2007), researchers initiate the quantitative process with a problem statement, hypothesis, literature review, and quantitative data analysis Creswell (2003) emphasizes the importance of collecting subjects, research sites, and data in scientific research Ultimately, this approach provides credible and reasonable information to address research questions (McMillan and Schumacher, 1993).
The qualitative method is an essential component of research, complementing quantitative approaches by providing in-depth understanding of issues (Jamshed, 2014) It allows researchers to explore new dimensions and theorize significant problems, rather than merely dissecting them into variables (Ary, Jacobs, Irvine, Walker, 2013) This depth of exploration is a key advantage of the qualitative approach, as it clarifies specific problems within particular contexts (Devetak, Glažar, and Vogrinc, 2010).
The qualitative approach is a vital tool in scientific research, particularly in education studies, as it provides important data that clearly and truthfully illustrates and explains various issues.
The combination of quantitative and qualitative approaches in this research was expected to supply the reliable and valid data and information, support investi- gating process
The subjects participating in this research were divided into 2 groups of stu- dents and teachers
The first group includes 110 pharmaceutical students who were chosen ran- domly to take part in the study They consisted of 80 pharmaceutical students and
The current cohort of pharmaceutical students consists of 40 first-year and 40 second-year students enrolled in a training cooperation program with Ha Tinh Medical College, comprising 69 females and 11 males aged between 18 and 26 Hailing from various regions of Quang Binh province, these students possess diverse backgrounds in English, with the majority demonstrating a low proficiency level upon entry The first-year students recently completed their English for Specific Purposes (ESP) course in the second semester, while the second-year students participated in ESP last year This study highlights the critical role these students play in providing insights into their needs and expectations regarding the ESP course.
A group of 30 former pharmacy students, comprising 26 females and 4 males aged between 23 and 35, brought 1-2 years of professional experience to the table Their insights were anticipated to provide valuable information, identify real workplace needs, and offer constructive suggestions for curriculum improvements in the pharmacy field.
The study involves three English teachers and three Pharmaceutical instructors from Quang Binh Medical School, who will share their professional expertise and practical teaching experiences Their insights will shed light on the challenges of language learning and teaching, while also providing essential recommendations for further research in this area.
This study utilized questionnaires and interviews to gather data, with questionnaires serving as the primary tool to address three key research questions In-depth interviews provided insights into students' choices reflected in the questionnaires and offered valuable information regarding teachers' perceptions of learning and teaching English for Specific Purposes (ESP) at QBMS.
Tasci (2007) with the citation from the works of Dőrnyei (2003) and Brown
A questionnaire is an effective tool for gathering information from large groups, as it saves both time and costs (2001) It enhances participants' understanding of the project and their roles in the research, while carefully prepared questions facilitate easier responses that meet the researcher's requirements.
It also can be seen the similar opinion in the book of Mildred published in
In 2016, the author highlights the benefits of utilizing questionnaires in research, noting their efficiency in data collection, their effectiveness in gathering information on sensitive topics, and their cost-effectiveness.
This study utilizes questionnaires tailored for students, developed according to Hutchinson and Waters' (1987) framework The questions focus on research objectives, literature regarding needs analysis, and curriculum design informed by these analyses, specifically related to language learning and teaching at Quang Binh Medical School A comprehensive overview is presented in the subsequent table.
Table 3 1 Questions in questionnaires based on Hutchinson and Water's framework (1987) Hutchinson and Waters’ framework
Questions in questionnaires for current students
Questions in questionnaires for former students
Why is the language needed? Question 6 Question 9
Who will the learner use the language with?
How will the language be used?
Where will the language be used?
When will the language be used?
What will the content areas be? Question 8 Question 10
Who are the learners? Questions 1, 2, 3, 4, 5 Questions 1, 2, 3, 4,
5, 6 How do the learners learn? Questions 7, 9, 11, 16 Questions 7, 11, 13 What resources are available? Questions 10, 15 Questions 12
When will the ESP course take place?
Prior to their implementation, the questionnaires underwent a thorough review by fellow educators and experts, ensuring their validity and relevance Additionally, a pilot test was conducted with a group of 10 students from various classes, which will be elaborated on in the following section.
