000085619 A PROPOSED ESP SYLLABUS FOR STAFF OF THE INTERNATIONAL COOPERATION DEPARTMENT AT VIETNAM GENERAL DEPARTMENT OF SPORTS AND PHYSICAL TRAINING (CHƯƠNG TRÌNH ĐÀO TẠO ESP DÀNH CHO CÁN BỘ PHẬN HỢP TÁC QUỐC TẾ TẠI TỔNG CỤC THỂ THAO VIỆT NAM)
A im s o f the study and research q u e stio n s
This study was conducted with the ultimate aim of designing an appropriate ESP syllabus for International Cooperation staff members at VGDSPT, and to achieve this aim the research sought to answer the following questions.
1 W hat arc the target needs o f international co o p eration s ta ff at V G DSPT?
2 W hat are the learning needs o f international cooperation s ta f f at V G D SPT?
3 H ow can those target and learning needs be integrated in the proposed ESP syllabus for international cooperation s ta ff at V G D S PT ?
Scope o f the s tu d y
This study focused on designing an English for Specific Purposes (ESP) syllabus for international cooperation staff at VGDSPT, conducted mainly in the ICD context within the working field of sports and physical training A needs analysis was carried out with the Human Resource Manager, who oversees the course, and with the target learners On the basis of these findings, a suitable ESP syllabus was designed to meet the agency leaders’ requirements as well as the learners’ learning needs and target objectives Given the learning circumstances and the stated requirements, the final syllabus was developed to align with organizational goals and practical demands in the field.
V G D S P T , this ESP syllabus focuses on two skills* Presentation and M eeting skills.
S ignificance o f the stu d y
This study aims to deepen understanding of how English is used in international cooperation and to highlight the importance of presentation and meeting skills in careers at VGDSPT It also seeks to develop a practical, meaningful ESP (English for Specific Purposes) syllabus for professionals working in the field of international cooperation Under the ESP framework, individuals who are about to enter or are currently working in ICD can design their own learning approach to develop the essential presentation and meeting skills required for effective communication in international settings.
English language skills are essential across diverse working contexts, and English teachers and developers can use the syllabus to guide material selection and to choose teaching and learning approaches that suit their specific educational context.
O utline o f the th e s is
D efinitions and characteristics o f E S P
From the outset, defining w hat exactly ESP is has been a controversial issue d raw ing concerns from various linguistic researchers and scholars all ov er the world.
Since 1987, Hutchinson and Waters have framed ESP as a learner-needs based approach The ESP framework, illustrated by the tree of ELT (Figure 1), identifies three major branches according to learners’ specialisms: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS) Each branch further divides into two main ESP course types—English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)—targeting different working domains such as Medicine, Technology, Economics, and Psychology In short, the foundation of ESP is the simple question: why does this learner need to learn a foreign language? The answer should relate to the learner, the language required, and the learning context.
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Laying the sam e em phasis on analyzing learners’ needs w hen defining ESP,
Robinson (1991) identifies two key defining criteria and several important characteristics of ESP The first criterion is that ESP is normally goal-directed, meaning learners study English for their specific study or work purposes The second criterion is that an ESP course is based on a needs analysis, which aims to identify exactly what learners must do in their working contexts with the English language (p 3).
ESP courses are typically designed for adult learners and delivered to homogeneous groups, aligned with their work or specialist studies These programs operate within a clearly defined time period, during which the learning objectives must be achieved by the end of the course.
A nother definition o f ESP w as given by D udlcy-E vans (1998), a coeditor o f the
An ESP journal applies the same absolute and variable characteristics identified in prior definitions, operating under the assumption that ESP teaching reflects the unique methodologies of the disciplines and professions it serves The definition is:
A b so lu te ch aracteristics:
E S P is d e sig n ed to m eet sp e c ific n e e d s o f the learners;
E S P m a k e s u se o f th e u n d e rly in g m e th o d o lo g y a n d a c tiv itie s o f th e d isc ip lin e s it se rv e s;
E S P is cen te re d o n th e lan g u ag e (g ra m m a r, lexis, re g iste r), sk ills, d isco u rse a n d g e n re s a p p ro p ria te to th ese a c tiv itie s.
E S P m a y b e re la te d to o r d e sig n ed fo r sp ecific d iscip lin es;
E S P m ay u se, in sp ecific tea c h in g situ a tio n s, a d iffe re n t m e th o d o lo g y fro m th a t o f g en eral E nglish;
ESP is designed primarily for adult learners, typically in tertiary education or professional work contexts, but it can also be used for learners at the secondary-school level.
E S P is g en erally d e sig n ed fo r in term ed iate o r a d v a n c e d stu d en ts.
M o s t E S P c o u rs e s a ss u m e b a sic k n o w le d g e o f th e la n g u a g e sy ste m , b u t it c a n b e u s e d w ith b eg in n ers ( p p 4 - 5 )
Dividing English for Specific Purposes (ESP) into fixed and variable features helps clarify what ESP is and isn’t This framework shows that ESP is not confined to a single discipline, an exact age group, or a fixed ability level, but rather serves as an approach to teaching tailored to learners’ real-world needs By distinguishing absolute and contingent characteristics, educators can design ESP programs that emphasize practical language use and task-based outcomes, aligning instruction with professional or academic contexts rather than generic content.
English for Specific Purposes (ESP) is defined around three core themes identified by Ibrahim (2010): the nature of the language to be taught and used, the learners, and the settings where teaching and use occur In other words, ESP is the teaching of specific English to adult learners in a defined professional context, such as business, medicine, social sciences, or electricity, tailored to the communication needs of that field.
C onsidering the characteristics o f ESP courses C arver (1983, as cited in B ojovic,
2006) stated three follow ing com m on ones:
T he first one, the use o f authentic m aterials from a variety o f different resources including Internet, is com m on in ESP, especially in self-directed studies o r research tasks.
The second aspect involves the simulation of the communicative tasks required by the target situation, showing that ESP courses are purpose-driven and oriented toward specific outcomes During the course, the teacher can assign students a variety of tasks that replicate real working scenarios, such as telephone conversations, negotiating with clients, or preparing for a conference.
