000029203 TOWARDS AN ESP READING SYLLABUS FOR THE THIRD YEAR STUDENTS OF BUSINESS AND ADMINISTRATION MANAGEMENT AT TAY NGUYEN UNIVERSITY HƯỚNG ĐẾN MỘT CHƯƠNG TRÌNH ĐỌC THẦU DÀNH CHO SINH VIÊN NĂM THỨ BA NGÀNH QUẢN TRỊ KINH DOANH, TRƯỜNG ĐẠI HỌC TÂY NGUYÊN
T h e E nglish L a n g u a g e Syllabus a t T a y N gu y e n U n i v e r s i ty
T h e G eneral S y lla b u s
During the first three university semesters, all students complete 300 hours of General English as part of the core curriculum The course materials are the first two Headway titles—Headway Elementary and Headway Pre-Intermediate—by Liz and John Soars (1991).
These books provide a broad range of language input and support development across the four skills However, because of limited timeframes, large class sizes, insufficient facilities, and varying student English levels, students do not have the opportunity to experience all four skills In effect, the instruction at this stage centers on grammar, vocabulary, and some reading texts, while listening, speaking, and writing are almost never incorporated into the course.
T h e ESP S y lla b u s
To date, there has been no genuine ESP reading syllabus, with a single textbook, English in Economics and Business: English for Economics and Business Students, serving as the only ESP coursebook for Economics students at our university for more than three years This volume is a curated collection of readings shortened, simplified, and adapted by Sarah Bales, a volunteer American teacher at Hanoi National Economics University (NEU), together with two NEU English instructors Since 2001, Tay Nguyen University has broadened its programs to include Business and Administration Management, and this type of course book remains the sole ESP material used for Business and Administration Management students However, this approach is increasingly inappropriate for ESP teaching and learning at our institution due to problems related to the book's aims, content, and methodology.
The current ESP textbook does not meet our students' needs or the university's training objectives Tay Nguyen University allocates only 60 class hours for ESP, aiming to enable students to read and understand business correspondence and skim for main points and specific details Consequently, students require practice in essential reading techniques such as scanning and skimming, but the book focuses predominantly on introducing new terms, sentence structures, grammar rules, and even translation, rather than teaching practical reading skills.
A major drawback is that the textbook does not meet our content requirements Its units are organized in a fixed sequence of exercises and text presentations, creating a language-centered approach that limits active learning This repetitive format can quickly bore and demotivate students, who therefore play a passive role in the classroom Additionally, the units are not well-graded and do not progress from easier to more difficult, hindering an effective learning trajectory.
Translation-based teaching dominates the textbook-driven classroom, where teachers routinely explain the meanings of new words, have students read aloud, translate the text into Vietnamese, and answer questions about vocabulary The curriculum concentrates on grammar rules and sentence structures that were already taught in the GE stage, leaving little room for practical communication As a result, both teachers and students focus on word-for-word translation, sentence-structure analysis, and rule memorization, often forgetting much after the course ends These patterns yield skills that are rarely used in the workplace, where workplace-ready communication and fluency matter more than rote translations.
ESP materials should be selected in alignment with a syllabus designed for the learners, but in practice no syllabus has ever been created specifically for teaching ESP to Business and Administration students.
M anagem ent at Tay Nguyen University The content of the book is used as the syllabus of the course.
Existing materials reveal significant weaknesses and fail to meet the teaching and learning needs of our Business and Administration Management program at Tay Nguyen University Consequently, there is a pressing need for an ESP reading syllabus that aligns with students’ requirements, and the researcher proposes a new ESP reading syllabus tailored to Tay Nguyen University’s Business and Administration Management students.
T h e S t u d e n t s
T here are about 160 students of Business and Administration
At Tay Nguyen University, students are aged 20 to 22 and come from various mountainous provinces across Central Vietnam, where living and learning conditions are very poor Consequently, about 30 percent had not learned English before entering the university This varied language background creates challenges for teaching and learning English, as differing levels of English proficiency make it difficult for teachers to meet the needs of all students in the same class.
Across Vietnam, including Tay Nguyen, English instruction at secondary and high schools is still dominated by the traditional grammar-translation method, which emphasizes grammar rules, vocabulary memorization, text translation, and repetitive exercises This approach tends to produce passive learners who memorize rules and can recite grammar, yet struggle to form their own sentences, partly because they have few chances to communicate with foreigners or native speakers However, students at Tay Nguyen University show notably positive attitudes toward teachers, the university, and especially English learning.
Another problem is that the test scores required for university entrance were rather low A student who wants to study Business and Administration Management needs a total of only 5 marks across the three subjects of Mathematics, Chemistry, and Physics, compared with at least 17 marks across the same subjects for a student pursuing Mathematics and Informatics It is clear that most students are performing at a very low level However, they all have positive attitudes toward teachers, toward the university, and especially toward learning English.
T h e T e a c h in g S t a f f
The English teaching section, a part of the Faculty of Pedagogy consists of the head, the vice-head, and twelve teachers aged from 25 to
Not all Tay Nguyen University teachers have formal ELT training; some staff previously taught Russian and later took English-teaching courses, becoming English teachers when Russian instruction was no longer available, while others were trained in Ho Chi Minh City, Hue, or Dalat The faculty ranges from more than twenty years of teaching experience among the oldest to at least four years for the youngest, and several teachers have participated in language-teaching courses and workshops offered by Hanoi University of Foreign Studies One teacher holds an MA from Hanoi University of Foreign Studies, and thirteen other MA candidates are expected to receive their degrees by the end of this year from the same university All teachers are eager to improve the quality and conditions of teaching.
A im s o f t h e s t u d y
At Tay Nguyen University, ESP reading syllabuses have been borrowed and adapted from universities across the country to fit the limited class time, but there is still no stable and suitable ESP syllabus and materials for ESP teaching and learning; moreover, each target group of students requires its own ESP syllabus, so a syllabus from one university cannot be used to teach ESP students at another university To address this gap, the author proposes an ESP reading syllabus for the Business and Administration Management students, based on needs analysis and drawing on the ESP design references of experts such as Jones, L and R Alexander (1991) and Jim Corbett (1999).
St J Yates (1999), and Ian Mackenzie (2001).
Due to the study's time constraints, providing a detailed specification of content and teaching methods is not possible The thesis, titled Towards an ESP Reading Syllabus for Third-year Students of Business and Administration Management at Tay Nguyen University, instead aims to establish a guideline for developing a 60-period ESP reading syllabus for these students To achieve this, the research will have to determine the essential components and the steps necessary to design such a syllabus.
- investigate the students’ needs by examining the current ESP reading course to students Business and Administration M anagem ent at Tay Nguyen University,
- identify the approach to syllabus design and elem ents n eed ed for the syllabus such as linguistic forms, reading skills, strategies and activities.