Brown (2016) highlights that while individual interviews in research may present challenges related to location and time consumption, they offer significant informational value According to McMillan and Schumacher, these interviews can yield rich insights that enhance the research process.
Face-to-face data collection offers significant advantages, including accurate screening and the ability to capture both verbal and non-verbal cues, as noted by DeFranzo (2014) This method enhances the reliability of information, allowing researchers to maintain focus and effectively observe emotions and behaviors during interviews Opdenakker (2006) emphasizes that synchronous communication leverages social cues such as voice and body language, further enriching the data collected Additionally, direct interactions provide valuable insights and suggestions that can aid in addressing research issues.
The study will involve conducting interviews with eight current students following the completion of their questionnaires These interviews will focus on the issues highlighted in the questionnaires, aiming to gather deeper insights into the learners' attitudes This process allows the researcher to validate the students' choices and gain a clearer understanding of their perceptions.
FINDINGS AND DISCUSSIONS
Overview
This study explored the English for Specific Purposes (ESP) needs of pharmaceutical students at QBMS, aiming to gather valuable data to develop an ESP course that effectively addresses the learners' requirements.
This chapter presents the findings from questionnaires and interviews, illustrated through charts and tables The data is systematically analyzed and discussed in detail, categorized according to Research Questions 1 and 2, as shown in the table below.
Table 4 1 The framework for data analysis
1 What are the students‟ per- ceptions about the role of ESP in the process of learning and teaching?
Students‟ perceptions of the importance of learning English
Students‟ and former students‟ opinions about the ne- cessity of an ESP course
2 What are ESP needs of pharmaceutical students?
Current Pharmaceutical students‟ awareness of their ability in different English skills
Language skills for a tentative ESP course
Students‟ suggestions for the topics in an ESP text- book of Pharmacy
Current learners‟ preference for learning activities and materials
What English language lecturers should do to help students satisfy their ESP learning needs
When and how ESP course should be held
3 What factors should be con- sidered in designing the curric- ulum for ESP course?
Considerations based on the synthesis of data analysis above
The answer for the research question 3 about what factors should be consid- ered in designing the curricula for Pharmaceutical students will be discussed in chapter 5.
Findings and discussions
4.2.1 Students’ perceptions of the importance of learning English
Figure 4 1 Current Pharmaceutical students’ perceptions of the importance of learning English
These figures illustrated students‟ perceptions about the role of English to their learning and current jobs
English plays a crucial role in the education of Pharmaceutical learners, with 29% of current students deeming it very important, 27% important, and 30% moderately important Only 8% of respondents considered English to be of little importance, while 6% found it unimportant These findings align with previous research conducted by Mayo and Aton (1995) and Tasci.
In a 2007 study, a significant majority of participants acknowledged the necessity of learning English Additionally, 79% of learners in Mayo and Anton's 1995 research indicated that they pursued English studies due to its practical benefits for their professional careers.
Data collected from former pharmaceutical students revealed that 50% considered English important, with 17% deeming it very important, while only 3% felt it was not important This indicates a positive trend, highlighting the significance of English not only for academic purposes but also for career opportunities in the pharmaceutical field.
Figure 4 2 Former Pharmaceutical students’ perceptions of the importance of English to their current jobs
4.2.2 Students’ opinions about the necessity of an ESP course
4.2.2.1 Perceptions about the necessity of an ESP course
A significant majority of both current and former students at QBMS agree that English for Specific Purposes (ESP) should be taught, with over 80% supporting its inclusion in the curriculum Interviews with eight current students revealed a strong consensus on the importance of ESP, highlighting its role in enhancing their communication skills and confidence One former student noted that her knowledge of ESP greatly improved her professional interactions Conversely, around 13% of students expressed reservations, citing anxiety and pressure associated with learning ESP, particularly due to the complex academic vocabulary in English for Pharmacy Despite these concerns, all interviewed teachers affirmed the necessity of ESP, emphasizing its relevance for students' future careers and its potential to familiarize them with international healthcare systems through various learning methods such as dialogues and presentations.
Current and former students agree on the essential role of an English for Specific Purposes (ESP) course in pharmaceutical education Pharmaceutical educators also affirm that ESP is a crucial component of the curriculum, as it enables students to engage with professional documents and enhances their communication skills, ultimately improving customer service.