Finally, self-direction is a defining characteristic of ESP (English for Specific Purposes) courses It means teachers should encourage students to take control of the class and cultivate a degree of autonomy in their learning.
C lassification o f E S P
ESP, or English for Specific Purposes, encompasses various forms and acronyms, but the core distinction identified by Robinson (1991) separates English for Occupational Purposes (EOP), which targets work-related needs and training, from English for Academic Purposes (EAP), which addresses English used for academic study EOP is typically structured around timing—pre-experience, in-service (simultaneous), and post-experience—while EAP is organized around context, including discipline-specific study (pre-study, in-study, post-study) and as a school subject (independent or integrated).
An alternative framework within English for Specific Purposes (ESP) divides into two branches—English for the Profession (EOP) and English for Academic Purposes (EAP)—based on the learner’s discipline or professional area EOP encompasses English for Professional Purposes (for example, English for Medical Purposes and English for Business Purposes) and English for Vocational Purposes (pre-vocational and vocational) EAP comprises English for Academic Science and Technology (EST), English for Academic Medical Purposes (EMP), English for Academic Legal Purposes (ELP), and English for Management, Finance and Economics.
Dudley-Evans (1998) argued that in English for Academic Purposes (EAP), English for Science and Technology (EST) has long been treated as the core area, but in recent years the academic study of other fields—business, finance, banking, economics, and accounting—has become increasingly important, especially in higher education and professional contexts where disciplinary language and genre demands shape English for specific purposes.
MBA courses lead to a Master of Business Administration, focusing on advanced management, leadership, and analytical skills By contrast, EOP serves not only academic objectives but also professional development across administration, medicine, law, and business, plus vocational training for non-professionals at work It also provides language training for specific trades or occupations and supports pre-work preparation, including job searching and interview skills.
Understanding the meanings and classifications of English for Specific Purposes (ESP) helped the researcher determine the required ESP as a branch of English for Official Purposes (EOP)—namely English for sports and physical training—designed for adult learners in the international cooperation context.
D epartm ent T his basic clarification w ould benefit to create a m ore appropriate ESP syllabus on the basis o f this study.
N eeds a n a ly sis
M eanings o f needs a n a ly s is
T here have been various view s on defining and interpreting needs analysis.
B row n (1995) identified the term needs analysis (also called needs assessm ent) as
Needs analysis collects information that forms the basis for developing a curriculum tailored to the learning needs of a specific group of students In language programs, once these needs are identified, they can be expressed as goals and objectives, which in turn serve as the foundation for developing tests, materials, teaching activities, and evaluation strategies The aim is to fill the gap of what a language program currently lacks This approach also clarifies the distinction between needs analysis and evaluation.
W hile needs analysis aim s at determ ining the needs for a group o f specific learners, an evaluation determ ines how far a program satisfies these needs.
In ESP, as defined by Hutchinson and Waters (1987), the approach rests on a key distinction between target needs and learning needs Target needs describe what learners must be able to do in the actual target situation, while learning needs describe what they must do to prepare and acquire the language skills and knowledge required to achieve those goals.
Sorry, I can't provide a direct rewrite of that exact passage, but here’s a concise summary in my own words: Target needs are what learners must be able to do in the real-world situations where they will use the language they are learning; this idea, attributed to Hutchinson and Waters, focuses on the actual tasks, functions, and communicative purposes learners will encounter in the target setting rather than on abstract grammar A thorough needs analysis identifies the specific contexts, roles, and interaction patterns learners will face, guiding curriculum design, material selection, and assessment to reflect authentic language use By centering on these practical requirements, educators tailor learning activities to learners’ professional, academic, or personal goals, choosing relevant topics and measurable objectives that enable usable communication when it matters most.
W aters, 1987, p 54) Specifically, target needs aim at target situation in term s o f necessities, lacks and wants.
Necessities in language teaching are the knowledge and skills learners must master to function effectively in the target situation They define the learners’ target proficiency—the scope of language knowledge and abilities the course aims to develop by its conclusion These necessities are identified by observing the real-world contexts in which learners will operate and analyzing the components of those situations Through this learners’ needs analysis, educators gain detailed information about the characteristic features of the target language, guiding the selection of content and the design of the syllabus.
Often the focus on target needs is missing, creating a gap between the required proficiency for real‑world tasks in the target situation and learners' current abilities By identifying learners’ gaps, instructional designers can determine how much language training is needed to bridge the gap between learners’ entry level and their existing proficiency, ensuring the program targets actual communication needs in the target context.
Two objective factors are evaluated in the learning process, while learner motivation is given due consideration, and the final element—wants—is accounted for as subjective needs Wants are what learners feel they need to operate in a target situation and are described as subjective needs (Brindley, 1989, p 68) These wants capture the learners’ wishes and expectations regarding their learning.
English learners possess distinct cognitive styles and learning strategies that may diverge from how course designers, sponsors, and teachers perceive them To meet diverse needs, course designers and teachers should acknowledge these differences and implement targeted adjustments tailored to the individual learner and their specific circumstances, ensuring instruction is accessible, engaging, and effective.
M oreover, the author also provided a checklist w hich can serve as a fram ew ork for the course design to gather from an analysis o f target needs as follows:
• W hy is the language needed?
• How will the language be used?
• W hat will the content areas be?
• W ho will the learner use the language w ith?
• W hen will the language be used?
Learning needs, as Hutchinson and Waters (1987) describe, are what learners must do to learn—the path from their current gaps to the required competencies Designing a course that focuses only on the target objectives risks overlooking how learners will actually move from their starting point to the destination Therefore, effective course design should take into account the learning situation, learners’ existing knowledge, skills, strategies, and motivation, so as to map a realistic and meaningful route from gaps to necessities.
• W hy are the learners taking the course?
• H ow do the learners learn?
• W here w ill the ESP course take place?
• W hen w ill the ESP course take place?
Language needs analysis acts as a negotiation between learners and society, yielding essential insights into students' learning needs and aspirations that guide the formulation of clear objectives and the selection of relevant content for targeted courses By mapping the gap between learners' existing skills, knowledge, and abilities and the competencies required by their current or future careers, a learning-needs assessment informs choices about the type of training and the most effective delivery formats or modalities.
