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Rationale

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There are a number of researches that have discussed the importance of this subject and the evaluation of the usefulness of the topics

In ULIS, VNU, some recent related researches have also mentioned about the importance of this subject: The Role of Needs Analysis in English for Specific

Most of the researches , however, only focus on the influence of the subject on current students Therefore, this research will lead take a step further forward to

2 find out the positive impacts and advantages of English for Economics on graduate students, and hence propose several suggestions to better the program.

Statements of research questions

1 What is the jobs ‟ background of graduate students? (The variety of their jobs)?

2 How does the knowledge that they have accumulated from learning English for Economics help graduate students in performing tasks in their jobs?

3 From graduate students‟ perspectives, how should the subject English for Economics be improved to be more effective?

• quantify the students‟ job fields after graduating respectively

• determine the advantages of the subject applying into their jobs

• give advice for students learning this subject in the future

• arouse the interest and passion of students in the subject.

Scope and significance

This research studies the outcome of 60 graduate students in recent years shown in their jobs‟ performance

By studying the benefits that ESP program has brought to graduate students, the researcher will help teachers and learners gain better insights in the

3 subject Therefore, students can receive better orientations to study this subject

In addition, based on the results of the research, ESP teachers can adjust as well as reform the program to best fit the students‟ purposes and jobs‟ demand

I intend to gather and organize information that will compose a discerning and educational study in learning and using English for Economics for job purpose/ future intention of graduate FELTE students

Method of the study

To fulfill this study, both the quantitative method and the qualitative method are applied

This form of research is very flexible in terms of how it is carried out such as through the post or online

Besides, the qualitative method which includes survey questionnaires and document analysis uncover prevalent trends in thought and opinion of the chosen sample

Qualitative method is largely led with discussion around certain concepts or ideas with open questioning Attendees are encouraged to explain or describ e

4 their reasons for having certain responses which can reveal underlying motivations, associations and behavioural triggers

The qualitative method consists of focus groups or one by one interview, conducted face to face or over the telephone

The subjects of the study are samples of 60 FELTE graduates at ULIS, VNU Firstly, the survey questionnaire and interviews are applied

Secondly, the stage of collecting and analyzing the data is conducted.

Design of the study

An overview of ESP

There are many definitions of ESP stated by researchers and linguists According to Hutchinson and Waters (1987: 19):

- According to the definition of ESP (Dudley-Evans, 1997)

1 ESP is defined to meet specific needs of the learners

2 ESP makes use of underlying methodology and activities of the discipline it serves

3 ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre

1 ESP may be related to or designed for specific disciplines

2 ESP may use, in specific teaching situations, a different methodology from that of General English

3 ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation It could, however, be for learners at secondary school level

4 ESP is generally designed for intermediate or advanced students

5 Most ESP courses assume some basic knowledge of the language systems

The definition Dudley-Evans offers is clearly influenced by that of Strevens

MA in ESP and in the number of ESP courses offered to overseas students in English speaking countries

Evaluation

Evaluations are normally divided into two broad categories: formative and summative

A summative evaluation (sometimes referred to as external) is a method of judging the worth of a program at the end of the program activities (summation) The focus is on the outcome

All assessments can be summative (i.e., have the potential to serve a summative function), but only some have the additional capability of serving formative functions Scriven (1967)

1.2.3 History of the Two Evaluations

12 evaluation, in contrast, is used to assess whether the results of the object being evaluated (program, intervention, person, etc.) met the stated goals

Misanchuk's defining terms basically puts all the water in a container for accurate measurements while the typical organization estimates the volume of water running in a stream

Thus people like vendor, researcher, or need highly accurate measurements will probably define the two evaluations in the same manner as Misanchuk

Jobs performance

Job Performance refers to the way people do their jobs and the results of their work

Organizations seeking to solve a performance problem frequently implement a specific intervention, such as training, without fully understanding the nature of the problem or determining whether or not the chosen intervention

Certain factors need to be in place for workers to be able to perform well on their jobs:

