English for B. Sc. Students of Physical Education in Iran: A Study of Perception of English Needs and Effectiveness of ESP Textbooks

Abstract

EAP/ESP plays an important role in countries where English is used mainly for academic purposes. However, EAP/ESP programs have been developed without conducting a systematic needs analysis from both the students' and instructors' perspective. The purpose of the present study is to shed more light on the perception that Iranian undergraduate students and the faculty of Physical Education have of the English language needs of the students and the shortcomings of the commonly used textbook in EAP/ESP courses at universities. A total number of 112 students of P.E (47 male and 65 female) participated in the needs analysis procedure of the present study. They ranged from 21 to 27 years of age and were all undergraduates studying at the Physical Education Faculty, Ferdowsi University of Mashhad. Four P.E. faculty members, all holding Ph.D. were also interviewed. Results of the present study indicate that English is perceived as important by Iranian P. E. students and the faculty, and show discrepancy between the perceptions of the learners and instructors. The study has implications for curriculum design and instructional delivery of ESP/EAP courses for undergraduate P.E. students.

Teacher’s Perception toward the Use of English for Communication Science Book

“…It means that the textbook has facilitated the teachers in improving their students' vocabulary enrichment. Designing ESP textbooks must be in line with the students' needs, interests and expectations in order to help them Febriantini, Prayogo, Teacher's Perception toward… 1306 develop the beneficial language skills for their academic studies and familiarize them with the genre of their study (Hashemi et al, 2011). The students can learn the materials about their field of study in the textbook.…”

The Impact of Authentic Context in an EAP setting on Reading Motivation

“…In Iranian EFL context, a traditional teaching approach is dominant which is closely comparable to the grammar-translation method with an emphasis on text analysis (Amiryousefi, Dastjerdi & Tavakoli, 2012;Hashemi, Lamir & Namjoo, 2011;Hasrati, 2005;Hassaskhah, 2005;Hayati & Jalilifar, 2010;Moghimizadeh, 2008;Noora, 2008;Zohrabi, Torabi & Baybourdiani, 2012). Some of the main activities carried out in classes include reading aloud, translation and answering the reading comprehension questions.…”

EAP Students’ Reading Motivation of English Academic Expository Texts: A Mixed Methods Design

“…Because some Iranian students lack adequate English reading proficiency for access to academic sources, some of them avoid reading English texts and consequently they are unable to acquire the content of academic courses taught in English (Hashemi et al, 2011;Khajavi & Ketabi, 2012).The reading comprehension problems that they encounter can probably result from a variety of reasons including ineffective use of reading strategies, not appropriately developed teaching methodologies, lack of sufficient technical vocabulary, and motivation to read, to name just a few (Ghyasi, Safdarian & Amini-Farsani, 2011 ;Erfani, Iranmehr & Davari, 2011;Grabe & Stoller, 2002;Kim 2011).…”

“…However, many Iranian university students" reading comprehension is lower than that is required to succeed in academic settings (Amiryousefi, Vahid-Dastjerdi & Tavakoli, 2012;Atai & Nazari, 2011;Atai & Shoja, 2011;Hashemi, Lamir & Namjoo, 2011;Jalilfar, 2010;Mazdayasna & Tahririan, 2008).…”