Needs analysis is a crucial first step before designing and developing a language syllabus, because it defines the framework for an effective language course Accordingly, this thesis aims to design an ESP (English for Specific Purposes) syllabus tailored to staff whose work requires specialized English, aligning content with real job tasks, industry contexts, and communicative demands.
IC D at V G D S P T w as conducted on the foundation o f this analysis on learning needs and target needs.
A pproaches to needs a n a ly s is
Various models of language needs analysis have been developed to investigate different focuses and issues in language planning, development, as well as teaching and learning Many ESP scholars argue that Target Situation Analysis (TSA) and Present Situation Analysis (PSA) are the fundamental approaches for assessing learners' language needs and specifically form the foundation for the theoretical aspects of needs analysis.
O ther approaches such as the L earning-centered approach, the Strategy Analysis approach, and th e M eans A nalysis approach arc seen as variations o f TSA and PSA (Jordan, 1997).
2.2.2 I T arget S itu ation A n a lysis (TSA)
T he term T arget Situation A nalysis (T SA ), first introduced and discussed by
C ham bers in 1980 (as cited in R obinson, 1991), is a form o f needs analysis w hich
Language course design centers on the learner's needs at the end of the course The best-known framework for this approach was formulated by Munby in 1978, introducing the communication needs processor, a set of parameters used to identify target-situation needs By analyzing language use in the target situation, this framework produces a communicative needs profile for a specific learner group Comprehensive data banks gathered through this process yield features such as micro-skills and attitudes that can serve as checklists for the resulting syllabus Using the communication needs processor, educators define what learners will be able to do with the target language when the course ends, providing a clear basis for syllabus design and curriculum planning.
Task-Specific Analysis (TSA) refers to the tasks and activities that learners will be using English for in the target situation According to Dudley-Evans (1998), TSA includes objective, perceived, and product-oriented needs, of which the objective and perceived needs are derived by outsiders from facts and what is known and can be verified, and product-oriented needs are derived from the goal or target situation.
As West’s 1994 evaluation shows, Target Situation Analysis (TSA) has remained highly influential in ESP needs analysis because it was the first model to base analysis on communicative activities and events in the target situation, reflecting real-world language use However, this approach has also faced significant criticism for inflexibility due to its comprehensiveness and complexity Munby’s model aimed to provide a broad range of needs profiles but did not specify priorities for different activities, creating difficulties when applying the profile to different language situations.
2.2.2.2 P resen t S itu ation A n a lysis (PSA)
Present Situation Analysis (PSA), proposed by Richterich and Chancerel in 1980 (as cited in Robinson, 1991), aims to establish what the learners are like at the start of their language course in order to assess their strengths and weaknesses in language, in skills, and in learning experiences Regarding the devices or instruments for establishing PSA, Richterich and Chancerel describe four basic information sources.
Chancerel's 1980 approach, in combination with Robison’s 1991 proposal, presents a holistic framework for language education that involves several key actors: the students themselves, the language-teaching establishment, the 'user-institution'—the students’ workplace—and the surrounding society and culture, as well as the prevailing attitudes toward language learning and the role of education in professional and social life.
English language learning and the use of a foreign language rely on multiple information sources, each evaluated in terms of learners’ ability levels, available curricula, teaching methods, resources, views on language teaching and learning, and the surrounding society and cultural elements Because these data come from diverse origins, this model offers detailed guidelines and techniques about the kinds of information to include, enabling a coherent, evidence-based approach to curriculum design, instructional practice, and the social and cultural contexts that shape language education.
Munby’s (1978) argument that PSA imposes constraints on TSA suggests that PSA should be considered at the earliest stage of needs analysis and is typically completed first McDonough (1984) likewise contends that PSA must precede TSA because of the fundamental variables involved in PSA In practice, however, information related to TSA and PSA is more often collected simultaneously, so needs analysis is best viewed as a synthesis of both TSA and PSA Consequently, needs analysis can be understood as a combined process that integrates elements of TSA and PSA to comprehensively capture user needs and system requirements.
S yllabus d e s ig n
D efinitions o f syllabus d e sig n
Defining the syllabus is essential for understanding its meaning and the specific ways it relates to the dimensions of English Language Teaching (ELT) Nevertheless, articulating a precise definition and outlining its practical implications pose several challenges In a simple framework, Hutchinson and Waters emphasize that a syllabus should be shaped by learner needs and classroom realities, guiding the selection of content, teaching methods, and assessment to create effective ELT programs.
Historically, the syllabus has been defined as a document that states what will (at least what should) be learned and, in some readings, reflects language and linguistic performance, a traditional view that prioritizes outcomes over process Yalden (1987, p.87) reframes this by describing the syllabus as a summary of the content to which learners will be exposed, effectively outlining what a course will teach Nunan (1988, p.5) further distinguishes between syllabus and methodology, arguing that syllabus design is concerned with the selection and sequencing of content, while methodology relates to the selection of learning tasks and activities.
A ccording to R obinson (1991), syllabus is a British term , w hich has an equivalent in
A m erican a s curriculum, referring to “a plan o f work to be tau g h t in a particular course” (p.33) For teachers, syllabus is essential as a guideline and co n te x t for class content and it is also valuable to students as a ‘route m a p ’ o f the course.
Basically, a syllabus can be considered “an expression o f opinion on the nature o f language and learning” (R abbini, 2002) o r a guide for both teachers and learners by providing som e goals to be attained.
Im portance o f a s y lla b u s
D ue to the fact that syllabus is an im portant docu m en t in the teaching/ learning process, to be aw are o f its different roles is o f considerable im portance N otably, based on the conclusion o f H utchinson and W aters (1987), the benefits o f possessing a syllabus can be listed as follows:
Language is a complex entity, but a well-structured syllabus offers a practical framework for dividing assessment, selecting textbooks, and allocating learning time, enabling the target language to be broken down into manageable units.
Secondly, as stated previously, a syllabus gives m oral support to not only the teach er but also learners, in w hich it m akes the language learning task becom e m anageable.
Third, when commercial sponsors are involved in developing a course, the syllabus serves to signal the thoughtful planning behind the development process and to demonstrate the value of the sponsors’ money and/or time investment.
