An English language needs assessment of the students at the Turkish Military Academy: a preliminary step toward an ESP curriculum

Abstract

This study aimed at identifying the English language needs of students at the Military Academy, Ankara, Turkey. In order to identify the perceived needs and provide triangulation, data were gathered from three sources. That is, three groups--one hundred students, twenty graduate and ten English language teachers--were asked their opinion. The three groups responded to a 23-item structured questionnaire which was designed according to criteria developed from previous needs assessment studies done at Bilkent University and from the Needs Assessment Guide (Smith, 1990). Then the data were analyzed in five categories derived from the questionnaire. These categories were need for English, skills and subskills, instructor specialization, instructional materials, and focus on terminology. As a result of the comparison of the three groups' perceptions, the following results were found. First, learning English is perceived as very important for professional development. Second, among the four language skills, speaking and listening were perceived as the most needed skills for the military personnel. In addition to these basic skills, instruction in translation was reported as necessary. Third, the responses to instructor specialization on military terminology pointed to the need for further training for the instructors in military English. Fourth, the instructional materials were reported as insufficient to meet the needs of the learners and they were supported by supplementary texts. Finally, the respondents expressed a need for more emphasis on military English in English instruction at the Military Academy. Based upon these findings several recommendations were made for future curriculum developments in the instruction of English as a Foreign Language at the Academy.