- Clear and immediate performance feedback

- Adequate physical environment, including proper tools, supplies and workspace

- Motivation and incentives to perform as expected

- Skills and knowledge required for the job

In this research, the researcher particularly focuses on the factor: Skills and knowledge required for the job that are assumedly accumulated from university

1.3.2 Purposes for job performance evaluation

Effectiveness and evaluation

The origin of the word "effective" stems from the Latin word effectīvus , which means creative, productive or effective It surfaced in Middle English between 1300-1400 A.D

16 the desired effect Therefore, what is effective is not necessarily efficacious, and what is efficacious is not necessarily efficient

1.4.2 Evaluating the Effectiveness of Learning Interventions

- The effectiveness of any educational programme can only be sensibly assessed in the context of its learning goals Learning goals are defined as

“particular knowledge, skills or attitudes that participants should have at the end of the learning episode” Three different types of learning goals are distinguis hed below:

- Knowledge: “what facts and concepts participants should understand”

- Skills: “what tasks participants should be able to perform”

- Attitudes: “what attitudes, beliefs and motivation participants should possess”

A number of causal relationships were hypothesized between the constructs in the theoretical model (Daniel L Moody, 2003)

Knowledge + Skill + Attitude Learning Effectiveness

Learning Effectiveness  Long Term Learning

In this research, the researcher focuses on studying about long-term learning to define which benefits that ESP courses have brought to ULIS students in performing their jobs

CHAPTER 2: AN OVERVIEW OF ENGLIS H FOR ECONOMICS AT

THE TEACHING AND LEARNING SITUATION OF ENGLISH FOR

A DESCRIPTION OF CURRENT ESP PROGRAMS AT FELTE, ULIS, VNU

The textbook “English for Economics” is widely used in FELTE, ULIS, and also becomes the learning material for many other universities.

THE GRA DUATES OF ULIS

Education tend to find understanding the terms and related knowledge more difficult However, the majority of the graduates claimed that they completed the course without difficulty

This investigation in participants‟ background gives the researcher some suggestions on how teaching methods and techniques can be improved for current and future English Language Teacher Education students

THE STUDY

METHODOLOGY

The study will be conducted among graduate students from FELTE, ULIS, VNU This research only involved graduate students from classes whose major is English language teacher education

(1953) "It is this capacity for wide application and broad coverage which gives the survey technique its great usefulness " (p 16)

In this research, using surveys to collect data from a population of 60 graduates will be a very convenient and strong tool

There are a number of reasons why questionnaire as the research method has been chosen

- Questionnaires are easy to analyze Data entry and tabulation for nearly all surveys can be easily done with many computer software packages

- Questionnaires are familiar to most people, especially with FELTE students who have studied Research Methodology course

- When a respondent receives a questionnaire in the mail, he is free to complete the questionnaire on his own time-table The respondent is not interrupted by the research instrument

The procedure of collecting data could be divided into three main phases

- Phase 1: Management of data collection and designing the data collection instrument

After the questionnaire had been adjusted, the official questionnaires were finalized and ready to be distributed The process of data collection was performed in more or less 1 week

- Phase 3: Reporting and analyzing data

DA TA A NA LYSIS A ND DISCUSSION

3.2.1 Graduate students‟ job variety using knowledge relating to ESP programs

Section 1: The variety of graduates‟ jobs

The need of learning EC

Figure 2: The necessity of learning EC

It can be inferred that for a majority of graduates, EC is regarded as an essential subject to fulfill students‟ need

Figure 3: The variety of participants‟ current jobs

Question 1: What are your purposes of learning ESP? (Participants can choose more than 1 option)

Figure 4: Purposes of learning EC

According to the line chart, 100% participants admitted that they learn EC to widen their learning term In the second place, 54 graduates intent to learn

EC to gain new knowledge in a new field In the next place, 41 graduates learnt EC with the aim of reading and translating EC texts or documents smoothly

Question 3: Participants‟ jobs involvement in economic fields or require economic background knowledge

Figure 5: Economics knowledge application in graduates‟ jobs

3.2.2 Graduate s tudents „job performance in applying knowledge relating to ESP programs

Section 2: “How does the knowledge that they have accumulated from learning English for Economics help graduate students in performing tasks in their jobs?”

