Investigating the English-Specific Needs of the M.A Students of Sports Science in Iran

Subject Areas : Research in English Language Pedagogy

Sedigheh Vahdat ¹ , Zohreh Gooniband Shooshtari ² , Niloofar Bina ³ , Masoud Nikbakht ⁴

1 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 - Shahid Chamran University of Ahvaz, Ahvaz, Iran
4 - Shahid Chamran University of Ahvaz, Ahvaz, Iran

Received: 2023-05-03 Accepted : 2023-08-14 Published : 2023-10-01

Keywords: Needs analysis, M.A students, ESP, ESP coursebook, Sports Science,

Abstract :

This study was conducted to investigate the diverse perspectives of English for Specific Purposes Needs of M.A students of Sports Science in Iran based on their language learning needs. A total of 40 male and female students majoring in Sports Science as well as 4 subject instructors who taught ESP at the Sports Science Departments of the universities, took part in the study. The researchers employed a qualitative-quantitative research method encompassing two data-gathering tools: a questionnaire and an interview. Two sets of needs analysis questionnaires were used in this study: the students’ questionnaire and ESP instructors’ questionnaire. Prior to using students’ questionnaire and ESP instructors’ questionnaire for data collection, the questionnaires were piloted and validated. The verbal (tape-recorded) data of the semi-structured interviews were analyzed using descriptive statistics. They were thematically categorized to approve the participants’ reactions to the related items in the questionnaires. Based on what was revealed by the results, the M.A students of Sports Science often lacked the knowledge and key skills needed in their target language knowledge after graduation. They frequently discover themselves incapable of utilizing what they have learned practically. Additionally, ESP instructors expressed that they were also disappointed with the students’ poor writing ability at M.A level. The findings also demonstrated that reading and writing, followed by speaking and listening, were individually recognized as the most vital skills by the participants. Furthermore, the participants expressed dissatisfaction with the lack of translation, writing, and grammar exercises, interesting topics, and pictures in ESP materials.

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