INTRODUCTION
Rationale
"English for Specific Purposes" (ESP) emerged in the 1950s and 1960s as part of a broader trend in teaching "Language for Specific Purposes." This growth was driven by significant global developments, including advancements in science and technology, the rising prominence of English as the international language for these fields, and the economic influence of oil-rich nations.
In 1998, a significant rise in the demand for English language learning emerged, driven by its critical role in technology and commerce This shift gave rise to the English for Specific Purposes (ESP) teaching movement, which focuses on meeting the specific language needs of learners based on their professional or academic requirements.
Understanding learners' needs is crucial for developing effective English for Specific Purposes (ESP) courses, necessitating a thorough needs analysis According to Richards et al (1985), this analysis helps identify both general and specific language requirements, thereby informing the goals, objectives, and content of a language program Needs analysis serves multiple purposes: it assesses the language skills necessary for specific roles, evaluates whether existing courses meet student needs, identifies students requiring additional training, highlights essential changes within a reference group, reveals gaps between current capabilities and required skills, and gathers insights on challenges faced by learners (Richards, 2001, p.25).
Needs analysis plays a crucial role in English for Specific Purposes (ESP) courses, as it helps scholars understand the English language requirements of students across various majors and professions For instance, Hwang and Lin (2010) examined the linguistic needs and perceptions of medical students at Chung Shan Medical University in Taiwan Similarly, Chostelidou (2010) focused on the needs of Accountancy students at the A.T.E.I of Thessaloniki in Greece Additionally, Khajavi and Gordani (2010) explored the English language needs of MA students from six different faculties in Isfahan.
In recent studies, researchers have explored the English language needs of students across various disciplines in different universities Kaur and Khan (2010) conducted a language needs analysis for diploma Art and Design students in Penang, Malaysia, focusing on their perceptions of the current English language course Similarly, Salehi (2010) investigated the English language requirements of engineering students at Sharif University of Technology Additionally, Altamimi and Shuib (2010) implemented a survey to assess the English language needs of petroleum engineering students at Hadhramout University of Science and Technology, aiming to accurately identify the skills students need to achieve their academic goals.
Nursing is experiencing significant development and integration, evolving into a crucial public service sector due to the increasing demand for high-quality healthcare, particularly in countries with aging populations The shortage of nurses in many nations has prompted policies to recruit healthcare professionals from developing countries to places like the United States, Canada, and Japan, leading to a surge in global nurse migration In response to the international integration trend, the Vietnamese Government has signed the Mutual Recognition Agreement (MRA) with ten Asian countries, facilitating the legal practice of nursing across member nations This agreement establishes a minimum educational requirement of junior college (three-year) or university (four-year) qualifications for nurses, ensuring their recognition as professionals both regionally and globally.
Since 2012, the construction of numerous international hospitals in Vietnam has surged due to the influx of foreign residents, highlighting the growing demand for skilled nursing professionals This trend emphasizes the necessity for in-service nurses and nursing graduates to acquire proficiency in English, particularly in English for Specific Purposes (ESP), to meet the language requirements of high-quality healthcare environments.
To enhance the quality of nursing resources in Vietnam in line with global standards, the Ministry of Health initiated the Vietnam Nursing Competency Standard in 2012, with support from the Canadian Nursing Council and Queensland Technology University, Australia Since 2006, the Ministry has also implemented the SMS project to bolster medical schools, particularly in nursing Key activities include revising clinical nursing skill documents based on Australian references, sending representatives to the Philippines and Japan to explore clinical teaching models, and training nursing educators and in-service nurses in clinical teaching skills under the guidance of experts from Australia and the Netherlands This integration of international programs and knowledge is essential for Vietnam's nursing sector to align with global practices, highlighting the need for professional exchanges with foreign experts and further studies abroad Consequently, it is imperative for in-service nurses and nursing students at all levels to excel in both General English (GE) and English for Specific Purposes (ESP).
ESP is increasingly vital for nursing students' success in both academic and professional settings To enhance the effectiveness of ESP courses, it is essential to evaluate and improve all facets of ESP teaching and learning, ensuring that nursing students are well-prepared for their specific goals.
Hue Medical College, a prominent institution within Vietnam's Specialized Health Centers, has a rich history in nursing education since its establishment in 1952 as one of the country's first three national nursing schools Currently, it stands as the sole provider of a three-year nursing program in Hue To meet the growing demand for English proficiency in academic and professional settings, an English for Specific Purposes (ESP) course has been introduced for nursing students However, this course lacks development based on a thorough needs analysis, raising concerns about its alignment with students' actual English language requirements for their studies and careers Therefore, conducting a needs analysis is essential to ensure the course effectively addresses these needs.
Recognizing the critical role of needs analysis in English for Specific Purposes (ESP) courses, and noting its lack in the curriculum design at Hue Medical College, I deemed it necessary to conduct a needs analysis to better understand the ESP requirements of nursing students Therefore, I initiated the research titled “An Investigation into ESP Needs of Students in the Nursing Programme.”