Mazdayasna and Tahririan (2008) conducted research revealing that a significant number of nursing and midwifery students expressed a need to enhance their English skills and sought increased opportunities for learning English for Specific Purposes (ESP).
4.2.2.2 The reasons for teaching and learning English for Pharmacy at QBMS
The study aimed to explore learners' perceptions regarding the inclusion of English for Specific Purposes (ESP) in the curriculum, presenting four key reasons: fulfilling a compulsory subject, enhancing job application prospects, improving professional knowledge, and developing professional communication skills Participants were encouraged to select multiple options or express their views differently The findings were promising, indicating strong support for the teaching of ESP.
At first glance, although there was a significant difference between 2 groups of learners about the ration, most of them were of the same mind when indicating
Current and former students provided insights into their motivations for learning English for Specific Purposes (ESP) Among current learners, 50% reported that ESP courses enhanced their professional knowledge, while 41% found it beneficial for developing professional communication skills Notably, only 13.75% participated in ESP to fulfill a compulsory requirement For former students, 22.5% acknowledged that ESP increased their knowledge in Pharmacy, with nearly 20% recognizing its role in improving communication skills Interviews with current students revealed a focus on the practical benefits of ESP rather than its compulsory nature, emphasizing its potential to facilitate job opportunities This reflects a positive trend in the teaching and learning of ESP.
Unlike other students, participants in Mazdayasna and Tahririan's 2008 study enrolled in an English for Specific Purposes (ESP) course primarily for academic and career advancement Similarly, a significant 79% of students in Mayo and Anton's 1995 study indicated that ESP was a valuable resource for their future professional endeavors.
4.2.3 Current Pharmaceutical students’ awareness of their ability in different English skills
When beeing asked to self-assess English in different skills with 5 scales:
A significant number of students rated their English proficiency as weak, with many expressing difficulty in recalling or utilizing their English skills despite years of study.
The analysis of Figure 4.5 reveals that in six areas of English, no participants rated their skills as excellent, with only two individuals considering their reading skills very good, one person rating their writing skills very good, and another indicating very good listening skills The majority self-assessed their pharmaceutical vocabulary skills as good, average, or weak, showing minimal differences across the skills Notably, 17 learners (21.25%) rated their reading skills as good, which was the highest among the skills assessed; over 63% rated their skills as average, while 12.5% rated them as weak Interestingly, despite the common perception that students typically excel in grammar, this survey indicated that grammar proficiency was on par with other skills.
Figure 4 5 Current Pharmaceutical students’ assessment of the English language skills
Language proficiency among students has long been a significant challenge, as highlighted in the study by Mazdayasna and Tahririan (2008), which found that learners often lack adequate language skills even after completing their courses.
The information provided reflects the students' language abilities and serves as a valuable resource for teachers in the educational process It is essential to assist learners in enhancing all four language skills, along with grammar and pharmaceutical vocabulary The subsequent sections will clarify the level and details for each skill and area of language.
4.2.4 Language skills for ESP course
4.2.4.1 The frequency of using English language skills at work of former students
The primary goals of foreign language learning and teaching, particularly in English for Specific Purposes (ESP), are to enhance the application of knowledge and skills in real-life situations and to support professional objectives Therefore, it is essential to analyze the frequency of English usage in the workplace among former students to gain insights into the actual needs of ESP.
Following former students‟ sharing in the previous part, English played an important role in their job However, the data in Figure 4.6 showed they did not
A significant portion of former students reported using English at work, with 77% indicating they sometimes use the language However, 23% admitted to using English rarely, highlighting that while English is an essential component of their professional environment, its usage frequency remains limited.
Figure 4 7 The frequency of using English language skills at work of the former students
Chapter Summary
In this chapter, the data collected from the questionnaires and interviews was analyzed and discussed in detail
Current and former students share a common perspective on the significance of English for Specific Purposes (ESP) in both their academic and professional lives They acknowledge that while opportunities to use English in real-world situations may be limited, its importance remains undeniable Most learners believe that ESP courses enhance their professional knowledge and communicative skills, expressing specific interests in areas such as pharmaceutical vocabulary, speaking, listening, and reading skills The research also explored related topics, learning materials, and classroom activities, and included suggestions for evaluating the learning process, which received positive feedback from students.
