Browsing by Subject "Needs analysis"

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Open Access
An analysis of medical students' English language needs
(2007) Taşçı, Çağla
This study aimed at finding out the academic and professional English language needs of medical students in an EFL context, from the perspectives of administrators, currently enrolled students, and academicians, in order to contribute to the process of English for medical purposes curriculum development. Data were collected via questionnaires which were designed to compare the perceptions of the currently enrolled students and the academicians at the medical faculty of a Turkish-medium university. An interview was held with the Dean of the Medical Faculty to better obtain information about perceptions of the administration towards the English language needs of the medical students and their expectations from the English classes. The questionnaire data were analyzed quantitatively, and the interview data were analyzed qualitatively. The main results of the study revealed that medical students studying in Turkish-medium contexts primarily need to improve their English reading skills in order to do research for their problem-based learning classes. In addition to English reading skills, medical students regard speaking skills and an interactive way of learning English in groups as very important. This finding indicates a changing trend in the students’ perceptions of their foreign language needs in comparison with the previous needs analyses of English language needs in medical contexts. The overall findings of this study revealed that there is a need to increase the class hours, provide technological equipment, and appoint trained instructors for the efficient teaching of medical English.
Open Access
An investigation of occupational English language needs of diplomats whose second language is English
(2012) Albostan, Yıldız
This study investigated the occupational English language needs of diplomats working in the embassies and consulate generals of different countries. Although diplomats start learning English before they start their careers in the Foreign Ministries, they may need special English trainings to get prepared for the occupational-specific language needs they face on the job. This study therefore was conducted to explore and determine the place and importance of English in diplomacy, particular English language skills required by diplomats to perform their duties as well as the job-related and daily-life activities conducted in English that are frequently used in the profession. Data were collected by means of a questionnaire administered to 24 active diplomats working in various foreign missions in Turkey, including one participant working in the Embassy of Uganda in Denmark. The questionnaire consisted of six sections. The first section included questions about participants' background information. The second section aimed to determine the amount of time spent using various languages in diplomacy and the third section sought information about participants' perceived general English proficiency levels. The fourth section was related to the frequency of use of particular English skills in diplomacy and the fifth section investigated how often diplomats perform in English the specific job-related tasks and daily-life activities. The final section of the questionnaire intended to explore diplomats' attitudes towards language trainings and specifically English language trainings. Data were also collected from interviews conducted with three diplomats, one of whom was a retired ambassador. The interview questions followed almost the same pattern as the survey. The results of the study revealed that English is a dominantly used foreign language in diplomacy and diplomats are highly confident in their general English proficiency while they reported that pronunciation, writing and grammar are slightly more problematic skills then reading, speaking, listening and vocabulary. This study also found out that all English skills are used very frequently in diplomacy while speaking and reading are more prioritized. It has been concluded from the results that English is used for a variety of purposes in diplomats' professional and social lives. The results also revealed that occupational English trainings are important for diplomats and these trainings should be in-service and continuous including business-related practices and activities.
Open Access
An investigation of occupational English language needs of Turkish police officers
(2004) Sezer, Sibel
This study investigated the occupational English language needs of police officers working in various departments of the Turkish National Police Organization (T.N.P.O.). Most police officers are graduates of the Police Academy, a four-year university equivalent program located in Ankara. To study at the Police Academy, students must first complete either a high school or one of the four Police Colleges. Although the intensive language training in the Police Colleges is often considered adequate for most officers' needs, those officers who come from other backgrounds are often left behind. Even in the case of the Police College graduates, all their English language training is based on the principles of General English, and does not necessarily prepare them for the occupational-specific language needs they face on the job. This study set out to explore therefore, exactly to what extent the officers' English language training is in fact adequate, and also to determine the particular language skills and genres required in various departments of the T.N.P.O. Data, in this study, were collected by means of a questionnaire administered to 25 police officers, and six interviews conducted with six police officers from various departments of the T.N.P.O. The departments were determined on the basis of their having been identified in the questionnaires as the departments requiring the maximum amount of English skills from their personnel. This study revealed that the officers feel that an occupational English course should be designed specifically for Turkish police officers. Such a course should directly focus on meeting police officers’ English language needs according to departments they work in, as each department is found to have different requirements
Open Access
Stakeholders’ perceptions of a music and ballet elementary school students’ English language needs, wants, lacks, and opportunities
(2016-09) Saowalak, Vinijkul
This case study analyzes the English language needs of music students at a music and ballet elementary school (MBES). The perceptions of major stakeholders of MBES, the current and former MBES students, music and English teachers and parents, are collected through questionnaires, semi-structured interviews and complete participant observations based on Brown’s (1995) framework. Quantitative and qualitative analysis of data revealed that music students need English primarily to communicate with international musicians and to participate in activities such as concerts, school auditions, competitions, master classes and music courses. Speaking and listening skills are found to be needed the most followed by reading and writing. Students were found to have some deficiencies in all skills, and they lack the opportunities to practice all these skills at school.