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The Effect of ESP on Learning EFL Skills (A Case Study of Different Faculties at Red Sea University)

Received: Jul. 22, 2018    Accepted: Aug. 28, 2018    Published: Sep. 26, 2018
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Abstract

This study presents and examine the specific needs of English language ESP for students of different faculties at Red Sea University. The study was carried out in five faculties using descriptive analytical method to find out How, ESP plays a vital role in the learning process nowadays The statement of the problem is that: most of Sudanese university do not have any kind of readymade EAP materials designed by experts in the field of syllabus design. The EAP teachers compile the EAP materials by themselves. most of the students conceive that the compiled material by the English language instructors is inadequate in some ways and should be developed to become effective in classes. Students, also, see that the English language instruction does not help them to acquire vocational English efficiently and it should be improved to increase their learning capacity in that type of ESP The Questionnaire as a research tool was distributed to 100 respondents (male and female students) of five faculties and the data was collected and analyzed by using tables of percentages for each scale in this study. In addition to the teachers Interview. The findings of the study reveal that A/Limited use of ESP books as reference caused Insufficient ESP Competencies. B/ Drawbacks in ESP materials are due to the absence of needs analysis in the process of syllabus design C/ Many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The results of the investigation have revealed the following: 1/. the respondents need the four skills in learning ESP as academic purpose with the following ranking: listening, reading, writing, speaking conversely for the career purpose with these four skills. 2/. many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The study concluded with some recommendations. 1/. the importance of determining the English language for specific purposes based on the students need and thus designing the courses based on this analysis gathered. 2/. ESP courses which are taught in Sudanese universities should be tailored to the students’ specific needs.

DOI 10.11648/j.edu.20180703.14
Published in Education Journal ( Volume 7, Issue 3, May 2018 )
Page(s) 63-67
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Red Sea University, ESP, SPSS analysis, Materials Designed, Learning Capacity

References
[1] Arabian Cultural Mission in the U.S.A. (1991). Education in Saudi Arabia.
[2] Brumfit, C. J. & Johnson, K. (1989). The Communicative Approach to Language Teaching. Oxford University Press.
[3] Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. ed.). Oxford; New York: Published for and on behalf of the Council by Pergamon Press.
[4] Edwards, P. (1996). Action research on creative/verbatim task production. In: J. Pique, J. Vicent Andreu- Beso, D. J. Viera (eds) (1996). English in Specific Settings. Valencia: Universidad de Valencia, pp. 175-179.
[5] Ellis, M. & Johnson, C. (1996). Teaching Business English. Oxford Handbooks for Language Teachers. Oxford University Press.
[6] Graddol, D., Leith, D., & Swann, J. (1996). English: History, diversity, and change. Milton.
[7] Graves, K. (1996). Teachers as course developers. England: Cambridge University Press, 1996.
[8] Hall, J. K. (2001). Methods for teaching foreign languages: Creating a community of learners in the classroom. Upper Saddle River, N. J.: Merrill Prentice Hall.
[9] Halliday, M. A. K. (1973). Explorations in the functions of language. London, Edward Arnold
[10] Harding, K (2007) English for Specific Purposes, Oxford University press
[11] Harrison, R. (1996). The training of ESP teachers in Russia. English for Specific Purposes - Russia, 2: 24-26.
[12] Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
[13] Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
[14] Jones, G. (1990). ESP textbooks: Do they really exist? English for Specific Purposes, 9, 89-93.
[15] Jones, G. (1990). ESP textbooks: Do they really exist? English for Specific Purposes, 9, 89-93.
[16] Kennedy, C. & Bolitho, R. (1984). English for Specific Purposes. McMillan Publishers. Keynes England, London; New York: Open University; Routledge.
[17] Krashen, S. (1985). The Input Hypothesis: issues and applications. N. Y.: Longman.
[18] Mackay, R., & Palmer, J. (Eds.). (1981). Languages for Specific Purposes: Program design and evaluation. London: Newbury House.
[19] Mackay, R., & Mountford, A. (Eds.). (1978). English for Specific Purposes: A case study approach. London: Longman.
[20] McDonough, J. (1984). ESP in perspective: A practical guide. London: Collins ELT. meeting the needs of second language learners. Oxford: Oxford University Press.
[21] Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.
[22] Nazarova, T. (1996). English for specific purposes in Russia: a historical perspective. English for Specific Purposes - Russia, 1: 4-5.
[23] Nunan, D. (1987). The teacher as curriculum developer: An investigation of curriculum processes within the Adult Migrant Education Program. South Australia: National Curriculum Resource Centre.
[24] Nunan, D. (Ed.). (1992). Collaborative language learning and teaching. New York: Cambridge University Press.
[25] Pilbeam, A. (1979). The Language Audit. Language Training. practical guide. Thousand Oaks: Sage Publications.
[26] Reeves, N & Wright, C. (1996). Linguistic Auditing. A Guide to Identifying Foreign Language Communication Needs in Corporations. Multilingual Matters LTD.
[27] Smoak R (2003) What is English for specific purpose English Teaching forum, Vol, 41, no 2 pp 22-27
[28] Tuma. F (2012). Developing communicative competence through online tasks: Computer Mediated communication and the skills of writing unpublished.
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    Nahid Alamin Ibrahim. (2018). The Effect of ESP on Learning EFL Skills (A Case Study of Different Faculties at Red Sea University). Education Journal, 7(3), 63-67. https://doi.org/10.11648/j.edu.20180703.14