Research purposes
This study conducts a needs analysis to identify the English for Specific Purposes (ESP) requirements of students in the three-year nursing program at Hue Medical College, focusing on their occupational needs Additionally, it evaluates whether the existing ESP course effectively meets these identified needs.
Research questions
With the purpose of the study, the researcher seeks to answer the following questions:
1 What are the ESP needs of the students of the three-year nursing programme for their occupational purposes?
2 What do they perceive about the current ESP course?
1.4 The significance of the study
The study aims to enhance our understanding of nursing students' English for Specific Purposes (ESP) needs, which is essential for their success in their future careers.
- The findings and suggestions provide the basis and valuable data for reviewing of the current ESP course in accordance with the students‟ needs
- The research focuses on the students‟ ESP needs for their occupational purposes with respect to English language skills, aspects and sub-skills
- The research is limited to conduct nursing students of the three-year nursing programme at Hue Medical College
The study is constructed as follows:
Chapter 1 (Introduction) identifies the problem of the study, aims, research questions and scope of the study
Chapter 2 (Literature Review) provides an overview of definitions of such key terms as English for Specific Purposes (ESP), Needs, and Needs analysis (NA); Characteristics of ESP, the significance of NA in ESP, the approaches to NA, principles and instruments for NA
Chapter 3 (Methodology) describes in detail research approaches, participants, data collection and data analysis methods
Chapter 4 (Findings and Discussion) focuses on describing and analyzing the data collected
Chapter 5 (Conclusion and implications) gives major findings of the study as well as the suggestions and implications for revising current ESP course for the students of the three-year nursing programme at Hue Medical College
References supply with sources and documents used for the research.
Scope of the study
- The research focuses on the students‟ ESP needs for their occupational purposes with respect to English language skills, aspects and sub-skills
- The research is limited to conduct nursing students of the three-year nursing programme at Hue Medical College.
Outline of the thesis
The study is constructed as follows:
Chapter 1 (Introduction) identifies the problem of the study, aims, research questions and scope of the study
Chapter 2 (Literature Review) provides an overview of definitions of such key terms as English for Specific Purposes (ESP), Needs, and Needs analysis (NA); Characteristics of ESP, the significance of NA in ESP, the approaches to NA, principles and instruments for NA
Chapter 3 (Methodology) describes in detail research approaches, participants, data collection and data analysis methods
Chapter 4 (Findings and Discussion) focuses on describing and analyzing the data collected
Chapter 5 (Conclusion and implications) gives major findings of the study as well as the suggestions and implications for revising current ESP course for the students of the three-year nursing programme at Hue Medical College
References supply with sources and documents used for the research.
LITERATURE REVIEW
Definition of key terms
English for Specific Purposes (ESP) is defined as the teaching and learning of a foreign language with a clear utilitarian objective (Mackay, 1976; Robinson, 1980) Widdowson (1981) emphasizes that accurately identifying learners' language needs is essential for shaping a language program that effectively addresses those needs In this context, Hutchinson and Waters (1987) characterize ESP as a learner-centered approach to language learning, teaching, course design, and materials development, where all decisions regarding context and methods are driven by the learners' motivations for learning.
Despite differing opinions on English for Specific Purposes (ESP), Khan et al (2011) argue that no single definition encompasses all aspects of ESP, as it is inherently linked to English for General Purposes Central to any definition of ESP are the learners' needs, highlighting the importance of aligning ESP teaching and course design with these needs.
English for Specific Purposes (ESP) has been categorized in various ways within academic literature, primarily into two key areas: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), as noted by Dudley-Evans.
St John, 1998; Hutchinson and Waters, 1987)
Dudley-Evans & St John (1998) suggest another typical tree diagram for ESP with the division of EAP and EOP, according to discipline or professional area, as seen in Figure 2.1.1.2
English for Academic Purposes English for Occupational Purposes
English for Management, finance and Economics
Figure 2.1: ESP classification by professional area by Dudley-Evans & St John
EAP (English for Academic Purposes) and EOP (English for Occupational Purposes) are distinguished by the learner's objectives, with EAP focusing on English for academic study and EOP aimed at work or vocational training (Hutchinson & Waters, 1987).
According to Widdowson (1981), the concept of "Need" pertains to the requirements students have for their studies or careers, specifically what they must achieve by the end of their language course Berwick (1996) expands on this by describing Need as the measurable gap between what learners require and what is provided in language programs, highlighting the inconsistency between the target situation and the current situation Dudley-Evans and St John (1998) further clarify that Need encompasses the motivations behind a student's desire to learn English, which can differ based on their specific study purposes.