To achieve this aim, a needs analysis will be conducted through a student survey designed to capture comments on current reading materials, desired improvements, and students’ plans after completing the course In addition, formal and informal interviews will be carried out with Economics specialists at Tay Nguyen University, graduates of the Business and Administration Management program at Tay Nguyen University, and employers who hire these graduates to identify target needs and expectations for the ESP reading course.
S ignificance o f th e s t u d y
The study's results are expected to contribute to the body of knowledge on ELT syllabus development in Vietnam, offering valuable insights from the review of current reading materials, the examination of students’ needs, and the selection of an appropriate approach to syllabus design These findings will be particularly useful for researchers and syllabus designers as they reveal students’ needs and outline key linguistic forms, reading strategies, and reading skills to shape a targeted reading syllabus By clarifying these components, the study will ease the workload involved in drafting a detailed table of contents, benefiting both teachers and students in Business and Administration programs.
M anagem ent at Tay Nguyen University.
S c o p e o f th e s tu d y
This study focuses on developing reading syllabus guidelines for Business and Administration Management students at Tay Nguyen University Due to time constraints, a detailed specification of content cannot be provided; instead, the study offers concrete suggestions on which linguistic forms and reading strategies should be taught Grounded in an institutional needs analysis for Tay Nguyen University, the ESP reading syllabus guidelines are relevant to the university’s teaching and learning context and may not be easily generalizable to other student groups.
O v e r v ie w o f t h e S t u d y
The thesis consists of 5 chapters: the introduction, the literature review, the study, the proposed reading material and the conclusion.
Chapter One: Introduction provides the background to the study by detailing the English language syllabuses currently used, including General English and ESP (English for Specific Purposes), and by describing the students and English teaching staff at Tay Nguyen University, then states the aims of the study, outlines its significance, defines the scope of the research, and offers an overview of the thesis.
Chapter Two, Literature Review, provides an overview of theories involved in the design of the ESP reading syllabus.
Chapter Three, the Study, outlines the research methodology, specifies the study participants, details the data collection instruments and procedures, and presents the results along with a discussion of the findings.
Chapter Four proposes an ESP (English for Specific Purposes) reading material for third-year students of Business and Administration Management at Tay Nguyen University, drawing on results from the preceding chapters and outlining the suggested evaluation criteria along with the teaching methodology used to deliver the course.
Chapter Five, the Conclusion summarizes the main points of the study, acknowledges the limitations and suggests further research.
In this chapter, an overview of theories involved in the design of the ESP reading syllabus will be provided The chapter is divided into 4 sections:
• An Overview of Reading Theories
A n o v e rv ie w o f E S P
What is E S P ?
English for Specific Purposes (ESP) has been defined in several ways, but at its core it is seen as an approach to language teaching where decisions about content and method are guided by the learner’s reasons for learning English Hutchinson and Waters (1987) emphasize this learner‑centered orientation, while Brumfit (1983) argues that the learners’ needs—specifically the purposes for which they require English—are the most important factor shaping ESP In contrast, Widdowson links the specification of ESP course objectives directly to the training goals and practical applications, highlighting the close relationship between aims and preparation.
ESP (English for Specific Purposes) is a targeted training approach that equips learners with restricted competence to handle clearly defined tasks, and these tasks constitute the specific aims that the ESP course is designed to meet In examining definitions offered by authors such as Robinson (1980), Widdowson (1983), and Dudley-Evans & St John (1997), a working definition of ESP as a theoretical framework for study is adopted in this discussion.
An ESP (English for Specific Purposes) course is purposeful and designed to help learners perform specific occupational or educational roles successfully, whether individually or in teams It stems from a detailed analysis of the learners’ needs and is tailored to meet those needs, ensuring that the instruction is relevant, practical, and directly applicable to real-world contexts.
It may differ from another general language course in its selection of skills, themes, topics, situations, functions, language and methodology.
ESP is, at its core, a language-skills course, and its evolution in ELT has been shaped by advances in syllabus and materials design, methodological innovations, and language-analytic approaches—from register analysis to genre analysis Accordingly, ESP materials and syllabus development should be grounded in learning-needs and target-needs analyses This emphasis on needs-based design is what sets ESP apart from general English courses, yet at Tay Nguyen University that essential feature is often neglected in ESP materials and syllabi To address this gap, ESP design should begin with a thorough needs analysis so that the resulting syllabus satisfies the aims and objectives of specific learner groups.
Reasons for the existence and developm ent of E SP
Let's have a brief look at the reasons for the existence and developm ent o f ESP According to Tom Hutchinson and Alan Waters
ESP (English for Specific Purposes) grew from a convergence of three factors: the expanding demand for English tailored to particular professional needs, advances in linguistics, and progress in educational psychology Together, these forces pointed to a need for greater specialization in language learning The guiding principle—“Tell me what you need English for and I will tell you the English that you need”—captures ESP’s essence: by analyzing the linguistic characteristics of a learner’s field, you can identify the exact English required, which aligns with the ESP definition This needs-analysis approach underpins how ESP determines suitable language content for a given specialist area For example, consider a worker who will never need to write—should they be taught letter writing?
From its beginning in the 1960s, ESP has undergone 3 main phases of development It is now in a 4lh phase with a 5th phase starting to em erge
In the first phase, Ewer and Hughes-Davies (1971) compared the language of syllabus texts with that of widely used school textbooks and concluded that ESP should prioritize register analysis, emphasizing language at the sentence level The subsequent phase saw a shift away from sentence-level focus as developments in linguistics pushed ESP toward discourse analysis, with the English in Focus series from OUP standing as a prominent example In the third phase, the introduction of target situation analysis further refined ESP by examining how language is used in real communicative contexts.
The evolution of ESP has shifted from simply describing language use to tying language analysis to learners’ motives for study The fourth stage strives to look beneath surface forms and examine the thinking processes that underlie language use, with many ESP projects emphasizing reading strategies The core idea of the skills-centered approach is that learners can extract meaning from discourse regardless of surface form Although the earlier stages describe language use—whether through surface forms in register analysis or through underlying processes in skills and strategies—the ESP focus extends beyond description to language learning itself, paving the way for the fifth stage: the learning-centered approach, grounded in an understanding of how language is learned.
T ypes o f E S P
Traditionally, English for Specific Purposes (ESP) has been classified into two major categories: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) Robinson’s tree diagram illustrates the distinction between these two areas, highlighting how EAP serves learners’ academic language needs while EOP targets language skills for workplace and professional contexts.
Pre-experience Sim ultaneous/ In-service Post-experience
For study in a specific discipline — In-study
Figure 1: The E S P “fa m ily tree ”
(Robinson, 1991, taken from Dudley-Evans and St John, 1997:6)
The division described above is useful because it affects the degree of specificity appropriate to the course; as Dudley-Evans and St John (1997:6) put it, the level of specificity depends largely on whether the course is categorized as EAP or EOP.