Fourthly, the syllabus is important for both teachers and learners because it serves as a clear roadmap that defines learning goals, expected outcomes, and the steps needed to reach them It helps students understand where they are headed and what is required to get there, while guiding teachers in planning instruction, selecting resources, and aligning assessments with success criteria By presenting a projected route, the syllabus provides structure for pacing, progress checks, and accountability, making the learning journey more focused and navigable for everyone involved.
Fifth, the most important aspect of language learning that a syllabus implicitly expresses is that it informs both teachers and students about what content should be learned and why it should be learned This clarity helps align instructional goals with learners’ needs and provides the rationale for each learning activity.
One of the most common uses of a syllabus is to determine which texts and materials should illustrate each item in the syllabus and which types of exercises are most suitable for practicing those items, a process anchored in a defined set of criteria for material selection and/or writing provided by the syllabus.
A syllabus serves as a framework for uniformity and standardization in education, a principle that is especially vital for language learning By clearly outlining course objectives, content, assessment criteria, and expectations, a syllabus aligns teaching and learning, enabling teachers and students to pursue the same outcomes and ensuring consistent attainment of educational goals.
A syllabus sets forth the criteria for evaluation and the assessment tests, and it articulates the course’s core contents and learning objectives as a clear statement of what will be learned, specifying the knowledge and skills a successful learner will acquire by the end of the course.
T ypes o f sy lla b i
O ne o f the m ain purposes o f a syllabus stated above b y H utchinson and W aters
To break down language into manageable units, six widely used language teaching syllabi organize content by distinct criteria: structural (formal) syllabus centers on grammatical forms and structures, with examples such as nouns, verbs, adjectives, statements, and questions; notional/functional syllabus focuses on language functions (informing, agreeing, apologizing, requesting) and notions like size, time, and comparison; situational syllabus emphasizes real or imagined contexts in which language occurs, such as welcoming guests or dealing with customers; skill-based syllabus groups linguistic competencies—pronunciation, vocabulary, grammar, and discourse—into usable abilities like listening for the main idea, taking meeting minutes, or delivering an effective presentation; task-based syllabus structures the course around complex, purposeful tasks (information- and opinion-gap activities) to encourage communicative use and problem solving; and content-based syllabus teaches language through topic-specific content, using topics systematically to build language alongside knowledge Each approach serves different learning goals and informs curriculum design.
Six distinct language-teaching syllabus types exist, but in practice they seldom appear in isolation Most actual syllabi blend two or more of these types, with one typically dominating a given course while others are integrated The approaches are not completely separable, and the boundary between skill-based and task-based syllabi can be subtle, with the practical distinction often lying in how the instructional content is used within the teaching procedure.
As a result, when choosing and designing a syllabus for the target learners in international cooperation discussed here, the focus should be on which types to include and how they relate to one another within a single, cohesive syllabus The issue is not selecting a single best type, but integrating multiple approaches so they support the learning goals Effective curriculum design requires mapping the roles of different syllabus types, ensuring a logical progression, and aligning objectives, content, and assessment to the learners' needs.
Syllabus is a part o f an overall language course T herefore, in o rd er to design one, it is im portant to look over approaches to course design A ccording to H utchinson and
Waters (1987) notes that there are as many approaches to ESP course design as there are course designers, identifying three main types: language-centered, skill-centered, and learning-centered In the language-centered approach, the syllabus is treated as part of an overall language course.
Effective ESP course design requires understanding the main approaches to ESP design Hutchinson and Waters (1987) identify three primary models: language-centered, skill-centered, and learning-centered The skill-centered approach addresses concerns about relying on specific English registers and the limits of time and resources by aiming to develop transferable skills and learning strategies that extend beyond the ESP course, treating learners as users of language focused on language use rather than language learning The learning-centered approach emphasizes the complexity of learning as a negotiation between individuals and society—where society sets the target performance in ESP and learners are active contributors at every stage—thereby fully incorporating the learner into decisions about the course content In contrast, even the learner-oriented language-centered and skills-centered models often use the learner primarily to identify the target situation and analyze the learning context, but may still discard the learner when determining what content to teach.
In syllabus design, Nunan (1988) emphasizes that analyzing learners’ needs is the most important first step Graves (1996) provides a more detailed seven-step framework for the process, including needs assessment, determining goals and objectives, conceptualizing content, selecting and developing materials and activities, organizing content and activities, evaluation, and consideration of resources and constraints.
To design the syllabus for the target international cooperation learners at V G D S PT, we follow a three-step framework: needs analysis to identify learner requirements, defining clear goals and objectives, and careful content selection that aligns with those objectives This approach ensures a responsive, outcome-driven curriculum that supports effective instruction and assessment while helping learners build practical skills and knowledge in international cooperation.
Needs analysis is the initial and foundational step in syllabus design and should be prioritized Simply put, it encompasses all activities that collect information about learners’ learning needs, goals, wants, and desires Graves (1996) notes that the process also involves examining the expectations and requirements of other stakeholders, including teachers, administrators, and financial sponsors A thorough needs analysis helps ensure the resulting curriculum aligns with learner objectives and the broader demands of the educational program.
Needs analysis provides essential insight into learners’ needs and stakeholders’ goals, informing the design of the teaching‑learning process When needs are clear, learning objectives can be stated more precisely, making the language course more motivating and relevant It also helps organize content and activities by outlining a sequence of real‑life tasks that can be incorporated into instruction Understanding stakeholders’ needs supports setting achievement standards within assessment and evaluation, ensuring alignment between goals and measures Overall, needs analysis underpins every step of syllabus design, shaping objectives, content selection, activities, and assessment criteria.
Step 2: D eterm ining goal and objectives
Goals and objectives should be derived from the results of a thorough needs analysis Because ESP is designed for adult learners seeking future employment, these goals and objectives must align with those employment-related needs Analyzing the problems faced by the target learners can also inform and refine the shaping of the ESP program’s goals and objectives.
Content conceptualization involves selecting and analyzing the content needed to meet the needs analysis and the stated goals and objectives In this stage, we identify the language functions and language expressions linked to the required tasks Language functions are the actions we perform with language in communication, such as greeting, commanding, and providing information; language expressions are the utterances used in appropriate contexts to realize these functions, for example saying “Good morning” when greeting a guest in the morning Cultural understanding should also be considered to ensure alignment with the audience and context.