"Need" refers to what learners aim to achieve from a language to meet the demands of specific contexts, such as academic settings or professional environments However, the notion of language needs remains ambiguous and has been interpreted in various ways, as highlighted by Dudley-Evans.
The concept of Need has evolved through a complex array of terms and perspectives, as highlighted by St John (1998) Various positions in needs analysis offer distinct approaches, categorizing Need into different types such as target needs, learning needs, subjective and objective needs, as well as perceived and felt needs Additionally, interpretations of Need can be viewed from both process-oriented and product-oriented angles.
These terms will be discussed in detail in the later part of the current paper (in section 2.2.4 discussing about approaches to needs analysis)
Hutchinson and Waters (1987) emphasize that the distinction between General English (GE) and English for Specific Purposes (ESP) lies not in the mere existence of a need, but in the awareness of that need They argue that when learners, sponsors, and teachers understand the reasons for needing English, it influences the acceptable content of the language course and helps identify exploitable potential Consequently, needs analysis emerges as a critical factor that differentiates ESP from GE, as it informs the development of course content, teaching methodologies, and materials.
Needs analysis, or needs assessment, originated in 1920 by Michael West in India and has been essential to course design since the early 1960s, particularly in the context of English for Specific Purposes (ESP) (Celik, 2003).
Needs analysis is a crucial process in language program development, as it gathers diverse input from learners, teachers, administrators, and employees to inform content, design, and implementation According to Richards et al (1985), this collaborative approach enhances the planning process, ensuring that the program meets the specific needs of all stakeholders involved.
In 1992, the concept of needs analysis was defined as the process of identifying the language requirements of learners and prioritizing these needs Expanding on this idea, Dudley-Evans and St John (1998) offer a broader perspective on the importance of understanding learner needs in language education.
Analysis as “the process of establishing the What and How of a course” which aims to “know learners as people, as language users and as language learners”,
To effectively maximize language and skills learning for specific learner groups, it is essential to understand their target situations and learning environments for accurate data interpretation Key sources for conducting a needs analysis include learners themselves, professionals in the field, former students, relevant documents, clients, employers, colleagues, and existing research in English for Specific Purposes (ESP) (Dudley-Evans and St John, 1998).
Needs analysis is a crucial aspect of English for Specific Purposes (ESP), involving the collection and evaluation of data regarding a specific group of learners and their language requirements for academic or professional use The findings from this analysis inform decisions on the content and structure of language courses or programs, ensuring they align with learners' needs Information sources extend beyond learners to include teachers, administrators, employers, and clients, all contributing to the overall effectiveness of the language education provided.
The study focuses exclusively on students as the primary source of information, recognizing their critical role in the teaching and learning process (Altamimi and Shuib, 2010) Understanding students' wants and desires is essential in needs analysis (NA) research, as highlighted in various studies (Hutchinson & Waters, 1987; Dudley-Evans & John, 1998) Numerous needs analyses have utilized student input as a key data source (Chostelidou, 2010; Khajavi and Gordani, 2010; Salehi, 2010; Altamimi and Shuib, 2010) Specifically, nursing students engage in clinical practice from their second semester, allowing them to experience real workplace environments and understand the daily responsibilities of nurses, as well as the language requirements of their profession This practical exposure provides a solid foundation for identifying their English for Specific Purposes (ESP) needs for both professional and academic contexts.
Klazky (1984) defines perception as the processes of determining the meaning of what are sensed (as cited in Ahmad, 2009)
Perception significantly influences decision-making in teaching and learning environments, aiding teachers in effectively managing classroom situations (Ahmad, 2009) Understanding teachers' perceptions and beliefs is crucial for comprehending their behaviors in the classroom, which can ultimately guide enhancements in teaching practices and the preparation of pre-service teachers (Jia, 2003).
Theoretical framework of the study
Hutchinson and Waters (1987) emphasize that English for Specific Purposes (ESP) should be viewed as an approach rather than a fixed product, highlighting that it does not pertain to a specific language, methodology, or type of teaching material.
Strevens (1988) identifies key characteristics of English for Specific Purposes (ESP), distinguishing four absolute traits and two variable traits The absolute characteristics highlight that ESP is tailored to meet the specific needs of learners, focuses on content relevant to particular disciplines, occupations, and activities, emphasizes language appropriate to those contexts—including syntax, lexis, and discourse analysis—and is distinct from General English In contrast, the variable characteristics indicate that ESP may limit the learning skills taught, such as focusing solely on reading, and may not adhere to a predetermined teaching methodology (as cited in Dudley-Evans and St John).
Robinson (1991) defines English for Specific Purposes (ESP) through two main criteria: it is typically goal-directed and arises from a needs analysis to identify what students must accomplish in English Additionally, ESP courses are characterized by a limited duration and are designed for adults in homogeneous classes.