Question 4: Which knowledge of EC do you often use in jobs?

(Participants can choose more than 1 option)

Figure 6: EC knowledge used in jobs

The knowledge gained from themes in textbooks and translating materials is used less than the 2 former ones

From the chart, it can be clearly seen that EC has provided with certain knowledge in a number of forms to assist learners in their future jobs

Question 5: The applications of ESP in performing jobs

Figure 7: The application of EC in performing jobs

In interviews, some more options are suggested

All things considered, knowledge and skills from news report presentation should also be encompassed in elements that can be applied in performing jobs

Further investigation on the benefit of news report presenting is mentioned in question 17

Question 6: How do you evaluate the usefulness of the ESP program (English for Economics)?

Not very useful Neutral Very useful

Figure 8: The usefulness of EC

More than two fifths highly value the usefulness of English for Economics Only a small number of respondents ( 5% and 6%) rate the usefulness at scale 1 and 2

More than a third ( 36%) considered it is useful to learn EC Less than one in ten (8%) chose the number 4 to rate the usefulness of EC

From this information, it can be concluded that EC program is assessed as a useful tool among graduates to apply practical and theoretical knowledge into use

3.2.3 Graduate students‟ evaluation on the effectiveness of ESP programs

Question 7: How often do you use knowledge related to EC program (English for Economics) in your job?

Figure 9: Frequency of using EC

The pie chart compares the frequency of using EC knowledge by graduates

It can be clearly seen that “Occasionally” received the highest proportion

(31%) There is only 1 respondent claiming that she never uses EC knowledge in jobs

8: Which is the most useful knowledge that you think you have gained from learning ESP? (You can choose more than 1 option)

Figure 10: The most used EC knowledge in jobs

39 graduates considered theories and lectures such as economic definitions and background knowledge the most useful tool in jobs

Surprisingly, a large number of respondents (22 people) considered there were still other options that were not mentioned adequately in this question

12 graduates conceded that they mainly took use of knowledge accumulated from other students‟ news report, discussions and case studies This indicated that news reports presentation has some certain advantages

SUGGESTIONS FOR THE IMPROVEMENT OF ESP PROGRAM-

Question 9: Evaluation on current teaching methods

Figure 11: Evaluation on current teaching methods

Less than a third (30%) of respondents preferred learning by teaching method which : tTeachers gives students more chances to present news report and theory

Over a quarter (27%) propounded that the teacher centeredness method which: t Teachers provide materials and present mainly should be applied

Nearly two fifths (37%) incline to the drilling and practicing method: Teachers provide more exercises and focus on correcting exercises rather than only teaching new knowledge

A very small number of graduates (6%) have other opinions

They also noted that their EC teachers sometimes combined all kinds altogether They really enjoyed the flexibility in that method

Question 10: How do you evaluate your satisfaction towards your needs after learning English for Economics?

Not very satisfied Highly satisfied

Figure 12: Satisfaction towards graduate‟s needs

2 and 12 chose level 5 (highly satisfied) The chart shows that most of the learners satisfy with what they have gained from learning EC

Which factor do you need to improve the most?

Figure 13: Factors in terms of EC knowledge need improving

16 How should the teaching method be improved?

Figure 14: Preference on teaching method

Only 3% assumed that teachers should use only English when teaching

More than a quarter (26%) suggested that teachers should let students self- research and prepare presentations more

Lastly, the method that Teachers should give tests regularly to help students get accustomed to the final exam test format has the lowest rate ( 13%)

17 How do you evaluate the usefulness of presenting news report, case studies and theoriesy in ESP?

Not very useful Very useful

For matted: Indent: Left: 1", F irst line: 0.5"

Figure 15: The usefulness of presenting news reports, theories and case studies

Presenting news reports is a method of learning and practicing English for

At the first glance it is clear that the main standpoint on this method was very useful

Specifically, two-fifths (40%) of responses choose scalerate the effectiveness at number 4; almost a third (31%) rate at choose number 4 3 and a fifth (21%

) choose rate at number 5 No respondents gave negative answers to the usefulness of presenting news reports