In EOP, English is learned for professional and vocational purposes, while EAP focuses on any study-related aim and is often described as English for Educational Purposes (EEP); ESP courses at Tay Nguyen University can be seen as EEP/EAP since they are taught as a compulsory subject, so the emphasis should be on the specificity of the subject area, the selection of teaching materials, and a teaching methodology that is flexible and tailored to the needs of the target situation and individual learners (Dudley-Evans and St John, 1997).
Criteria and characteristics o f E S P
Pauline C Robinson (1991) identified two key criteria for English for Specific Purposes (ESP) courses First, ESP is normally goal-directed: learners study English to meet a definite purpose, whether for academic study or professional work Second, ESP programs are tailored to the learners’ specific objectives, combining authentic tasks and field-relevant materials to ensure relevance and real-life transfer.
An ESP course is grounded in a needs analysis that identifies what students must accomplish through English The key ESP criteria, together with the working definition of ESP, create a strong alignment that guides effective course design In other words, designers involved in ESP design should keep these criteria in mind to ensure the program meets learners’ real communicative needs.
Besides, it may often be thought as a characteristic, or even a criterial feature of ESP which is that the course should involve specialist language (especially terminology) and content However, some authors such as Robinson suggested that an ESP course need not include specialist language and content What is more important, according to Robinson
(1991), are the activities that students engage in Moreover, there is no absolute need for students to gain proficiency in English in order to cope with their work or study; they will manage well enough in their own language.
Ultimately, English for Specific Purposes (ESP) courses should be designed with specific learners in mind, aligned with their professional or academic work, study needs, and personal preferences In defining the criteria and characteristics of ESP, emphasis should be placed on thorough needs analysis, while also highlighting other essential ESP material features, such as specialist language, relevant content, and the contextual elements incorporated into the syllabus.
N e e d s a n a ly s is
T arget n e e d s
Hutchinson & W aters (1987) explain “target n e e d s ” is what the learner needs to do in the target situation In figurative language, Hutchinson & W aters (1987; 62) state:
Target situation analysis determines the destination and acts as a compass that provides the general direction for the learning journey Yet the route must be chosen to fit the learner’s situation, considering the available vehicles and guides (the learning conditions), the existing roads within the learner’s mind (their knowledge, skills, and strategies), and the learner’s motivation to travel.
Target-situation needs analysis is essentially about asking questions about the target situation and the attitudes toward that situation held by the various participants in the learning process (Hutchinson & Waters, 1987:59) A framework then illustrates the kind of information the course designer needs to collect from an analysis of target needs to guide curriculum development and instructional planning.
W hy is the language needed?
- for some other purpose, e.g status, examination, promotion.
How will the language be used?
- medium: speaking, writing, reading, etc;
- channel: e.g telephone, face to face;
- types of text or discourse: e.g academic texts, lectures, informal conversations, technical manuals, catalogues.
W hat will the content areas be?
- subjects: e.g medicine, biology, architecture, shipping, commerce, engineering;
- level: e.g technician, craftsman, postgraduate, secondary school.
W ho will the learner use the language with?
- native speakers or non-native;
- level of knowledge of receiver: e.g expert, layman, student;
- relationship: e.g colleague, teacher, customer, superior, subordinate.
W here will the language be used?
- physical settings: e.g office, lecture theatre, hotel, workshop, library;
- human context: e.g alone, meeting, demonstrations, on telephone;
- linguistic context: e.g in own country, abroad.
W hen will the language be used?
- concurrently with the ESP course or subsequently;
- frequently, seldom, in small amounts, in large chunks.
Target needs analysis identifies three core components: necessities, which specify what the learner must know and be able to do to function effectively in the target situation; lacks, the gap between the learner’s current proficiency and the required level; and wants, the learner’s own goals and preferences for learning In this framework, lacks is the starting point, necessities the destination, and wants defines the learner’s desired destination, guiding curriculum design and assessment.
To design a reading syllabus for non-English major students in Business and Administration Management, it is essential for the designer to understand the students’ job requirements Correspondingly, Pilbeam (1979) argues that needs analysis should establish both a target profile of language skills—specifying the actual activities learners must perform in the target situation—and a profile of personal abilities that evaluates their proficiency in those activities In practice, what the students need to function effectively in the target situation will greatly influence the aims of the syllabus design This need can be described as a job‑oriented, skill‑driven foundation for shaping an effective reading syllabus.
According to Hutchinson and Waters (1987), the term “necessities” refers to the needs defined by the demands of the target situation—the knowledge a learner must acquire to function effectively within that context In other words, these necessities capture what the learner has to know and be able to do to perform successfully in the target environment, guiding the focused selection of language and skills for effective learning.
In the target situation, what students need to do is largely determined by job requirements and institutional expectations For example, a sales representative at a garment company must communicate effectively and negotiate with others, particularly with foreign clients; read and understand professional documents; and produce written materials such as reports and contracts.
Whether students function effectively in the target situation depends on their language competence—their ability to communicate clearly and appropriately To succeed, they need to know the linguistic features commonly used in those situations, including discoursal patterns, functional uses, structural constructions, and lexical choices.
Effective course design starts with assessing what students already know to identify learning gaps and determine which essentials the learners still need By evaluating baseline knowledge, the designer can decide which target skills require instruction For example, a target situation might require students to read texts in a particular subject area; whether they need explicit instruction in this skill depends on how well they can read in that domain already.
Hutchinson and Waters argue that target proficiency must be aligned with learners’ existing proficiency, so the gap between the desired level and what learners can currently do is described as the learners’ lacks These lacks represent the specific competencies and knowledge that need to be acquired, guiding curriculum design, material development, and assessment By identifying and addressing these gaps, instruction can focus on closing the mismatch between learners’ current abilities and the target proficiency.
Having examined target needs alongside necessities and gaps, the final critical factor is wants For the course designer, distinguishing between needs and wants is essential, as Richterich (1984, p.29) notes.
“ a need does not exist independent of a person - it is people who build”.
In instructional design, there is often a conflict between what the designer thinks the learners need and what the learners themselves believe they need (Hutchinson & Waters, 1987, p.56) When the learners’ expressed needs are taken into account, motivation and engagement in the learning process increase; conversely, ignoring those wants can lead to frustration and a disengaged, ineffective course experience.
Learning n e e d s
Learning needs is considered what the learner needs to do in order to learn It plays an important role in the target situation needs.
Researchers should ask what knowledge and abilities learners must have to perform to the required degree of competence in the target situation This question underpins needs analysis and curriculum design, ensuring learning outcomes reflect real‑world performance Hutchinson & Waters emphasize that articulating the target situation and the competencies it demands helps educators develop relevant materials, activities, and assessments that prepare learners for authentic application.
Waters (1987, p.60) describes a course as a journey that begins with a lack, targets necessities as the destination, selects wants as the endpoint, and follows a route defined by learning needs to move from start to finish.