Based on the two characteristics of ESP raised by Strevens (1988), Dudley- Evans and St John (1998) give a more detailed definition of ESP with the following characteristics:
ESP is designed to meet specific needs of the learner;
ESP makes use of the underlying methodology and activities of the disciplines it serves
ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities
ESP may be related to or designed to specific disciplines;
ESP may use, in specific teaching situations, a different methodology from that of general English;
ESP is primarily tailored for adult learners in tertiary education or professional environments, but it can also be adapted for secondary school students.
ESP is generally designed for intermediate or advanced students
Most ESP course assume basic knowledge of the language system, but it can be used with beginners
(Dudley-Evans and St John, 1998, pp 4-5)
Dudley-Evans and St John revised the definition of English for Specific Purposes (ESP) by removing the rigid distinction between ESP and General English, introducing more flexible and variable characteristics Essential to identifying ESP is its focus on the specific needs of learners, which can vary across different contexts and disciplines This definition broadens the scope of ESP, making it applicable not only to adult learners but also to younger students, including those at the secondary school level and those with lower proficiency The introduction of these variable characteristics enhances the understanding of ESP, allowing for greater adaptability compared to traditional concepts.
The following section will further our discussion on needs analysis with subsections defining its significance, approaches to, principles of and instruments for Needs Analysis
2.2.2 The important role of needs analysis in ESP
A critical review of needs analysis in English for Specific Purposes (ESP) highlights its essential role in shaping effective ESP courses Scholars and authors, including Hutchinson and Waters, have consistently recognized the significance of needs analysis in this field.
(1987), Dudley-Evans & St John (1998), Basturkmen (2006))
Needs analysis is essential for English for Specific Purposes (ESP) courses, as highlighted by Dudley-Evans & St John (1998), who state that its effective application results in a focused language curriculum Basturkmen (2006) emphasizes that an ESP syllabus should be grounded in a thorough analysis of student needs Engaging learners in discussions about their needs not only motivates them but also enhances their participation, as noted by Kuter (2000) Furthermore, Dehnad et al (2010) assert that needs analysis is crucial for developing materials, designing syllabi, and determining teaching methods in ESP courses.
Needs analysis is a crucial aspect of syllabus design that should not be limited to the initial stages; rather, it must be an ongoing process (Hutchinson & Water, 1987) Robinson (1991) emphasizes the importance of continuous needs analysis, noting that as students engage more with the course, their attitudes and approaches may evolve (p.15).
Needs analysis is crucial in English for Specific Purposes (ESP) as it identifies suitable objectives, content, materials, and teaching methods for the course This process is ongoing, taking place before, during, and after the ESP course to ensure its effectiveness.
Rahman et al (2008) identify various components of language needs analysis that are essential for addressing diverse aspects of language planning, development, teaching, and learning Among these, Target Situation Analysis (TSA) and Present Situation Analysis (PSA) are highlighted by many English for Specific Purposes (ESP) scholars as critical elements for evaluating the language needs of learners.
TSA aims to identify learners' language needs for specific occupational or academic contexts (West, 1994) In contrast, PSA assesses learners' strengths and weaknesses in language skills and learning experiences (Dudley-Evans and St John, 1998) However, Rahman et al (2008) suggest that in practice, needs analysis often merges TSA and PSA, as both types of information are typically explored together.
A needs analysis identifies the essential language requirements for learners in their future workplace or academic settings through Target Situation Analysis (TSA) Additionally, the Proficiency Situation Analysis (PSA) assesses learners' current English proficiency levels, highlighting the gap between their present abilities and desired outcomes This process clarifies what skills and knowledge learners lack and need to acquire, facilitating the development of a thorough needs analysis.
2.2.4 Approaches to needs analysis in ESP
Needs Analysis has evolved through various models and approaches in the literature, with key influential frameworks identified by Kaewpet (2009) Notable models include the sociolinguistic model by Munby (1978), the systemic approach by Richterich & Chancerel (1977), the learning-centered approach by Hutchinson & Waters (1987), learner-centered approaches by Berwick (1989) and Brindley (1989), and the task-based approach by Long (2005a, 2005b) These models can be systematically categorized to enhance understanding and application in the field.
The model developed by Munby in 1978 is a significant sociolinguistic framework for defining specific purpose language programs (Kaewpet, 2009) It provides a comprehensive set of procedures for identifying target situation needs (Hutchinson and Water, 1987, p.54) Additionally, by analyzing language communication within the target context, it creates a communicative needs profile that outlines a learner's communication requirements, which are then translated into a list of language skills and micro-functions that serve as the foundation for the target syllabus specification (Byram, 2005, p.439).
Munby‟s overall model is made up of the following elements: Participants
When assessing an individual's communication needs, it is essential to consider various factors such as age, sex, nationality, and proficiency in the target language, along with any additional languages spoken A Communication Needs Processor should be employed to analyze these communication needs, taking into account socio-cultural and stylistic variables that may influence effective interaction This comprehensive profile aids in understanding the unique requirements of individuals in diverse communicative contexts.