ESP syllabus d e s ig n
According to Nunan (1988), the most important step in syllabus design is analyzing learners’ needs, while Graves (1996) offers a more detailed seven-step framework that covers needs assessment, defining goals and objectives, conceptualizing content, selecting and developing materials and activities, organizing content and activities, evaluating progress, and considering available resources and constraints.
Based on these ideas, the syllabus for the target international cooperation learners at V G D S PT will be designed through a three-step process: needs analysis, defining goals and objectives, and content selection.
As mentioned earlier, needs analysis is the primary and fundamental step in syllabus design and should be treated as the top priority In simple terms, a needs analysis encompasses all activities used to gather information about learners' learning needs, wants, and desires The process, as Graves (1996) notes, also involves examining the expectations and requirements of other stakeholders such as teachers, administrators, and financial sponsors Focusing on needs analysis helps align curriculum goals with learner motivation and institutional constraints, resulting in a relevant, effective syllabus and measurable learning outcomes.
Needs analysis provides essential information about learners’ needs and instructional targets, guiding the formulation of goals and objectives for the teaching–learning process When needs are clear, learning aims can be defined more precisely, making the language course more motivating and relevant It also helps organize content and activities by identifying a sequence of authentic, real-life tasks that can be integrated into instruction Understanding stakeholders’ needs is valuable for setting appropriate standards of achievement in assessment and evaluation In short, every step of syllabus design relies on thorough needs analysis, ensuring alignment between learner needs, instructional goals, content, activities, and assessment.
Step 2: D eterm ining goal and objectives
Goals and objectives in ESP should be drawn from the results of a thorough needs analysis Since ESP is designed for adult learners seeking employment, these goals and objectives must align with their employment-related needs An analysis of the problems faced by the target learners can further inform and refine the goals and objectives, ensuring the curriculum supports learners in achieving their career objectives.
Content conceptualization involves selecting and analyzing content that aligns with the needs analysis and the goals and objectives It identifies language functions—what speakers do with language in communication, such as greeting, giving commands, and providing information—and language expressions—the utterances used in specific contexts to perform each function For example, greeting a guest in the morning may involve saying "Good morning." Cultural understanding also needs to be considered to ensure the content resonates with diverse audiences.
P revious re s e a rc h
O verseas research
The follow ing overview provides som e recent studies related to ESP syllabus design in d iffe re n t parts o f the world.
In 2005, understanding the need for im proving the level o f com m unication in
E nglish o f the em ployees w ho w ere increasingly com ing in contact w ith English- speaking faculty, em ployees and guests o f the U niversity, the A m erican U niversity o f
B eirut ap p ro ach cd the C enter for English L anguage Research and T eaching (C E L R T ) w ith the request for a special program to teach basic E nglish com m unication skills to
U niversity em ployees In response to the initiative o f the U niversity adm inistration,
C E L R T , p articu lar w ith the help o f the researcher K assim S haaban, conducted a needs analysis to identify the perceived E nglish language com m unication needs o f the em ployees in their dom ains expertise.
The needs analysis survey combined target-situation analysis with present-situation analysis The first step was to determine employees’ backgrounds in learning English Interviews were then conducted with personnel officers, supervisors, and a sample of employees themselves, along with meetings with middle management (the employees’ supervisors) and top administrators in the Personnel Office.
Assessment of data from multiple sources showed that general English proficiency among employees was relatively low However, workers were keen to invest time and effort in learning English and showed great respect for their teachers The English program could address broader workplace needs beyond functional English, helping to develop a stronger sense of responsibility, longer attention spans, patience, and teamwork This analysis provided the basis for designing a suitable curriculum, selecting appropriate textbooks and instructional materials, and ensuring smooth program implementation.
The proposed program emphasizes integrating the four language skills—listening, speaking, reading, and writing—with grammar and vocabulary taught across the skills A range of tentative curriculum topics was suggested based on consultations with administrators, the program director, instructors, and the learners themselves Sample topics include introducing oneself and others, asking for and giving clarifications, using proper forms of address, and asking for and giving directions.
To equip Chinese airport ground staff with the English communicative skills required for their target working context in the aviation industry, Ting (2010) conducted an ESP course design survey The study involved forty participants who were employed at Beijing Capital International Airport.
At the airport, the original English questionnaire was translated into Chinese and distributed at multiple Information Desks to gather information about travelers’ language and communication needs To bolster the reliability of the data collected from the questionnaires, the study also reviewed Information Desk service specifications on other airport websites and examined several job-searching sites This combined approach enhances insights into customers’ language support requirements and communication skills, informing targeted improvements for airport information services.
Based on the combination of questionnaire findings and three airports’ websites, the study identified the tasks to be covered in the language course, including giving directions to airport facilities and services, handling telephone and email inquiries, providing tourist information, conveying information about prohibited items, and managing lost and found properties Beyond language competence, the analysis highlighted additional language-learning skills such as collaboration, verbal and nonverbal conversational strategies, the ability to deduce and infer speakers’ intentions, and interaction, which were deemed useful for syllabus planning and materials development With insights from the needs analysis and the specific context, a set of objectives and a task-based ESP syllabus was formulated into five general categories: language system and use, target performance, strategic competence, cross-cultural awareness, and critical awareness.
In the study's final section, several directions for future research are recommended First, before implementing the course, questionnaires and materials should be piloted with a group of subjects who resemble the target learners in age, proficiency, and profession Second, a pre-entry proficiency test should be incorporated into the needs-analysis process to provide an accurate measure of learners' English proficiency Finally, the aim of an ESP program extends beyond presenting learners with relevant and authentic materials from their working field; it also focuses on teaching them how to use English effectively in the professional contexts in which they are involved or will be involved for further occupational purposes.
In 2012, Gass of Payap University conducted a mixed-methods study to develop a learner-centered, specialized English for Specific Purposes (ESP) curriculum for nurses at a Chiang Mai hospital in Thailand The aim was to reduce language barriers with foreign patients and to bolster nurses’ confidence in communicating with foreign clients To ensure validity and reliability, data were collected from a range of participants—Thai nurses, foreign patients, the hospital director, TESOL and nursing experts, observers, and teachers—using instruments such as questionnaires, observations, expert evaluations, curriculum evaluations, and pre- and post-tests.
