Increased development of study programs in vocational education programs that are predicted to be a solution to increase human resources in Indonesia. This also underlies the improvement of English language competence in Indonesia as outlined in Minister of Education and Culture Decree No. 096/1967 December 12, 1967. The Ministry of Education and Culture developed the communicative abilities of English vocational education students who needed help listening, reading, writing and speaking. This study discusses the analysis of the needs of English courses (ESP) for educational students who need analysis of targets and learning needs. Data obtained from questionnaires and interviews. The results of data analysis about active communication skills (35%), grammar difficulties (25%), being able to read (25%) difficulty in content (10%) and writing (5%).Introduction to basic pharmacy (20%), prescription pharmacy (20%), Health and drugs (20%), Healthy lifestyle (20%) and microbiology and pharmacy (20%). The English language used in technology is English Media (40%), crosswords (20%, dialogue content (20%) and multiple choice (20%). The results of the study constitute an analysis of needs and targets referred to as part of the English learning process The results of the analysis of learning needs and the achievement of learning English obtained by students both reading, writing, grammar and other needs in order to prepare themselves to meet their needs going forward.

This 4-week interpretive study explored the impact of online teacher's corrective feedback (OTCF) on L2 students' English language awareness during teacher-student synchronous text-based chats so as to improve the students' communicative skills. The sample consisted of the researcher as a teacher and three intermediate English learners majoring in business at a university in Bahrain. The data collection method used was the saved electronic chats between the researcher and the students on the MSN messenger. Interpretation of the data employed aspects of discourse analysis to describe and analyze the OTCF's impact on the students' communication. The analysis revealed that the OTCF helped the learners to notice and correct their written grammatical and lexical errors in an unthreatening and welcoming environment. However, based on the evidence that the research provided, the CMC did not necessarily support the development of the students' oral skill. The CMC's potential for wider dissemination and insights for future research were also addressed.

This study sought to explore Bahraini teachers" beliefs about teaching and learning as they related to their daily work and their interactions with the contexts in which they worked and lived so as to construct a deeper understanding of their professionalism. It particularly investigated the effects of contextual factors, in light of the recent educational reform initiatives in Bahrain, on the professional lives of practicing Bahraini school English language teachers who completed a Post Graduate Diploma in Education (PGDE) at Bahrain Teachers College (BTC) between 2008 and 2012. Research data were collected through face-to-face semistructured in-depth interviews with twelve teachers in the primary, intermediate and secondary schools, whose experiences ranged between four to ten years at the time of the interviews. The research revealed that the teachers" professional lives were influenced by three main contextual factors: intensification of teachers" work, marginality of teachers and control in education. These factors were found to be complex as they were not only influenced by the educational system and the environment in which the teachers worked and lived but also by personality issues. Hence, although these factors significantly impacted upon the teachers" professional autonomy and commitment, created moral dilemmas for them, and brought with them the question of what it means to be a teacher under increasing scrutiny, the findings showed that the consequences of these factors on the teachers" professionalism varied from teacher to teacher and from context to context, emphasising that this impact was largely mediated by the teachers" values and sense of professional identity. The study highlights the situated nature of teachers" beliefs and the importance of considering teachers" professional identities, values and moral purposes in any educational reform attempts that aim to improve teacher practice. This study also has implications for teacher beliefs and knowledge, teacher professionalism, and teacher education.