To conduct a robust learner needs analysis in ESP course design, designers should consider both the starting point and the destination and use a concise checklist: why learners are taking the course, how they learn, what resources are available, who the learners are, where the ESP course will take place, and when it will take place, so the curriculum aligns with learners’ goals, preferences, and logistical realities.
To answer questions from diverse sources and negotiate a satisfactory compromise, we will gather information through a needs analysis This process defines target needs, comprising three factors—necessities, lacks, and wants—and identifies the related learning needs.
Determining learners’ needs is the starting point of effective syllabus design A range of needs-analysis approaches has been proposed, allowing designers to evaluate options, consider their teaching context, and select the most suitable method to inform course development.
Analyzing n eeds a n a ly s is
Needs analysis is a complex process that examines not only what a course aims to achieve at its end but also how those objectives will be realized in the learning experience Hutchinson and Waters (1987) identify two key approaches in needs analysis: target needs, which cover necessities, lacks, and wants, and learning needs, which must be addressed to design and deliver an effective course.
Richards (1990, p.5) identifies three principal aims for needs analysis in language program design: it gathers broad input to inform the program’s content, design, and overall complementarity; it guides the development of goals, objectives, and content; and it yields data that support the ongoing review and evaluation of the existing program.
To design an effective language course, information should be gathered from learners’ needs with input from teachers, employers, and other stakeholders, forming the data foundation for syllabus design This process emphasizes both Present Situation Analysis (PSA) and Target Situation Analysis (TSA) PSA identifies learners’ needs at the start of the course and assesses their current strengths and weaknesses, while TSA defines the end goals and competencies the course aims to develop Together, PSA and TSA ensure the syllabus aligns with real-world language use and learners’ goals, enabling a data-driven, outcomes-oriented approach to curriculum planning.
The relationship betw een the TSA and PSA is explained below by Hutchinson & Waters (1987, p.62):
In ESP learning, the target situation is not a reliable indicator of what is needed or useful; it can determine the destination and also act as a compass to guide the learning journey, but we must choose our route based on the vehicles and guides available.
Researchers can collect data for needs analysis using a variety of procedures in both EGP (English for General Purposes) and ESP (English for Specific Purposes) Information gathering may rely on three or more sources—a triangular approach—that strengthens validity Common data-collection methods include questionnaires, ongoing classroom observation, individual or group interviews, and tests The data gathered from these sources provide designers with a robust information base to identify learners’ needs and tailor programs accordingly.
The most important thing to remind syllabus designer is that there is no single approach for needs analysis and conditions are different and variable.
Syllabus d e s ig n
Definitions and the importance of s y llab u s
The syllabus is the vehicle through which policy-makers convey information about the program to teachers, textbook writers, examination committees, and learners It outlines the goals, content, sequence, and assessment criteria, serving as a shared reference point for classroom practice and evaluation There are several ways to define a syllabus, reflecting different theoretical perspectives and practical needs For some scholars, a syllabus functions as a planning tool that connects policy with pedagogy; for others, it is a contract specifying what learners are expected to know and be able to do A well-defined syllabus helps align instruction, materials, and assessments, ensuring coherence across the educational program.
In syllabus design, Waters defines a syllabus as a document that states what will be learned (or at least attempted to be learned), while Nunan sees it as a statement of content that serves as the basis for planning courses of various kinds, with the syllabus designer’s task being to select and grade that content; Renandya (1998, p.94) offers a fuller description.
A syllabus outlines the major units used to plan a language program and provides the basis for its instructional focus and content It also reflects the planners’ assumptions about the nature of language and language use, what the essential elements of language are, and how these elements can be organized as an efficient foundation for second language learning.
Besides, according to Ur (1996, p 177), a syllabus should consist of the following characteristics:
1 It consists of a comprehensive list of:
- content items (words, structures, topics);
2 It is ordered (easier, more essential items first).
3 It has explicit objectives (usually expressed in the introduction).
5 It may indicate a time schedule.
6 It may indicate a preferred methodology or approach.
A syllabus defines the constituent parts of language knowledge and serves as the practical basis for planning assessment, selecting textbooks, and allocating learning time, while also providing moral support to teachers and learners by making the language-learning task feel manageable In particular, an ESP syllabus acts as a statement of projected routes, giving both teacher and learner a clear sense of direction and how to reach it Beyond planning, a syllabus reflects implicit views on the nature of language and learning, signaling not only what is to be learned but why it matters, and it offers criteria for material selection and task design by defining the kinds of texts to seek or produce and the items to emphasize in exercises While this makes syllabi a common tool for guiding course design, it can also be one of the most damaging if misapplied, and because teaching aims to lead learners to a target knowledge state, a syllabus provides a visible basis for testing and assessment Overall, a syllabus is a multi-functional document that underpins the teaching and learning process.
T ypes of syllabuses
Over the past decade, researchers have focused on the language elements embedded in syllabi and the organizational structures used to present them, while discussions have largely weighed the trade-offs, advantages, and disadvantages of different syllabus types.
Presented below are some contents lists from a range o f ESP courses, illustrating the different criteria that can be used.
Structural- situational syllabus bases its organization on situations
Form-focused instruction aims to help students master the structures of the language without errors, yet it often fails to cultivate communicative competence In their work, Hutchinson and Waters discuss this approach and cite an example of its limitations, showing how attention to form can hamper learners' ability to use the language fluently in real communication.
Patterns of the verb “to b e ”; demonstratives; personal pronoun.
5 The Staff and the Customer
Possessive adjectives and pronouns; questions with “W h e r e ”
Patterns of the verb “to h a v e ”.
(As cited by Hutchinson & Waters, 1987, p 86)
The grammar-focused syllabus centers on core elements such as tenses, articles, prepositions, adverbs, and singular/plural forms, and is designed around language function in concrete communicative contexts It provides learners with a systematic description of grammatical structures, a feature that differentiates it from the functional/notional syllabus By organizing content around how grammar operates in real situations, this approach supports accurate usage and smooth progression in both spoken and written language.
Unlike the structural/situational syllabus, the functional syllabus centers on language functions such as making suggestions, offering apologies, and extending invitations, while the notional syllabus groups content by broad meaning areas like time, space, and obligation Put differently, these approaches organize learning around communicative purposes and conceptual categories rather than solely around grammatical structures (Ur, 1996; Nunan, 1988) The example below clarifies this:
10 M easurem ent 4: Frequency, Tendency, Probability
(As cited by Hutchinson & Waters, 1987, p 86)
Put simply, language has two related aspects: its functions, the communicative purposes we pursue when we speak or write, and its notions, the conceptual meanings—objects, entities, states of affairs, and local relationships—that are expressed through linguistic forms.
Another way of designing the syllabus is to place priority on topics
It is widely noted that one of the main purposes of a syllabus is to break down the vast body of knowledge learners must acquire into manageable units, and one effective way to achieve this is to develop content lists, as described by Hutchinson and Waters in their work on syllabus design.