An overview of the ESP course for the students of nursing programme at Hue
Established in 1952, Hue Medical College has a rich history in nursing education and was one of the first three nursing schools in Vietnam Over the years, it has expanded its curriculum to include various healthcare disciplines, offering programs in Midwifery, Medical Laboratory Technology, Anesthesia, Traditional Medicine, Pharmacy, and Preventive Medicine at both the secondary (two-year) and junior college (three-year) levels.
Nursing education consists of three training programs: a three-year program with 1,488 students (645 in the first year, 423 in the second year, and 420 in the final year), a two-year program with 230 students (116 in the first year and 114 in the final year), and a qualification upgrade program for 89 graduates of the two-year program seeking to transition to the three-year program (45 in the first year and 44 in the final year) The duration for this training is one and a half years, and most students hail from various provinces in Vietnam's Central and Highland regions, leading to diverse levels of English proficiency among them.
In the nursing program, the curriculum mandates that students must take General English and English for Specific Purposes (ESP) as compulsory subjects Nursing students in the two-year program are required to complete 30 periods of General English and 30 periods of ESP, while those in the three-year program have between 90 to 150 periods for General English and 60 periods for ESP Additionally, students in other training types also have 30 periods dedicated to learning English for Specific Purposes.
The ESP syllabus for nursing students at Hue Medical College has been developed to meet the general demands of the nursing training program Recent observations indicate significant changes in the curriculum, with the current primary syllabus being "English for Nursing Students" (2011).
* A sketch of current ESP course for students of nursing programme
The course aims to equip students with foundational knowledge, vocabulary, and language skills in nursing, fostering an understanding of key nursing concepts and related factors By the end of the course, students will be able to apply nursing principles effectively in diverse settings, including both research and practical applications.
The course aims to enhance students' proficiency in basic nursing terminology, equipping them with essential language skills pertinent to the nursing field, thereby fostering greater confidence and effectiveness in their practice.
- Main topics covered in the course:
+ General nursing: Nurse and nursing, the history of nursing, workplace information
+ Nursing techniques: Instruments and sterile procedures, injections and infusions, pulse, blood pressure and temperature
+ Working with medical staff: With doctors, with pharmacists, and with other nurses
+ Communicating with patients: Greeting the patients; Communication involved in Admission, Transfer and Discharge procedures; and Obtaining patients‟ information
This article explores essential grammar topics including various tenses such as present simple, past simple, and present perfect It covers word formation, the use of prepositions, and the structure of relative clauses Additionally, it discusses the order of adjectives for medical instruments, the passive voice, and the application of prefixes The article also highlights connecting words, the use of gerunds as subjects or objects, and their placement after prepositions and specific verbs Furthermore, it addresses comparatives, the subjunctive mood, and the zero conditional structure, providing a comprehensive overview for effective communication.
- Skills: The syllabus covers all four skills: reading, listening, writing and speaking However, the syllabus mainly focuses on the paper-based final exam with Grammar and reading tasks
- Main structure of each lesson
2 Reading and vocabulary and/or listening (students read and listen the same article): Discussing the questions, doing quiz, matching, naming working places/instruments, guessing meanings, reading and answering the questions, evaluating statements (True or False), finding appropriate words, find the words in the article with the same meaning with the given phrases
3 Grammar: Filling in the gap with the appropriate grammatical form; answering the questions related to form and usage of grammatical items; choosing the appropriate grammatical form, writing a short paragraph about a given topics by using relevant grammatical items of the lesson; rewriting sentences or build the sentences with the taught grammatical items
4 And/or Listening and vocabulary : Listening to an article, listening to a conversation
5 A speaking activity (mainly discuss or ask and answer the questions of a relevant topic or role play the conversation listened)
A review of relevant studies
A study by Hwang and Lin (2010) analyzed the English language needs of 378 medical students and 24 faculty members at Chung Shan Medical University in Taiwan Utilizing descriptive statistics and comparative methods like Chi-square and one-way ANOVA, the research focused on several key aspects: the frequency of English usage, its significance in the medical field, evaluations of students' English proficiency, and recommendations for the English curriculum Findings revealed that students recognized the critical role of English, particularly for writing medical exam answers Among language skills, reading was deemed most essential, followed by listening, speaking, and writing The study highlighted that practical writing, daily conversation, and reading English media were prioritized For curriculum design, a majority favored general English in the freshman year, followed by medical English in subsequent years, emphasizing the need for enhanced English language learning support.
(reading and listening) before the output of the English language learning (speaking and writing)
In a study by Dehnad et al (2010), the authors aimed to revise the syllabi of English for Specific Purposes (ESP) postgraduate courses through a critical needs analysis The research involved a sample of 75 participants, including 56 postgraduate students, 10 graduates, four heads of departments, four ESP instructors, and one executive manager from the Ministry of Health in Iran The study focused on identifying students' needs regarding four skills relevant to both academic and professional careers, as well as gathering insights on educational facilities and the involvement of other stakeholders from the students' perspectives Data was collected using questionnaires and semi-structured interviews, and analyzed using SPSS version 16 The findings revealed a significant gap between the needs expressed by students and the content outlined in the existing syllabus.