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    Nahid Alamin Ibrahim. The Effect of ESP on Learning EFL Skills (A Case Study of Different Faculties at Red Sea University). Educ. J. 2018, 7(3), 63-67. doi: 10.11648/j.edu.20180703.14

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    AMA Style

    Nahid Alamin Ibrahim. The Effect of ESP on Learning EFL Skills (A Case Study of Different Faculties at Red Sea University). Educ J. 2018;7(3):63-67. doi: 10.11648/j.edu.20180703.14

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  • @article{10.11648/j.edu.20180703.14,
      author = {Nahid Alamin Ibrahim},
      title = {The Effect of ESP on Learning EFL Skills (A Case Study of Different Faculties at Red Sea University)},
      journal = {Education Journal},
      volume = {7},
      number = {3},
      pages = {63-67},
      doi = {10.11648/j.edu.20180703.14},
      url = {https://doi.org/10.11648/j.edu.20180703.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20180703.14},
      abstract = {This study presents and examine the specific needs of English language ESP for students of different faculties at Red Sea University. The study was carried out in five faculties using descriptive analytical method to find out How, ESP plays a vital role in the learning process nowadays The statement of the problem is that: most of Sudanese university do not have any kind of readymade EAP materials designed by experts in the field of syllabus design. The EAP teachers compile the EAP materials by themselves. most of the students conceive that the compiled material by the English language instructors is inadequate in some ways and should be developed to become effective in classes. Students, also, see that the English language instruction does not help them to acquire vocational English efficiently and it should be improved to increase their learning capacity in that type of ESP The Questionnaire as a research tool was distributed to 100 respondents (male and female students) of five faculties and the data was collected and analyzed by using tables of percentages for each scale in this study. In addition to the teachers Interview. The findings of the study reveal that A/Limited use of ESP books as reference caused Insufficient ESP Competencies. B/ Drawbacks in ESP materials are due to the absence of needs analysis in the process of syllabus design C/ Many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The results of the investigation have revealed the following: 1/. the respondents need the four skills in learning ESP as academic purpose with the following ranking: listening, reading, writing, speaking conversely for the career purpose with these four skills. 2/. many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The study concluded with some recommendations. 1/. the importance of determining the English language for specific purposes based on the students need and thus designing the courses based on this analysis gathered. 2/. ESP courses which are taught in Sudanese universities should be tailored to the students’ specific needs.},
     year = {2018}
    }
    

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Author Information
  • Languages Department, Port Sudan Ahlia College, Port Sudan, Sudan

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