As the name suggests, the skill-based syllabus emphasizes exclusively to develop four macro skills of language: speaking, reading, writing and listening as illustrated below:
• Writing an essay i) R esearch and using the library.
• Writing an essay ii) Organization.
• Writing an essay iii) Presentation.
• Assessm ent, study techniques and examinations.
(As cited by Hutchinson & Waters, 1987, p.86)
As can be expected, identifying the skills needed in the course is the first important step in developing this type of syllabus.
The functional, task-based syllabus consists of tasks or activities ordered by cognitive difficulty As Nunan (1988) argues, tasks serve as the basic building blocks chosen for both pedagogic and psycholinguistic reasons This approach provides a purpose for language use and learning beyond simply acquiring language items for their own sake, as Richards, Platt, and Weber (1992) note It focuses on classroom processes that actively stimulate learning.
It therefore differs from syllabuses in which the focus is on the linguistic items what students will learn or the communicative skills that they will be able to display as a result of instruction The syllabus consists not o f a list of items determ ined through some form of linguistic analysis, nor of a description of what learners will be able to do at the end of the course of study, but of the specification of the tasks and activities that learners will engage in class Following is an exam ple by Hutchinson & W aters (1987, p 87):
However, while any comprehensive syllabus design will still need to specify outcomes, and to provide links betw een classroom processes and real-world communicative goals, they will also need to provide principles for selecting classroom learning tasks and activities In the next part, we shall look at situational syllabus.
Situational syllabus differs from structural/ situational syllabus in the content, which provides the point of departure for the syllabus, is usually derived from some fairly well-defined situations This type of syllabus can be illustrated as followed:
(As cited by Hutchinson & Waters, 1987, p.87)
In discourse/ skills syllabus, the content is presented as in the below example:
Part 1: The nature of generalizations
Part 2: General and specific information (paragraphs containing a single generalization)
Part 4: Levels of generality expressed by probability, frequency and quality
Part 5: Application of reading strategies to a passage with different levels of generality
(As cited by Hutchinson & Waters, 1987, p.87)
This type of syllabus carries explicit social and linguistic aims, linking language learning to real-world outcomes Dresner et al (1980) contend that such an approach helps students “face the challenge of competing for jobs before they feel proficient in English.” By foregrounding employability alongside linguistic development, the syllabus aligns classroom instruction with job market demands and practical communication skills, making language learning more relevant to learners’ careers.
The aim, therefore, extends beyond simply improving language skills to a broader objective: enabling learners to survive and compete more effectively in society This approach is reflected in a language syllabus that prioritizes practical communication, social participation, and real-world competencies rather than isolated grammar drills By emphasizing functional use, contextual learning, and transferable skills, such curricula equip learners to navigate everyday situations, enter the workforce with confidence, and engage more fully with their communities Here is an example of this type of syllabus:
Unit one: Who do you think you are?
Exercises in personal evaluation Unit two: What do you think you’ll do?
Exercises in examining your job needs Part 1: The hours you work
Part 2: Job security Part 3: Making decisions Part 4: Changing fields Unit three: What will you find out?
Exercises in using the want adsPart 1: An introduction to the want ads
Part 2: Want ad abbreviations Part 3: The information in an ad Part 4: Your qualifications
Part 5: Answering an ad (As cited by Hutchinson & Waters, 1987, p.88)
Every syllabus carries its own set of advantages and disadvantages In sections 2.3.2.1, 2.3.2.2, 2.3.2.5, and 2.3.2.7, syllabuses that stress grammatical, functional, and notional building blocks—frameworks from which a range of course types can be constructed—tend to foreground the end products of the teaching–learning process Syllabuses based on the selection and grading of items on a grammatical basis have fallen into disfavor because they fail to reflect the evolving nature of language Moreover, when syllabus input is graded according to grammar rather than psycholinguistic principles, a mismatch can arise between what is taught and what is learned.
Recently, some applied linguists have shifted their attention from the outcomes of instruction—the knowledge and skills learners gain—to the processes by which such knowledge and skills are acquired, highlighting a move to connect product‑oriented syllabus design with process‑oriented considerations However, as Swan (1985) notes, the real issue is not which syllabus to put first, but how to integrate eight or so syllabuses (functional, notional, situational, topic, phonological, lexical, structural, and skills) into a coherent teaching program Therefore, to design an effective syllabus, one must understand the role of the syllabus in language teaching and select an approach that matches course objectives and aligns with students’ needs.
A pproaches to syllabus d e s i g n
According to Hutchinson & Waters (1987, pp.90-95), there are four main approaches to syllabus design: language-centered, skills-centered, learning-centered and post hoc The next part reviews these different approaches.
2.3.3.I A langu age-cen tered approach
Under this approach, the syllabus acts as the primary generator of teaching materials and the decisive factor in determining the entire course design It governs the selection, sequencing, and delivery of content, activities, and assessments, shaping the instructional program as depicted in Hutchinson and Waters’ model (1987, p 90) in Figure 2.
The language-centered approach is the simplest and most familiar type of syllabus for language teachers In this model, the learner is simply used as a means of identifying the target situation It starts from the learners and their needs, and therefore it is considered a learner-centered approach.
The language-centered process is criticized for being static and inflexible When the initial analysis of the target situation is completed, the course designer may be locked into a relentless, predetermined workflow A notable feature of this model is its apparent systematic nature, suggesting it must be an internally-generated system, not an externally-imposed one.
Figure 2: The role o f the syllabus in the language-centered approach
2.3.3.2 A sk ills-cen tered approach
Hutchinson and Waters (1987) identify the skills-centered approach as an alternative to traditional item-based language teaching Its aim is not to present and practice discrete language items, but to provide learners with opportunities to identify and assess the skills and strategies needed in the target situation.
T he skills-centered approach takes the learners more into account than the language-centered approach as Hutchinson & W aters (1987, p.70) put it:
Needs analysis in a skills-centered approach serves two purposes First, it identifies the underlying competences that enable people to perform in the target situation Second, it helps course designers uncover the potential knowledge and abilities that learners bring to the classroom.
Figure 3: The role o f the syllabus in a skills-centered approach
2.3.3.3 A learn in g-cen tered approach
Besides language-centered and skills-centered approaches, there is a learning-centered approach to language education that concentrates not only on target-situation needs but also on learning-situation needs In this learning-centered framework, the methodology cannot be grafted onto an existing selection of syllabus items and texts; it must be considered from the outset (Hutchinson & Waters, 1987, p.92) To achieve this, the syllabus should be used dynamically, enabling methodological considerations—such as learner interest and engagement—to influence the overall course design and content.