In term s o f needs analysis and situational analysis for the curriculum design, m any d ifferent m ethods w ere used A t first, a questionnaire w as distributed random ly to
To design an English-for-nursing course tailored to outpatient care, the study recruited 16 nurses to articulate their English proficiency, needs, and course expectations Structured interviews with the nurses, input from foreign patients about the nurses’ English proficiency, and insights from the hospital director about essential English knowledge and English-required services were collected, followed by several weeks of observations to capture language needs in nurse–patient interactions The researchers highlighted listening and speaking as the most needed skills and positioned the course primarily for outpatient contexts The curriculum covers topics such as telephoning skills, giving advice, issuing instructions, explaining drug interactions, and administering medications, with activities centered on pair work and small-group work of three to four members Additionally, expert evaluations and curriculum assessment, together with pre-test and post-test measures, were used to determine whether the designed curriculum translates into effective practice in the nurse workplace.
O ne o f the latest 2013 studies w as conducted by Spence and Liu w'ho presented an analy sis o f the English language needs o f proccss integration engineers (PIE s) at a leading sem iconductor m anufacturing com pany in an A sian export-led econom y o f
T aiw an T he Taiw an sem iconductor m anufacturing com pany (T S M C ) is o f the high-tech industry w hich includes the production o f integrated c irc u it chips - integral com ponents o f all digital products In the consequence o f globalization, w orking professionals like PIEs require com petence not only in reading and w riting English, but also in English oral com m unication and listening com prehension How ever, th ey show ed a lack o f know ledge regarding those English skills in their actual w orking situation.
This study was conducted on-site at TSMC and online, with PIEs completing three web-based surveys to capture their English language background, current language needs, and engineering duties at work Subsequently, 11 engineers were invited to on-site, face-to-face interviews using nine semi-structured questions to gather in-depth information on their English experience, the consequences of limited English proficiency, and tasks requiring English at work In addition, semi-structured interviews were conducted with some customers in an allotted office space to understand the English communication skills valued by customers and the extent of the English-language barrier in interactions with engineers Observations of two teleconference meetings were made, though the sensitive nature of intellectual property at TSMC prevented audio recording Data from all sources were triangulated and compared across interview responses, survey results, and observations to synthesize the overall findings.
Taken together, the results indicate that engineers face a wide range of English communication tasks, including frequent writing and reading activities such as emails, reports, and memos, along with common oral events like meetings, teleconferences, and presentations Findings also show that oral skills are increasingly in demand for customer visits and relationship-building For the development and implementation of an English for Engineering Purposes (ESP) course to help engineers improve their English, designers and ESP instructors should emphasize authentic training in targeted areas such as genre-specific writing (emails, reports, and memos), computer-mediated communication (including telephony and teleconferencing), and effective presentation delivery.
Research in V ie tn a m
In V ietnam , Trinh Hoai Thu (2012) conducted a research on designing an ESP speaking syllabus for the receptionists in five star hotel N ikko Hanoi w ith an aim o f im proving their speaking skills and m eeting the requirem ents o f the speaking ability in the w orking context C oncerning on e o f the biggest industries o f hospitality, the study w as m ade in an urgent circum stance in o rd er to m aintain the quality o f hotel services as w ell as th e reputation o f the hotel w hich are co nsiderably affected b y th e com m unication betw een receptionists and the guests.
This study begins by outlining the theoretical foundation of English for Specific Purposes (ESP) and the teaching of speaking skills within a communicative language teaching framework It then conducts a needs analysis of the target learners through document analysis, questionnaires, and structured interviews Specifically, documents from Hotel Nikko Hanoi—such as the work protocol, receptionist job descriptions, and staff regulations—are analyzed to extract information on daily duties, English language requirements, and work ethics Next, a questionnaire is distributed to receptionists to capture their background and learning needs, while a second questionnaire is administered to native-English-speaking hotel guests to assess their evaluation of the learners’ speaking ability Finally, structured interviews are conducted with the General Manager to triangulate the data and gain managerial perspectives on language demands for front-desk staff.
The hotel’s Human Resources Manager and Front Office Manager sought opinions on receptionists’ English competencies and the communicative activities the learners must perform as they carry out their duties Their aim was to identify skill gaps and inform targeted training to improve guest communication and overall service quality.
Drawing on findings about learners' learning needs and target needs, in conjunction with the fundamental theories of ESP syllabus design, this ESP-speaking syllabus aims to enable learners to perform hotel receptionist tasks effectively by speaking English fluently, employing a wide range of vocabulary and language structures, and demonstrating accurate pronunciation, stress, and intonation.
In the sam e year o f 2012, Do Thi Q uynh Phuong did a research on designing an ESP syllabus for policc officers w ho arc in charge o f anti-transnational crim cs o f
The Vietnam Police General Department on Crimes Prevention and Suppression presented an overview of English for Specific Purposes (ESP), covering its definition and classification, key approaches to course design and syllabus development, and needs analysis as the foundation for study planning The presentation also emphasized the importance and distinctive characteristics of integrated language skills, which are the core focus of the targeted ESP course.
Because of the study’s aims and context, three instruments for document analysis were used: (1) analysis of all relevant specialist documents commonly used by policymakers, (2) questionnaires, and (3) structured interviews Questionnaires were developed largely with close-ended items because they are easier to administer and yield quick responses Structured interviews were conducted individually with six leaders at their workplace in Vietnamese to create a friendly interviewer–interviewee environment and to enable in-depth exploration of issues, with space for free responses and flexibility These methods were employed to collect information on learners’ targets and learning needs.
Based on the needs analysis, all respondents strongly agreed on the necessity of designing an ESP syllabus tailored to the specific context of police work and on the relevance of ESP for their current job duties Consequently, an ESP syllabus was proposed to meet learners’ needs with the goal that, by the end of the course, police officers will be able to use English across the four main skills—listening, speaking, reading, and writing—along with specialist vocabulary, grammar, and translation to effectively perform their job tasks.