18 How do you evaluate the effectiveness of learning ESP?

Figure 16: The effectiveness of learning EC from graduates‟ perspective

The pie charts illustrates graduates‟ evaluation towards the effective of learning English for Economics

The percentage of graduates who valued the effectiveness of teaching as not effective at level 1 is the same as that at level 2 (2%)

A minority (13%) appraised the effectiveness at level 5, highly effective

More than a third (30%) predicated that teaching English for Economics is effective (level 3)

All things considered, a majority of graduates agreed that teaching English for Economics plays a significant role from learners‟ perspective

Suggestions to improve ESP Program (English for Economics)

Figure.17: Suggestions to improve EC course from graduates‟ perspectives

One third of the graduates reckoned that providing more various exercises would improve effectiveness of learning EC course No one gave another suggestion for EC‟s improvements

The three solutions: Lengthen the time allocation of English for Economics;

Provide more topics of the English for Economics reading texts and Provide more vocabulary in the course book received nearly the same responses with

14, 17 and 15 participants in order Hence, all three solutions should be considered important factors

44 understanding and broaden knowledge relating to current jobs as well as social issues

In this chapter, the research mainly focuses on the inquiry of the application of EC knowledge in jobs and finding out possible improvements for future

EC lessons and teaching methods

Summary of findings

The data collected from the survey questionnaire was illustrated in charts Significant findings concerning the research questions were unraveled as follows:

1 The investigation of graduates „jobs has shown that most students choose to work in Language Teaching, which is also their major at ULIS Nevertheless, there are also a considerable number of those who work in other fields such as Translation and Interpretation, Business in general, Information Technology, Public relation, Officers and other This construes indicates that FELTE graduates work in a wide range of jobs Besides, all the jobs also demand some certain Economics knowledge

2 One of the most significant findings to emerge from this study is that a large number of the graduates agreed that EC was of great importance to

The most obvious finding to emerge from this study is “English for Economics plays an important role in equipping FELTE students with sufficient practical knowledge.”

3 Multiple regression analysis revealed that EC can be improved in a number of ways

In terms of current teaching methods, graduates show their preference distinctively

These findings suggest that in general EC is a purposive yet profitable course to students The knowledge they accumulated from EC lessons is expedient in performing their future jobs

In a nutshell, the study has gone some way towards enhancing our understanding of the effectiveness of learning and teaching English for Economics for FELTE graduates

Limitations of the current study

Fourthly, the survey also suffers the limitation of forcing respondents into particular response categories, thereby limiting the range of responses

Fifthly, the study did not evaluate the use of EC in current jobs distinctly due to the variety of graduates‟ jobs

Lastly, the scope of the research is 80 participants but there were only 60 collected Some respondents felt overworked and did not have time to complete the survey

Notwithstanding these limitations, the study gives some s uggestions for further research:

Further investigation and experimentation into the effectiveness of learning English for Economics is strongly recommended

If further research continues, the researcher hopes to conduct larger surveys and interviews including more participants (both graduates and teachers )

49 from all universities teaching ESP programs such as National University of Education and Hanoi University

Significance of the findings

Initially, this research extends our knowledge of EC, how it is taught and learnt in ULIS

The findings assist in our understanding of the role of learning ESP in general and EC in particular

Furthermore, the study also provides a new understanding of graduates‟ evaluation on EC and how they asses its effectiveness

Despite its exploratory nature, this study offers some insight into meliorating current EC program

- A research on effectiveness of ESP in students learning this subject in Hanoi University and National University of Education

- An evaluation of ESP programs by students learning this subject in Faculty of Translation and Interpretation, ULIS, VNU

- A comparison between ESP programs‟ application into practice in FELTE graduates and graduates from Translation Department

The findings of this study have a number of important implications for future practice A further study could assess the long-term effects of learning English for Economics on FELTE graduates

Suggestions to better learning ESP program-English for Economics

From the researcher‟s and graduates‟ point of view, some recommendations are given to learners so as to have suitable learning strategies and get good results in EC