Check language and skills content o f materials and make necessary adjustments
Figure 4: The role o f the syllabus in a learning-centered approach
Hutchinson & Waters (1987) advocate a learning-centered approach, arguing that it offers advantages beyond a purely learner-centered view They distinguish between learner-centered and learning-centered positions: the learner-centered stance suggests that learning is wholly determined by the learner, while the learning-centered perspective treats learning as a process of negotiation between individuals and society, encompassing teaching, syllabus design, and instructional methods and techniques.
Language teachers shape what is taught because learning is an internal process that hinges on learners’ existing knowledge and their ability and motivation to apply it As Hutchinson and Waters (1987, p.92) explain, language acquisition is driven by students’ cognitive engagement with what they already know, so effective instruction builds on prior understanding and empowers learners to use new skills in meaningful communication.
The post hoc approach is described in the following diagram:
Figure 5: The role o f the syllabus in a po st hoc approach
Hutchinson and Waters argue that we must accept the predetermined syllabus as a fact of life, while recognizing that a syllabus can provide the support and guidance on which creativity thrives As a working document, it should be used flexibly and appropriately to maximize learning outcomes and enhance the learning process.
A n o v e rv ie w o f r e a d in g t h e o r i e s
Definition o f r e a d i n g
Before planning any learner-focused instruction, teachers should reflect on what reading truly is, since research shows that a teacher's beliefs shape instructional design If a teacher views reading as merely translating letters into words and words into sentences, instruction may become a mechanistic curriculum focused on decoding by sounding out letter strings Conversely, if a teacher sees reading as a fundamental form of communication in a social world and encourages students to engage with text through active interaction, instruction will likely emphasize literature response and reading in social contexts.
Reading is a receptive skill in the written mode, capable of developing independently from listening and speaking, yet it frequently evolves alongside them, particularly in cultures with a rich literary heritage By expanding vocabulary, reading strengthens listening comprehension at later stages Technically, reading is the process of deriving meaning from printed text.
Purposes o f r e a d i n g
Reading is a passion for some, a refuge from life’s challenges where their wildest fantasies can come true For others, reading is a tedious chore, a struggle to find meaning where even a single sentence requires a tremendous effort This contrast shows how reading experiences vary—from immersive storytelling that fuels imagination to persistent literacy difficulties that hinder comprehension—and underscores the different needs of readers and writers alike.
(1984) usefully classifies reading into (a) getting general information from the text; (b) getting specific information from a text; and (c) for pleasure or for interest.
People read because they have a desire and a purpose, and as a result they come to a text with expectations shaped by the title, the front cover, or the back-cover description.
T em perley (1978:187) (as cited in McDonough (1993: 102-103)), there are some reasons that second language students may need or want to read:
- to obtain information for some purpose or because we are curious about some topic
- to obtain instructions on how to perform some task for our work or daily life
- to keep in touch with friends by correspondence or to understand business letters
- to know when or where something will take place or what is available
- to know what is happening or has happened (as reported in newspaper, magazines, reports)
Reading skills
Efficient readers tailor their reading style to the type of text and the reading purpose, using scanning to locate specific information and skimming to extract general information as practical strategies Yet they are not passive; they engage with the text, form expectations about the text’s purpose, anticipate outcomes, and adapt their approach as needed They actively interrogate materials of all kinds by looking for clues in titles, subheadings, and within the passage itself Pre-reading questions help focus attention on the information they are about to read, guiding readers to the kinds of details that will support comprehension and learning By combining purposeful reading strategies—scanning for specifics, skimming for overview, and critical questioning—learners become more effective and motivated readers capable of extracting both explicit details and underlying meaning.
Here are some of the micro-skills involved in reading T he read er has to:
Deciphering the script depends on how a writing system encodes language: in alphabetic or syllabic systems, it means establishing a relationship between spoken sounds and written symbols; in pictographic systems, it means linking the meaning of words to their written symbols.
- pick out key words, such as those identifying topics and main ideas.
- figure out the meaning of the words, including unfamiliar vocabulary, from the (written) context.
- recognize grammatical word classes: noun, adjective, etc.
- detect sentence constituents, such as subject, verb, object, prepositions, etc.
- reconstruct and infer situations, goals and participants.
Leverage world knowledge alongside lexical and grammatical cohesive devices to draw inferences, predict outcomes, and uncover links and connections among the parts of the text This approach promotes coherent interpretation and smooth progression, helping readers follow the argument while clearly signaling topic relationships to search engines for improved SEO.
- get the main point or the most important information.
- distinguish the main idea from supporting detail.
- adjust reading strategies to different reading purposes, such as skimming for main ideas or studying in-depth.
Harmer (1991) argues that readers' success at understanding content hinges on six receptive skills, the core specialist abilities that underpin comprehension These six skills are predictive skills, extracting specific information, getting the general picture, extracting detailed information, recognizing function and discourse patterns, and deducing meaning from context.
Dubin and Olshtain (1986) contend that a reading unit should integrate skill-building devices like the SQ3R study-skills framework (survey, question, read, recite, review) and targeted preparation questions that cover the core themes to boost reading comprehension Learners are encouraged to skip using a dictionary on the first pass to promote skimming and focus on grasping ideas rather than word-by-word decoding By guiding students to leverage the text’s organization to identify supporting details and by offering opportunities for discussion with partners and in groups, the design reinforces understanding and retention.
S u m m a r y
Everything has two sides, and every syllabus type discussed has its own advantages and drawbacks Because of these trade-offs, there is no universally “best” syllabus As Hutchinson & Waters (1987) and Swan point out, different educational contexts and learning goals favor different approaches, so selecting the most effective syllabus depends on the specific situation.
(1985) and many others propose the idea of mixed syllabus - the combination or integration of syllabuses Hutchinson & W aters (1987, p 89) has defined:
Teaching materials effectively operate across multiple syllabuses at once Typically, one syllabus serves as the primary organizing framework for the content, while the remaining syllabuses remain present and influential—even if they are not explicitly integrated into how the material is organized.
The writer would like to conclude the discussion of the syllabus by quoting Robinson (1991, p 4 1) as follows:
Choosing the right syllabus type should come from a careful alignment of three core factors: students’ needs, the course objectives, and the institutional bias shaping the teaching context By evaluating what learners require to achieve the intended outcomes and how the program’s priorities influence delivery, educators can select a syllabus design that best supports learning, assessment, and coherence within the institution.
At Tay Nguyen University, establishing an effective syllabus that will serve as the criteria for material design and development has become an urgent priority for course designers The choice of syllabus type is crucial, as it directly shapes how course content is organized, delivered, and assessed, ultimately determining the overall effectiveness of the course.
As noted earlier, the choice of syllabus type should be driven by students’ needs and the course objectives For students in Business and Administration, selecting the most appropriate syllabus involves aligning content with desired outcomes, industry expectations, and real-world applicability By carefully assessing these factors, educators can determine which syllabus format will best support learning, skill development, and practical competence, ensuring the curriculum remains relevant and effective.