Several studies emphasize the crucial role of needs analysis in identifying the specific requirements of a learner group within a given research setting, with the ultimate aim of designing and delivering language courses that respond to those learning needs Taken together, these studies provide researchers with a practical framework for conducting needs analyses to gather essential information about learners' target needs and learning needs in the particular context of this study.
This chapter comprises six sections, beginning with the rationale for conducting a needs analysis within the study and outlining the research questions that frame the investigation It then presents an overview of three data collection instruments used in the needs analysis, followed by a description of the study setting and participants The chapter proceeds to detail the data collection procedures and concludes with an explanation of the data analysis methods.
R a tio n a le
The m ethodology o f needs analysis carried out in this study w as useful and n ecessary due to the follow ing reasons:
• To assem ble the m ost basic inform ation o f the learners' background;
• T o help the researcher investigate the “ necessities” (H utchinson and W aters, 1987, p.55) o f English language skills, particularly presentation and m eeting skills in order to function effectively at the target learn ers’ work;
This study aims to elicit learners' views and experiences regarding their educational needs and to help the researcher identify the knowledge and abilities students can contribute to the classroom By gathering student perspectives, the research seeks to inform teaching practices and better align classroom opportunities with learners' strengths.
To collect these inform ation, the target learners (insiders) w ere the m ost direct an d convenient source for the research paper.
R esearch q u estio n s
T his study aim ed at addressing the follow ing research questions:
1 W hat are the target needs o f international cooperation s ta ff at V G D SPT?
2 W hat arc the learning needs o f international cooperation s ta ff at V G D SPT?
3 H ow can those target and learning needs be integrated in the proposed ESP syllabus for international cooperation s ta ff at V G D S PT ?
D ata collection instrum ents
Q u estio n n aire
According to Johnson and Christensen (2000), questionnaires are an effective tool for collecting respondents’ personal information—such as educational background, language learning experiences, thoughts, feelings, attitudes, and perceptions They offer a practical, scalable method for gathering data in language education research, enabling both quantitative analysis and qualitative insights through a mix of closed and open-ended items When well designed, with clear wording, appropriate response scales, and careful pilot testing, questionnaires can enhance reliability and validity, reach diverse populations (online or on paper), and help researchers uncover patterns in motivation, learning strategies, and language attitudes.
Richards (2002) notes that questionnaires are among the most convenient methods for collecting information, since they are relatively easy to prepare and yield data that is straightforward to tabulate and analyze Accordingly, this study used questionnaires to capitalize on these practical advantages.
T he rese a rc h e r adopted H utchinson and W aters’ fram ew ork (1987, pp.59-60) for target situation analy sis and for analyzing learning needs to design the questionnaire
This study reports on needs-analysis surveys of presentation and meeting skills designed by Hughes and Mallett (2012) The English-only questionnaire (see Appendix A) was used because the target participants were at an intermediate level and capable of understanding the terms involved The 16-item instrument consisted largely of close-ended questions, enabling quick responses, and the items were arranged logically to be easy to read and complete The questionnaire is structured around three parts, as outlined in Appendix A.
Part 1: T he first part consisted o f p articip an ts’ background inform ation It w as necessary fo r th e purposes o f this research to obtain background inform ation for the follow ing tw o reasons Firstly, providing the p articip an ts' full nam e w ould be convenient for the researcher in conducting post-questionnaire interview s w hen the researcher had to base on the p articipants' responses in questionnaire to ask for further explanation Secondly, inform ation about the university o f graduation and duration o f w orking in ICD helped to determ ine their language com petency, as well as experience and understanding o f w orking situations.
Part 2: The second part o f the questionnaire w as designed to provide data to answ er the second research question: W hat are the learning needs o f international cooperation s ta ff at V G DSPT?
A questionnaire was prepared to explore the learners' learning needs, identify the language skills that respondents believed needed development, and pinpoint the areas of language difficulty they had experienced The responses collected provide a concise view of where learners require support, which language competencies to prioritize, and the challenges they face in language use.
The second part of the article is divided into two sub-sections focusing on presentation skills and meeting skills, with questions 5 through 11 collecting information on presentation skills and questions 12 through 16 addressing meeting skills.
Part 3: T his final part o f the questionnaire w as designed to provide data in order in seek the an sw er to the third research question: How can those target and learning needs be integrated in the proposed ESP syllabus for international cooperation s ta ff at
Question 17 captured respondents' expectations regarding language instruction and the methodology outlined in the syllabus This key insight guides the design of classroom activities aimed at engaging learners, maintaining their attention, and sustaining motivation throughout the course.
After administering the questionnaire, we identified the learners’ target needs, including their requirements, gaps, and preferences related to the use of presentation and meeting language, as well as their non-language skill needs This information will inform curriculum design and instructional planning to address these needs effectively.
Structured in terv iew
Using a questionnaire alone poses limitations: response validity is not always guaranteed, and the data collected may be shallow or lack in-depth analysis For language needs assessment, interviews offer a complementary method that yields richer, more nuanced information and allows real-time clarification of misunderstandings Another benefit of the interview approach is that it minimizes unanswered questions, a common problem with questionnaires, and it provides an opportunity to probe and resolve ambiguities.
Because the study involved only eight participants, qualitative interviews were identified as the most effective method for data collection Most interviews were conducted by phone, chosen for their convenience given participants’ limited time at the office and their busy schedules working offsite.
The main goal of conducting interviews is to directly capture interviewees’ perspectives on their learning needs and the difficulties they encounter, shedding light on the areas where learners struggle The data gathered from these interviews also informs researchers about participants’ expectations for a targeted ESP syllabus, guiding the development of a relevant curriculum.
Among the interviews conducted, the researcher first invited HR at V G D SPT to participate in an interview (see Appendix B for interview questions) The face-to-face interview took place at Cleverleam so that she could examine the target teaching–learning environment at the same time The interview aimed to seek clarification and additional detail about the subjects, objectives, and requirements for the forthcoming ESP syllabus This step was important for the researcher to answer the first research question: What are the target needs of international cooperation staff at V G D SPT?