Learners have identified writing skills as their top priority, followed by reading, speaking, and listening Additionally, students have shared their unique expectations and perceptions regarding the significance of various sub-skills in language learning.
Chostelidou (2010) conducted a needs analysis involving 395 Accountancy students at the A T.E.I of Thessaloniki, Greece, using descriptive statistical methods and qualitative data from questionnaires and semi-structured interviews The study aimed to identify students' professional needs, language skill requirements, deficiencies, learning preferences, and suggestions for improved training Findings indicated a strong demand for a specialized English for Specific Purposes (ESP) course tailored to accountancy, addressing both immediate academic needs and long-term professional requirements Participants emphasized the necessity for a flexible ESP syllabus that enhances both receptive and productive language skills, ensuring it aligns with their macro- and micro-level skill needs.
Khajavi and Gordani (2010) conducted a study on the English language needs of 260 MA students from six faculties at Isfahan University in Iran, utilizing a mixed-method approach that included questionnaires and interviews The research aimed to identify the most essential English skills for academic success and the sub-skills necessary for completing their studies Data analysis was performed using SPSS, with one-way ANOVA applied to assess differences across disciplines The findings indicated that speaking was deemed the most critical skill, while graduate students expressed a heightened need for writing abstracts and delivering presentations Overall, the study highlighted a disconnect between the current English for Academic Purposes (EAP) curriculum and the actual needs of students.
Kaur and Khan (2010) conducted a language needs analysis involving 47 final year diploma Art and Design students and 10 staff members at a private college in Penang, Malaysia, to assess the significance of language skills for academic and professional purposes Utilizing questionnaires and interviews as their primary research methods, the study aimed to uncover perceptions regarding the course and identify specific English language needs, drawing on Hutchinson's framework.
Waters' needs analysis model (1987) and elements from Dudley-Evans & St John (1998) were utilized in designing an ESP course The results indicated that students prioritized speaking skills as essential for their Art and Design studies and future careers, followed by listening, reading, and writing skills.
Students at the college express moderate satisfaction with the current English language course, indicating a need for a new English for Specific Purposes (ESP) course that emphasizes speaking and listening skills The proposed curriculum should incorporate workplace-based oral presentations, specialized vocabulary activities, and course materials that align with students' areas of specialization Additionally, integrating engaging language teaching strategies such as games, puzzles, and riddles could enhance ESP students' proficiency in English.
Salehi (2010) carried out an investigation into the English language needs of
A study involving 225 engineering students at Sharif University of Technology aimed to assess their English language needs for academic and professional purposes, as well as their self-rated abilities Data was collected through a questionnaire, revealing that translation and note-taking were not viewed as essential skills for their future careers In contrast, technical writing was identified as a crucial skill; however, it has been completely overlooked in the university's English curriculum.
Altamimi and Shuib (2010) conducted a survey to assess the English language needs of petroleum engineering students at Hadhramout University of Science and Technology, utilizing a questionnaire for data collection.
The study was designed using Hutchinson & Waters's (1987) target needs approach to needs analysis (NA), highlighting the importance of English for petroleum engineering students It identified their lacks, wants, and necessities in English language skills, as well as the relevance of the existing course The paper offers pedagogical implications aimed at enhancing the current English language course to better align with students' needs.
Lee (1987) conducted a needs assessment to develop tailored curricula for English for Nursing purposes, focusing on how nursing students utilize English in medical contexts The study aimed to identify essential language skills that students need to enhance and to provide guidelines for English for Nursing (ENP) courses A questionnaire was administered to two groups: full-time and in-service nursing students Results indicated a generally positive attitude toward English for Specific Purposes (ESP) courses, with only minor differences in needs between the two groups Key task items and language components were identified, assessed, and ranked, highlighting that the most important tasks include understanding doctor orders, chief complaints and symptoms, medical terminology, and diagnosis.
Rokowski's 1996 case study explored faculty and student perceptions of English in health sciences, revealing a growing appreciation for English language skills, although still viewed as less critical than specialized subjects Both groups recognized the importance of traditional language skills, with a particular emphasis on listening skills, challenging the notion that English for Specific Purposes (ESP) learners focus solely on reading, writing, and translation While translation was deemed essential, it was often viewed separately from reading and writing, highlighting the need for promoting effective translation techniques in the curriculum.