M anagem ent will be made as soon as the students’ needs, objectives have been made.
This study, as stated in the first chapter, attempts to:
- investigate and analyze needs (both target and learning)
- identify the approach to syllabus design and recommend elements needed for the syllabus such as linguistic items, skills, etc.
This chapter outlines the study's methodology, identifies the participants (subjects), and details the materials and procedures used It then presents the initial results and discusses the data collected, highlighting early findings and their implications.
M e th o d o l o g y
Description o f the Subjects
The subjects of this study consist of 4 selected groups of participants: the second-year students of Business and Administration
M anagem ent, the teachers of ESP at Tay Nguyen University, the managers and graduate students now working in Daklak province.
The questionnaire was given to 238 second-year students of 4
Business Administration and M anagem ent classes at Tay Nguyen
University during the school year 2002-2004 The students, of whom 37% are fem ale and 63% are male, are from twenty to twenty-two years of age
They all have completed 300 class hours of GE study and they are going to encounter ESP in their next semester.
The 5 ESP teachers are experienced teachers for many years Their age ranges betw een 30 and 50 and their years of teaching range from 8 to
20 All the teachers have been specialized in teaching ESP for students of Business and Administration M anagem ent for at least 2 years.
The 5 male employers, graduated from Economics Universities, all have at least 15 years of experience The 25 ex-students have worked in their companies for about 3 years.
T h e Data Collection In stru m e n ts
3.1.2.1 Q uestionnaire for the Second-year Students
The student questionnaire (Appendix I) was translated verbatim into Vietnamese and administered in class by the teachers, not the researchers Students were given the questionnaires, instructed to read them carefully, and to raise any questions about items they did not understand, with teachers providing explanations as needed The study achieved a 100% response rate.
This questionnaire collects baseline data on participants’ educational background, proficiency level, and learning experience, along with subjective information about wants and learning needs, including learning goals, preferred methodologies, and motivation Questions 1, 2, 3 and 7 are designed to reveal students’ subjective wants, while the compiled information will be compared with the objective views of teachers and employers to form a holistic view of learner needs and guide instructional design.
4, 5 could offer facts about students’ lacks while from the question 6 information about their skills helped to identify their learning needs.
3.1.2.2 Q uestionnaire for the ESP T each ers
During break times in the staff room, the questionnaire for ESP teachers was distributed and collected (Appendix III) The information provided by the teachers offers a more objective view of students’ learning needs and gaps, and is expected to inform the grading of the content and the teaching methodologies for the proposed syllabus.
3.1.2.3 Q uestionnaire for the Ex-students
The graduate questionnaire (Appendix II) was mailed with prepaid, addressed return envelopes to maximize convenience and encourage participation The questions were concise and easy to understand, and the survey achieved a 100 percent response rate.
Survey results can identify target needs by grouping ex-students’ job-related perceptions into necessities (questions 1, 2, 4, 5, 6), wants (question 3), and lacks (question 7) Additionally, insights into students’ topic preferences, reading text types, and the skills required in their current roles can inform topic selection and skill development in the proposed syllabus, ensuring the curriculum aligns with real-world job demands.
Interviews with employers (see Appendix IV) were held individually in a cozy cafe setting in Buon Ma Thuot city on weekends, conducted as very friendly discussions The responses were recorded and subsequently analyzed The resulting data from these interviews clarify the target needs to be incorporated into the syllabus content.
T h e p r im a r i ly r e s u l t s
Results from the second-year students’ q u e s tio n n a ir e
3.2.1.1 W hat students hope from ESP course
Hope Number of choice Percentage (%)
Improve my reading o f professional journals
Enrich my know led ge o f technical term s 175 73.5 %
Table 1: Students’ hopes fro m ESP course
The data show that most students want to enrich their knowledge of technical terms and to pass the final exam after ESP course while the number of students who think that ESP course could improve their reading of professional journals or documents is comparatively small What is more, none of the students hope to learn more grammar and get information from the course.
Clearly, vocabulary and reading are their preferred subjects in learning ESP Meanwhile, over half of the students disliked translation and even over three quarters had bad attitude towards grammar.
Subject Like Dislike Find useful
Table 2: Suitable subjects fo r ESP course
The number of students who like practicing in pairs and in a large group under teachers’ guidance as a class is much higher than the ones who enjoy working independently and in pairs These results should then be taken into consideration when designing tasks and activities in the syllabus.
Activities Number of choice Percentage (%)
In a large group under te a c h e r ’s guidance
Table 3: Students’ preferences fo r doing reading activities
3.2.I.4 Students’ p referen ces for learning reading skills
Students strive to memorize as many new words, terms, and expressions as possible to build their vocabulary Translating texts into their mother tongue and learning grammar rules and structures are practical strategies to understand and tackle reading passages Many learners also turn to the exercises and activities in the course book as a safe, traditional approach to reinforce what they've learned in class Together, these methods support reading comprehension, vocabulary retention, and steady progress in language learning.
Learn by heart as many new words, terms and expressions as possible.
Learn as many gram m atical rules and structures as possible 203 85.3 %
Do all the e xercises and activities in the course book and try to understand them.
Try to translate all the texts as correctly as you can 229 96.2 %
Table 4: Students’ preferences fo r learning reading skills
3.2.1.5 Stu dents’ difficulties in learning m icro-reading skills
Very difficult Rather difficult Rather easy
Identify the meaning of words 201 84.5 % 37 5.5.% 0 0
Table 5: Students’ difficulties in learning micro-reading skills
Many students struggle with reading comprehension, especially when it comes to understanding word meanings, identifying grammatical word classes, and parsing sentence structures Although recognizing vocabulary, key terms, and the main idea of a text is often less challenging, it still remains difficult for many learners.
3.2.I.6 Students’ strategies in reading skills
W hen you read you d o n ’t pay much attention to footnotes, caption, pictures, graphs, or charts, etc.
W hen you want to find the main idea of the passage you read you will read the title, subheading, and topic sentence.
W hen you want to find specific information from reading you read continuously until you find specific information you need.
To find a specific piece of information in a document, skim through the text quickly until you reach the relevant section Then read that section to obtain the exact information you need.
When you're trying to locate a specific detail in a passage, you tend to read only the section that interests you and overlook the other essential parts that give the full context This selective approach can cause you to miss important information and weaken your overall understanding of the text.
To locate a specific detail in a passage, reread the text more than once to grasp what the writer explicitly states or implies, and to pay attention to all information presented.
Table 6: Students’ strategies in reading skills
A key gap in students' reading skills is their ability to interpret footnotes, captions, pictures, graphs, and charts They often overlook these elements while reading, yet they try to understand every detail and read the entire text to grasp what the writer stated or implied.