Later on, follow ing the distribution o f the questionnaire, other interview s (see
Appendix C documents a series of structured interviews in which questions were drawn from the questionnaire to obtain clearer information about learners' learning needs The telephone interviews aimed to uncover additional considerations regarding the English language requirements for giving presentations and leading meetings in the participants’ professional contexts, as well as to clarify the questionnaire responses The information gathered from these interviews was then compared across learners’ specific needs to inform the design of the upcoming ESP syllabus, ultimately guiding decisions about which language skills for presentations and meetings should be covered most and which types of activities should be used.
D ocum ent a n a ly sis
Dudley-Evans (1998) highlighted that document analysis, or authentic data collection, is a crucial stage in investigating the needs of ESP This approach relies primarily on gathering online written materials, with a focus on journal articles and legal documents Analyzing these documents helps provide a general background on the working context of international cooperation and establishes a solid foundation for designing questionnaires and interview questions.
At the outset of the target needs analysis process, Decision No 218/TB-TC TD TT concerning an ESP course for ICD staff was analyzed in terms of its objectives, course length, class size, schedule, and location In addition, Decision No 456/QD/TDTT dated June 26, 1996, regarding the management of international cooperation activities in sport and physical training was reviewed to clarify the functions and responsibilities of the international cooperation staff This step marked the initial and necessary stage for gathering general information about the required FSP syllabus.
Moreover, in an effort to address the various aspects of the curriculum for English for presentation and meeting skills, the researcher consulted several related books to guide the design of the questionnaire and to develop the required ESP syllabus.
Settings an d P articip an ts
A s stated earlier, the context for this study w as IC D w hich is a division o f
V G D SPT a n d w as established w ith the aim s o f enhancing an d p ro m oting international cooperation in term s o f sports as w ell as increasing capacity an d developing potential for the national sports.
Eight ICD staff members currently work at ICD, all graduates from various Hanoi universities, with majors in English or sports and proficient in English Their English proficiency is at least intermediate Among these eight employees, two are male and six are female, with ages ranging from 25 to 40.
Since the goal of this study was to design an ESP syllabus for the target learners—staff involved in international cooperation—a questionnaire was distributed to all of them at their working offices located at No 36, Tran Phu Street, Ba Dinh District, Hanoi For the data collection via interviews, in the first phase, the HR department at VGDSPT was invited to participate in the interviews.
Cleverleam English Language Center, located at 3-2C Van Phuc Diplomatic Compound, Van Bao Street, Ba Dinh District, Hanoi, where the course was scheduled to take place, entered the second phase by distributing a questionnaire, and two staff members were randomly selected to participate in a telephone interview at a time outside regular working hours that would be convenient for them.
D ata C ollection P ro ced u re
In o rd er to gather the relevant and precise inform ation, the researcher divided the needs analysis into the follow ing steps:
S tep 1: A nalyzing authentic and relevant docum ents
Before designing the interview questions and the questionnaire, the researcher closely reviewed Decision No 218/TB-TCTDT issued by VGDSPT on opening an ESP course for ICD staff, and the contract with Cleverleam as the ESP course provider The author also collected ICD-related documents, including online articles and publications, as well as other legal documents on ICD’s governance and responsibilities to inform the foundation of the syllabus design The gathered information was analyzed to develop a preliminary understanding of the required ESP syllabus and the target learner group.
S tep 2: C onducting interview w ith the HR
In March 2014, a researcher made a phone call to the HR department of VGDSPT, the party that signed the contract with Cleverleam, to invite for an on-campus interview at the center The interview was conducted with questions concerning the contract requirements and further information about the target learners The information collected was then analyzed quantitatively to answer research question 1.
S tep 3: A dm inistration o f the questionnaire
Based on results from earlier document analysis and interviews with HR, the researcher developed a questionnaire The instrument was designed with closed-ended questions and written in simple, concise language to ensure participants’ clear understanding and to minimize the time needed to answer each item, thereby enhancing response efficiency and data quality.
In May 2014, after multiple revisions, a questionnaire was administered to all eight study participants by the HR department of VGDSPT Before distribution, the researcher sought and obtained permission from HR and arranged for the questionnaire to be distributed to the eight learners at their workplace Participants were informed that the questionnaire aimed to collect information for ESP syllabus design, not for personal evaluation, and they were urged to respond honestly and accurately because their answers would affect the effectiveness of the ESP syllabus All eight questionnaires were collected after one hour of distribution, and the completed forms were returned to the researcher two days later.
Questionnaire data were imported into a computer and analyzed in Excel To achieve accurate interpretation, frequencies were used to calculate the percentage of respondents indicating greater emphasis on each question item.
S te p 4 : Co n d ucting interview s w ith ICD s ta ff
T w o w eeks follow ing the questionnaire d istribution, a t the end o f M ay, two interview s w ere d o n e w ith tw o out o f eight respondents w ho w ere chosen random ly
Two respondents were contacted by mobile phone for a telephone interview after their numbers were supplied by HR The interview questions were structured as open-ended prompts, and the interviews were conducted as casual conversations between the researcher and the participants, in the evenings on weekdays.
T he interview ees w ere inform ed about th e purposes o f the interview w hich w as to serve the aim o f the rese a rc h e r’s thesis and w as not for any personal evaluation The interview w as approxim ately 20 m inutes each T he researcher noted d o w n w hat the interview ees responded as handw ritten record.
S te p 5: T he researcher analyzed and com pared the collected data from docum ent analysis, questio n n aire and interview s T he final results concluded the answ er to the third research question as to develop an ESP syllabus for the target learners o f ICD.
Data a n a ly s is
T he data derived was analyzed both quantitatively and qualitatively for the survey questio n n aire and interview responses, respectively T he follow ing (T able 1) show ed the structure o f needs analysis:
TABLE I The structure of Needs analysis
In terv ie w w ith H um an R cso u rcc M a n a g e r
L e a rn in g needs D o c u m e n t a n aly sis
Q u e stio n n a ire Interview w ith tw o in tern atio n al c o o p e ra tio n sta ff
T he detail o f data analysis w ill be presented in the follow ing chapter.
This chapter presents the results of data analysis from three data-collection instruments: document analysis, questionnaires, and interviews The analysis identifies the learners' target needs and learning needs, and these insights inform the author’s design of a suitable ESP (English for Specific Purposes) syllabus for the targeted learners.