In brief, to have good results in EC course, it requires a lot of hard work, the willingness to widen knowledge and in-depth understanding about all the lessons

[1] Iteslj.org, (2014) Gatehouse - Key Issues in English for Specific

[2] Carver, D (1983) Some propositions about ESP The ESP Journal, 2,

Department of English and Anglo-American Cultures

[3] T., H and A., W (1987) English for Specific Purposes: A learning- centered approach Cambridge: Cambridge University Press

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[6] Dudley-Evans, Tony (1998) Developments in English for Specific Purposes: A multi-disciplinary approach Cambridge University Press

[7] Hutchinson, T & A Waters, (1978) English for Specific Purposes A Learning Centered Approach Cambridge: CUP

[8]Johns, Ann M & Dudley-Evans, Tony (1991) English for Specific Purposes: International in Scope, Specific in Purpose TESOL Quarterly 25:2, 297-314

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[online] Available at: http://www.intrahealth.org/sst/intro.html [Accessed 5 May 2014].

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Tickoo (Ed.), ESP: State of the art (1-13) SEAMEO Regional Language Centre

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Interventions An Information Systems Case Study

Section 1: “What is the jobs background of graduate students? (The variety of their jobs)?”

How long have you graduated from ULIS?

How long have you been learning English?

In your opinion, how necessary is it to learn ESP in practice?

1 What are your purposes of learning ESP? (You can choose more than 1 option)

 To be able to read and translate ESP texts/ documents

 To acquire knowledge for future jobs

 To gain new knowledge in a new field o Others (Please specify)

2 What is your current job?

E Public relation or Event Planner/ Marketing

3 Does your job involve in economic fields or require economic background knowledge?

Section 2: “How does the knowledge that they have accumulated from learning English for Economics help graduate students in performing tasks in their jobs?”

1 Which knowledge of ESP do you often use in jobs? ( You can choose more than 1 option)

 Background knowledge in economics ( economic issues, supply and demand, business operations in different companies, price, government regulation etc)

 Economic terms ( corporation, entrepreneurs, physical markets, etc)

 Themes in the course book ( History of economic thoughts, Brand wars, etc)

 Economic materials for Translation (suggested phrases in translating exercises)

2 How do you apply knowledge that has been learnt in ESP in your job?

A Using economic terms at work transaction

B Using theoretical knowledge learnt from ESP to put into use

C Applying background knowledge from text book‟s themes to do the job

D Using translation exercises as a tool to practice in the real job

3 How do you evaluate the usefulness of the ESP program (English for Economics)?

4 How often do you use knowledge related to ESP program (English for Economics) in your job?

D Occasionally (Three times per week)

E Usually ( Four- five times per week)

5 Which is the most useful knowledge that you think you have gained from learning ESP? (You can choose more than 1 option)

 Extra knowledge gained from reading topics

 Extra knowledge accumulated from other students‟ news reports, discussions, case studies

6 Which teaching method do you prefer in ESP?

A Learning by teaching: Teacher gives students more chances to present news report and theory

B Teacher centeredness: Teachers provide materials and present mainly

C Drilling and practicing: Teachers provide more exercises and focus on correcting exercises rather than only teaching new knowledge

7 How do you evaluate your satisfaction towards your needs after learning English for Economics?

Not very satisfied Highly satisfied

Section 3: “ From graduate students’ perspective, how should the subject

English for Economics be improved to be more effective?”

1 Which factor do you need to improve the most?

 Ability to comprehend and translate texts/ materials related

2 How should ESP teaching methods be improved?

A let students self-research and prepare presentations more

B use only English when teaching

C assign more group project relating to lessons

D use more visual aids and video while teaching to make lessons more interesting

E give tests regularly to help students get accustomed to the final exam test format

3 How do you evaluate the usefulness of presenting news report, case studies and theory in ESP?

4 How do you evaluate the effectiveness of learning ESP?

Not very effective Very effective

5 Do you have any suggestion to improve ESP Program (English for

 Lengthen the time allocation of English for Economics

 Provide more topics of the English for Economics reading texts

 Provide more vocabulary in the course book

Thank you very much for your contribution!

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