Miyake and Tremarco (2005) conduct needs analysis on 150 undergraduate nursing students, 6 postgraduate students and 11 professionals in the Hiroshima
The investigation at an International University examined the balance between "Social" and "Technical" English in syllabus design, classroom activities, and professional requirements through questionnaires and interviews The findings indicated that Social English is paramount for nurses, as it enhances their ability to communicate with patients and fosters personal growth It was recommended that classroom activities should focus on building confidence in using social communicative English, particularly in speaking and listening skills Additionally, the study suggested that Technical English should be introduced gradually, emphasizing only essential technical vocabulary.
Recent research underscores the importance of formal needs analysis in the design and revision of English for Specific Purposes (ESP) courses and syllabi Each study examines needs from different perspectives, yet a common element is target situation analysis, which identifies the skills and sub-skills necessary for students to achieve their academic goals Most research focuses on students, including undergraduates and MA candidates, utilizing questionnaires and interviews as primary data collection methods Findings consistently show that student needs vary by discipline and intended outcomes, highlighting the necessity to reevaluate current ESP courses to better align with learners' requirements.
METHODOLOGY
Research approach
This research aims to gather data on the English for Specific Purposes (ESP) needs of students in the three-year nursing program at Hue Medical College It seeks to identify which English language skills, aspects, and sub-skills are most essential for their professional requirements The findings will highlight the importance and priority of these skills based on students' perceptions, as well as evaluate the relevance of the current ESP course to their occupational English language needs.
This research utilized both quantitative and qualitative approaches, with the primary data collection method being a questionnaire administered to students The questionnaire was chosen for its effectiveness in gathering large-scale data (Jordan, 1997) A review of related studies indicated that this method is commonly used in needs analysis research (Khajavi and Gordani, 2010; Hwang and Lin, 2010; Altamimi and Shuib, 2010; Chostelidou, 2010; Rahman et al., 2010) Additionally, semi-structured interviews were conducted to gain deeper insights into students' preferences and rankings, which were analyzed using qualitative methods.
Participants
The research conducted at Hue Medical College involved a sample of 634 students from the three-year nursing program during the 2011-2012 academic year, representing 50% of the total population of 1,269 students The participants, aged between 19 and 24 years, exhibited a significant gender disparity, with females comprising 88.3% of the sample compared to only 11.7% males.
The students at Hue Medical College had varying durations of General English (GE) study prior to admission, with 77.2% having learned GE for seven years, while others ranged from 0 to 14 years Before enrolling in the English for Specific Purposes (ESP) course, they were required to complete 90 to 150 periods of GE at the pre-intermediate level, indicating a foundational knowledge of the English language However, their proficiency was assessed solely through paper-based examinations focusing on grammar, vocabulary, and reading comprehension, neglecting listening, writing, and speaking skills Consequently, evaluations from English teachers and the researcher’s five years of experience indicate that many students struggle with listening and speaking skills.
The sampling strategy was based on random sampling and is divided into two groups:
In a study involving 214 first-year nursing students from Hue Medical College, participants who completed a pre-intermediate General English course over 150 periods were surveyed about their perceptions of English for Specific Purposes (ESP) Although these students had not yet taken the ESP course, which they were scheduled to begin in the 2012-2013 academic year, they provided valuable insights regarding the importance of ESP for their future careers, their motivations for enrolling in the course, and their specific English language needs for occupational success.
- Group 2: 420 second- and third-year students of the three-year nursing programme They finished GE course at pre-intermediate level at Hue Medical
The study involved second-year students (150 periods) and third-year students (90 periods) to gather insights into their perceptions of the importance of English for Specific Purposes (ESP) for their future careers Participants provided feedback on their motivations for enrolling in the ESP course and their specific language needs for occupational success Additionally, the research aimed to assess their views on the current ESP curriculum Both student groups completed the same questionnaire to ensure consistency in the data collected.
2, who finished the ESP course, were further asked for their perceptions of the current ESP course.
Data collection methods
This study utilized a needs analysis questionnaire to assess students' target situation needs in relation to English language skills for occupational purposes The focus was on identifying specific skills and sub-skills required by the students Additionally, the questionnaire evaluated students' perceptions of the current English for Specific Purposes (ESP) course, examining its relevance to their identified needs.
The researcher designed a questionnaire focused on the English language skills, aspects, and sub-skills necessary for nurses in their occupational roles The items were carefully selected based on the researcher’s understanding of language use in nursing, informed by experience in translating nursing documents and extensive research into relevant materials, including nursing care procedures and Vietnam’s Nursing Competency Standards (MOH, 2012) Additionally, feedback from three nursing educators and a doctor at Hue Medical College, who possess significant clinical experience, was incorporated to ensure the relevance and appropriateness of the language used in the questionnaire Adjustments were made to enhance the alignment of the items with the practical language needs of nurses in their work environment.
The study utilized a questionnaire adapted from Kaur and Khan (2010) to assess students' perceptions of the current course The first section evaluated the stress levels associated with various language skills and aspects, providing insights into whether the curriculum aligns with student needs The second section examined the relevance of course factors to those needs, ensuring a comprehensive understanding of the course's effectiveness.
