ESP Needs Analysis of Iranian MA Students: A Case Study of the University of Isfahan

Moslemi, Fatemeh; Moinzadeh, Ahmad; Dabaghi, Azizollah

doi:10.5539/elt.v4n4p121

Cited by 22 publications

(17 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, 71.87% of students confessed their weaknesses were on how to use English grammar correctly (item 6). These findings of this study corroborate the findings of a number previous study that claim that the students' most serious problem was lacking the grammar knowledge (e.g., Alqunayeer & Zamir, 2016;Moslemi, Moinzadeh, & Dabaghi, 2011;Prachanant, 2012).…”

Section: Discussionsupporting

confidence: 90%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

View full text Add to dashboard Cite

This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.

show abstract

Section: Discussionsupporting

confidence: 90%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

View full text Add to dashboard Cite

show abstract

“…Similar to many EAP contexts in which English is considered as a foreign language, EAP is part of EFL instruction in Iran having a significant status in the tertiary education and all undergraduate students majoring in any fields of studies are required to pass EAP as a compulsory course subject (Moslemi, Moinzadeh, & Dabaghi, 2011). Undoubtedly, the most required EAP skill in students 'tertiary education has been reading comprehension (Jordan, 1997).…”

Section: Introductionmentioning

confidence: 99%

Toward a Learning-centered EAP Instruction: An Attempt to Change Students’ Reading Attitude

Kashef¹,

Pandian²,

Khameneh³

2014

TPLS

View full text Add to dashboard Cite

Abstract-There have been remarkable improvements and modifications in TESOL methodology with the advent of post-method era; however, such changes are rarely implemented in fields like ESP. Therefore, a majority of learners and teachers are not satisfied with currently offered EAP courses. Hence, the present study aims at exploring the effect of a Learner-Centered Instruction on undergraduate students' reading attitude in an EAP context. Based on a pedagogical framework driven from Hutchinson and Waters' Learning-Centered ESP approach, it was assumed that such an approach would be effective in changing students' attitudes towards EAP reading through encouraging the use of effective strategies and learning skills. The participants aged 18 to 22, included 80 engineering students who were divided into an experimental group and a control group. Following a pretest, treatment and a posttest, the obtained data was analyzed using t-test to examine the effect of the independent variable, namely, method of instruction. The findings revealed that learning-centered EAP instruction improves reading attitude of EAP students. In addition, the findings provide implications for all EAP practitioners in general and Asian EAP practitioners in particular.

show abstract

“…Undoubtedly, it is through reading that knowledge is transferred and students can gain information about professional written texts and discourse in their specific fields of study (Pritchard and Nasr, 2004). However, in higher education institutes of many Asian countries where English for Academic Purposes (EAP) is taught as a compulsory course subject to undergraduate students of different fields of studies who find reading as their most required EAP skill (Huang, 2006;Moslemi, Moinzadeh, and Dabaghi, 2011), many students, being either second or foreign language learners of English (ESL/EFL), yet are faced with underperformance in reading comprehension (Huang 2006, Phakiti, 2006, Pritchard and Nasr, 2004.…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Strategies-Based Instruction on Iranian EAP Students’ Reading Strategy Use: Developing Strategic EAP Readers

Kashef

Pandian

Khameneh

2013

IJALEL

View full text Add to dashboard Cite

Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI) on undergraduate students' reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of Oxford (1990; 2001), it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week), and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students' reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.

show abstract

ESP Needs Analysis of Iranian MA Students: A Case Study of the University of Isfahan

Cited by 22 publications

References 0 publications

English Teaching in Vocational High School: A Need Analysis

English Teaching in Vocational High School: A Need Analysis

Toward a Learning-centered EAP Instruction: An Attempt to Change Students’ Reading Attitude

The Impact of a Strategies-Based Instruction on Iranian EAP Students’ Reading Strategy Use: Developing Strategic EAP Readers

Contact Info

Product

Resources

About