Stuck in the Gap: EAP Needs Assessment of Undergraduate Students of Computer Science

Subject Areas : Research in English Language Pedagogy

Nafiseh  Hosseinpour ¹ (Islamic Azad University, Falavarjan Branch)
Mansoor  Koosha ² (Islamic Azad University, Isfahan (Khorasgan) Branch)

Received: 2014-12-29 Accepted : 2015-03-25 Published : 2015-03-25

Keywords: English for Academic Purposes, Needs Assessment, undergraduate students, computer science,

Abstract :

English for academic purposes (EAP) is a significant part of the curriculum in Iranian universities. However, it seems that EAP programs have been developed without a systematic needs analysis. The purpose of this study was assessing the present and target situation needs of two groups of undergraduates of computer science. A total of 320 students and 44 instructors participated in this triangulated quantitative-qualitative survey. Data was collected through self-assessment, needs-analysis questionnaires and semi-structured interviews. The results indicated that there is a noticeable gap between current EAP courses and both the present and target situation needs of learners which is partly due to the low general English proficiency (GEP) of the students. Moreover, there were discrepancies between the two groups of undergraduates and their instructors regarding perceived needs. The findings provided implications for revising the current EAP curriculum for computer science students.

References:

Allison, D., Corcos, R., & Lam, A. (1994).
Laying down the law? Hong Kong papers in linguistics and Language Teaching. 17, 1-11.  
Atai, M.R. &Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of computer engineering. RELC Journal. 42, 305-323.  
Atai, M.R. &Tahririan, M.H. (2003). Assessment of the status of ESP in the current Iranian higher educational system. In Kh. Ahmad, & M. Rogers (Eds.), LSP (2003): Communication, Culture, and Knowledge (pp.180-186).  

Atai, M.R. (2002). Iranian EAP programs in practice. Sheikhbahaee English Language Teaching Journal, 1, 1-15.
Bates, M. & Dudley-Evans, T. (1975).Nucleus. London: Longman.
Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R. K. Johnson (Ed.), The second language curriculum (pp. 48-62). Cambridge: CUP.  
Brindley, G. P. (1989).The role of needs analysis in adult ESL program design. In R.
K. Johnson (Ed.), The second language curriculum (pp. 63-78). Cambridge: CUP.
Brinton, D., Snow M.A., &Wesche, M. B. (1989). Content-based second language instruction. Boston, Mass: Heinle&Heinle.
Cowan, J. R. (1974). English for medical students. Tehran: Tehran University Press.
Curry, M.J. & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and reward. TESOL Quarterly 38 (4), 663-688.  
Deutch, Y. (2003). Needs analysis for academic legal English courses in Israel. English for Academic Purposes. 2, 125-146.  
Dudley-Evans, T. & St John, M.J. (1998).Developments in English for specific purposes.Cambridge: Cambridge University Press.
Dudley-Evans, T., Shettlesworth, C.C. & Philips, M.K. (1976).The ESP materials of the University of Azarabayegan, Tabriz, Iran.In J. Richards (Ed.), Teaching English for science and technology (pp. 163-67). Singapore: Singapore University Press.
Eslami, Z., Eslami-Rasekh, A. & Quiroz, B. (2007).Needs analysis of Iranian EAP students.ESP Across Cultures. 4, 21-37  
Eslami-Rasekh,  Z. &Valizadeh, K.(2004). Classroom activities viewed from different perspectives. TESL-EJ. 8, 1-13.
Farhady, H. and Hedayati, H. (2009).Language assessment policy in Iran.ARAL. 29, 132-141.  
Hamp-Lyons, L. (2001). Fourth generation writing assessment. In T. Silva & P. K.Matsuda, (Eds.), On second language writing (pp. 117-128). Mahwah, NJ: Lawrence Erlbaum Associates. 

Holmes, J.  &Celani, M.A.A. (2006). Sustainability and local knowledge. English for Specific Purposes. 25, 109-122.  
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Hyland, K. (2006). English for academic purposes: An advanced resource book. New York: Routledge.
Hyland, K. &Hamp-Lyons, L. (2002). EAP:
Issues and direction. Journal of English for Academic Purposes. 1, 1-12.
Jordan, R.R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge, UK and New York: Cambridge University Press.
Long, M.H. (2005).Second language needs analysis. Cambridge: Cambridge University Press.
Mazdayasna, G. &Tahririan, M. H.
(2008).Developing a profile of the ESP needs of Iranian students.English for Academic Purposes. 7, 277-289.  
Pritchard, M.O. & Nasr, A. (2004).Improving reading performance among Egyptian engineering students.English for Specific Purposes.23, 425-45.
Robinson, P. C. (1991). ESP today: A practitioner’s guide. NJ: Prentice Hall, Englewood Cliffs.
Savignon, S. J. & Wang, C. (2003).Communicative language teaching in EFL contexts.IRAL. 4, 223-249  
Tahririan, M. H. (1990). A summative evaluation of teaching English in Iranian universities. Research Bulletin Isfahan University. 6, 17-25.  
West, R. (1994).Needs analysis in language teaching.Language Teaching. 27, 1-19.  
Z. Eslami. (2010).Teachers’ Voice vs. Students’ Voice: A needs analysis approach to English for academic purposes in Iran. English Language Teaching. 3, 3-11.  
Zhu, W. &Flaitz, J. (2005). Using focus group methodology to understand international students’ academic language needs. TESL-EJ. 8, 1-11.