The questionnaire consists of three parts described as follows:
The initial section focuses on gathering essential background information from students through seven questions These inquiries aim to collect details such as their name (optional), age, gender, year of study, experiences with the English language, and their perceptions of the significance of English for Specific Purposes (ESP) in relation to their future careers, along with the reasons they believe it holds importance.
The article's second part presents six questions focused on the significance of language skills—listening, speaking, reading, writing, vocabulary, grammar, pronunciation, and communication—in relation to students' future careers The first two questions explore the overall importance of these skills, while the remaining four delve into the specific relevance of each skill, detailing 38 items: 13 for speaking, 6 for listening, 13 for reading, and 6 for writing Utilizing a 4-point Likert scale, the questions include both open-ended and closed-ended formats, assessing the importance of each item as very important, important, fairly important, or not important, and prioritizing them accordingly.
The final section of the article includes two questions aimed at gathering students' perceptions of the current English for Specific Purposes (ESP) course It seeks to understand students' views on the emphasis placed on language skills and aspects, assessed through eight items using a 5-point Likert scale measuring frequency Additionally, question 15 presents eleven statements regarding the relevance of various activities—such as English language skills, content, materials, group work, and games—to students' occupational needs in ESP Students indicate their level of agreement or disagreement with these statements Open-ended questions are also provided for students to share suggestions for improving the ESP course The insights gained will inform pedagogical recommendations to enhance the ESP curriculum for nursing students in the three-year program, ensuring alignment with their needs A 5-point Likert scale is utilized to gauge the degree of agreement with the statements presented.
3.3.1.2 Validating and revising the questionnaire
Before implementing the questionnaire, its content was evaluated by three nursing teachers and an experienced doctor, all of whom deemed it appropriate To enhance its relevance, additional items were included to address language use specific to nursing, such as reading medication instructions and participating in English workshops and training Their feedback was incorporated into the final version to ensure accuracy and relevance to the nursing profession.
The revised questionnaire was distributed to 60 nursing students for a pilot test, and all completed it successfully Feedback from student monitors indicated that the questionnaire aligned well with their expectations for the ESP course However, some items needed consolidation to reduce complexity, and an additional suggestion was made to include language aspects, specifically communication, in question 9 Based on student responses regarding their understanding of the items, the questionnaire was simplified to better meet the students' needs.
The questionnaire was initially created in English and subsequently translated into Vietnamese to ensure students comprehended it fully, thereby enhancing the reliability of the data collected To assess the questionnaire's reliability, Cronbach Alpha was utilized Following modifications based on a pilot study, the final versions of the questionnaires were distributed to participants, with the Cronbach coefficients demonstrating the results.
- Cluster 1 (the importance of English language skills, aspects and subskills): questions 8, 9, 10, 11, 12, 13, 14 with 45 items, α= 947
- Cluster 2 (the perception of the current ESP course): Questions 14 and 15 with 19 items, α= 928
Semi-structured interviews were conducted with 60 respondents to evaluate students' perceptions regarding the importance of English language skills and their related aspects The questions focused on their assessment of these skills, how they were emphasized in the current course, the relevance of the course to their needs, and suggestions for improving the English for Specific Purposes (ESP) course While the questions mirrored those in the questionnaire, the interviews aimed to delve deeper into the rationale behind the respondents' answers.
Data collection procedure
Data collection commenced in May 2012 with the researcher creating a draft questionnaire Initially prepared in English, the questionnaire was subsequently translated into Vietnamese To ensure the accuracy of the language and the relevance of the items to nursing practice and professional development, the questionnaire was reviewed by three nursing educators and one physician.
Before administering the questionnaire, the questionnaire was distributed to
60 nursing students for a pilot test From the responses of the students, the researcher modified the questionnaire with some items regrouped and added
The final questionnaire, revised from the pilot version, was administered to students in the three-year nursing program at Hue Medical College, who received oral instructions on its completion A total of 634 questionnaires were distributed, and 610 were collected for analysis after the lessons concluded.
Following the analysis of the questionnaire results, semi-structured interviews were conducted with 60 randomly selected students, facilitated by the class monitor The interviews were organized into three sessions based on students' academic years: first, second, and final year Although the students showed great interest in the questions, they declined to be recorded and instead provided their responses on paper During the interview process, the interviewer explained the purpose of the session and engaged the students in oral discussions, while also taking notes to capture their meaningful responses and overall assessments The collected interview data were subsequently analyzed using qualitative methods.
Data analysis method
Participants' responses to the questionnaire were coded and analyzed using the SPSS statistical software (version 17.0) The results were organized and evaluated based on statistical frequency, percentages, and mean scores, which are presented in tables Descriptive statistics were utilized for various survey items, while qualitative methods were employed to analyze the interviews.