Communicative Needs of Saudi EFL Engineering Students in an EAP Context: Task-Based Needs Analysis

Autor/in	Alhadiah, Abdullah
Titel	Communicative Needs of Saudi EFL Engineering Students in an EAP Context: Task-Based Needs Analysis
Quelle	In: TESOL International Journal, 16 (2021) 1, S.9-33 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Engineering Education; English for Special Purposes; Needs Assessment; Student Attitudes; Student Needs; Interpersonal Communication; Language of Instruction; Communication Skills; Language Skills; Oral Language; Written Language; Public Speaking; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ingenieurausbildung; Bedarfsermittlung; Schülerverhalten; Interpersonale Kommunikation; Teaching language; Unterrichtssprache; Kommunikationsstil; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Vortrag; Saudi-Arabien
Abstract	Because English language is the medium of instruction in the engineering colleges of all Saudi universities, the aim of this study is to identify the perceived communication needs of undergraduate engineering students using English for specific purposes (ESP) at one such institution, where English is considered a foreign language. Several needs analysis (NA) approaches have been suggested in the literature related to ESP (e.g., Munby, 1978; Hutchinson & Waters, 1987; Long 2005a,b; Long, 2015; Serafini, Lake, & Long, 2015). The current study demonstrates the use a task-based NA approach (Long, 2005a,b; Long, 2015; & Serafini, Lake, & Long, 2015), which involves the use of tasks as a unit of analysis and the triangulation of resources and methods to increase validity and reliability and to better inform course designers. This study uses semi-structured interviews and questionnaires in accordance with the exploratory sequential mixed-methods design (Creswell, 2014), whereby semi-structured interviews are conducted first and the obtained results inform the design of the questionnaires. The findings of this study provide a list of communication tasks as well as insight into the students' perceived frequency and difficulty of the reported tasks. The findings could inform ESP course designers in the university studied in the present study and contribute to general NA literature by demonstrating the use of task-based NA and providing some pedagogical implications for ESP educators. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01