3.2.1.7 Students’ strategies to learning needs
Facing unknown words, students most often look them up in a dictionary, making dictionary lookup the dominant strategy for building vocabulary When a quick check isn’t possible, many turn to peers for help, as asking classmates is the next-best option Most students prefer not to ignore unfamiliar terms or guess their meaning from context, since accurate meaning matters for comprehension Around 10% of learners go a step further and ask their teacher whenever they encounter a new word.
Look up all new words 229 96.2 %
Look up new key words only 31 13 %
Table 7: Students’ ways in dealing with unknown words in a text
Results from the ESP te a c h e rs ’ q u e s tio n n a ire
As noted earlier, the ESP teachers' questionnaire provides a more objective assessment of students' learning needs and gaps as perceived by teachers This set of results will be compared with the initial questionnaire data collected from second-year students to identify where teachers' perceptions align with or diverge from students' own self-assessments.
Compared with the students’ questionnaire results, there is a notable difference in opinions about which subject should be prioritized for more teaching This does not imply the questionnaire is flawed; it confirms that teachers and students can have divergent views on the same issue The designer should investigate these differences, compare them, and seek a balanced compromise between the two perspectives Among the four subjects considered, reading emerges as the best choice for both teachers and students.
From teachers’ perspective, a smaller share of students enjoy practicing in pairs or small groups than those who prefer independent work or participation in larger, teacher-guided sessions This pattern suggests students are more drawn to solitary learning or bigger, structured collaborations over intimate peer practice, revealing how classroom dynamics shape preferred modes of engagement.
3.2.2.3 Stu dents’ p referen ces for learning reading skills
Most teachers agree that traditional language learning and revision rely on rote methods: students are expected to memorize as many new words, terms, and expressions as possible, translate texts into their native language, and drill grammar rules and structures to the maximum extent.
3.2.2.4 Students’ difficulties in learning m icro-reading skills
Teachers consistently report that students' language proficiency is the central hurdle, with learners showing a wide range of abilities This variation in proficiency makes it difficult to engage with any reading task, particularly vocabulary, and many instructors believe these challenges can demotivate students from learning a language.
3.2.2.5 Students’ p referen ces in reading skills
Educators agree that many students lack essential reading skills; while reading, they often overlook footnotes, captions, pictures, graphs, and charts and struggle to identify the topic sentence of a paragraph, yet they make an effort to understand every word and detail and read the entire text, feeling confident only after translating it into Vietnamese to tackle the tasks that follow.
3.2.2.6 Students’ ways of dealing with unknown words according to their own observation, the teachers share the same opinion that their students cannot bear reading the text with even only one new word Eventually, they try to ask their classmates in the exam room (because dictionaries are not allowed) although they can be punished by the examiners (!).
3.2.2.7 Fields of business students need to acquire in English
Similar to the final item in the graduate students’ questionnaire, question 7 for ESP teachers identifies the business domains that instructors believe their students should master in English However, the range of topics—drawn from students’ specialist lessons delivered in Vietnamese—has been expanded to a much larger set.
1 Econom ic theories 6 Import and export
3 Product strategies 8 Central banking, m oney and taxation
4 H um an resource m an a g e m e n t 9 International trade
5 Salaries strategies 10 Stocks and shares
Results from the graduate students’ q u e s tio n n a ire
3.2.3.I W hat they expect from ESP course
Question 3 shows that ex-students want to improve specialist knowledge and to read professional literature There has been a little difference from what undergraduate students expect from the course.
3.2.3.2 The frequency and the setting of using ESP
Results from questions 1 and 4 indicate the frequency and settings of ESP usage among the participants Among 25 graduate students surveyed, 5 (20%) must use ESP at work every day, while the remaining 20 (80%) use ESP several times a week These findings highlight the importance of English for Specific Purposes in the workplace Moreover, all participants use ESP not only at their places of work but also in conferences and workshops.
The data show that the two very necessary subjects are reading and vocabulary while grammar and translation are not really needed in their job.
3.2.3.4 The types of ESP reading m aterials and their frequency
Findings from question 5 show that professionals frequently read a range of document types in their work, including professional journals, documents, reports and memos, faxes and business letters, as well as manuals, instructions, and catalogs This indicates that students should be prepared to encounter these kinds of documents in order to perform effectively in the target job context.
Question 6 provides insight into workplace reading objectives Recognizing that reading aims typically include understanding the main point, grasping general ideas, making predictions, and identifying specific information helps the designer select appropriate reading texts and map the required reading skills for the proposed syllabus.
3.2.3.6 Fields of business students need to acquire in English
The last question in the questionnaire for ex-students, question 7, results in the fields of business that students should acquire in English The following topics have been suggested:
6 Central banking, money and taxation
In addition to these responses, alumni recommend that the university offer comprehensive courses in business correspondence and oral communication, since they sometimes struggle with replying to business inquiries or delivering presentations at conferences or workshops.
Results from the e m p lo y ers’ i n te r v ie w
Not surprisingly, the results of employers’ interviews closely mirror those from graduates’ questionnaires The information gathered from these two data sources helps the designer identify the linguistic features of the target situation and tailor the design approach accordingly.
3.2.4.I The frequency of ESP using at work
Survey data indicates that 60% of employers believe their employees perform ESP-related tasks every day at work, while the remaining employers report these tasks occurring several times per week This pattern suggests that ESP is a real workplace need, shaping how organizations structure roles, training, and productivity strategies.
Data show that employees commonly read workplace reading materials such as professional journals and documents, as well as reports and memos, and manuals, instructions, and catalogues This finding aligns with graduate students’ questionnaire results and can guide designers in selecting the type and content of the proposed syllabus for effective workplace learning.
Question 3 identifies the actual reading objectives in the target situation Similar to the findings from question 6 for example students, the most frequent goals are understanding the main point, grasping general ideas, making predictions, and identifying specific information These objectives guide the designer in selecting appropriate reading skills to include in the proposed syllabus, ensuring instruction and assessment focus on core comprehension tasks.
3.2.4.4 Fields of business students need to acquire in English
Question 4 in employer interviews seeks to capture the employers’ perspective on the English-language skills and field knowledge that Business and Administration Management students must develop From this viewpoint, essential English competencies include professional communication, clear writing and reporting, and effective presentation skills, backed by a solid grasp of business terminology The suggested topics cover core areas such as management principles, organizational behavior, finance, marketing, and operations, along with the ability to apply these concepts in English in real-world settings By identifying the specific language skills and domain knowledge employers expect, these guidelines help shape curriculum design and enhance graduate employability in the business sector.
6 Central banking, money and taxation
To boost workforce competencies, the article suggests that the university offer short, intensive business courses—covering business correspondence, negotiation, and presentation skills—delivered in the evenings to maximize accessibility for employees seeking to improve language proficiency and business communication Such programs would help staff develop essential skills for effective performance in a global marketplace While the university’s open-door policy has created more opportunities for staff mobility, it has also introduced new challenges that these evening courses can address by providing practical, flexible learning options.
