Аналіз Потреб Майбутніх Радіоінженерів У Навчанні Англійської Мови

Abstract

The present article is an attempt to conduct needs analysis of English learners in Radio Engineering sphere. The relevance of the topic is explained by the growing need for ESP programs tailored to specific learners` needs. Needs analysis is defined as an information gathering and interpreting process aimed at curriculum design or modification to better suit the learners` needs. Authors propose an overview of the current approaches to Needs Analysis and its constituent parts. The results of a questionnaire conducted among the students of Radio Technical Faculty, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, are presented and discussed. The results seem to emphasize the growing need of students to concentrate on IT topics of study as well as to introduce modern IT tools of teaching and learning. Thus, most students need to use English at work and during communication in the spheres of Electronics and IT. The majority of them expect to improve speaking and translation skills while they view most difficulties in speaking and writing. Most students seem to be quite motivated to study ESP and prefer to do it in a small group. In the light of transformation of study because of massive use of IT technologies and the Internet, the respondents largely view the role of a teacher as a language source and a facilitator rather than traditional person responsible for class study. The conducted analysis allowed to reveal the potential spheres and situations of the use of English by students, students` strengths and weaknesses in the language use, their motivation and interests concerning English study, their preferences as for the mode of study and priorities in ESP reading, writing, listening and speaking. The ongoing needs analysis is the prospect of the further research in the field.

Professional communication competence in English for occupational purposes (EOP) courses: A systematic literature review and proposal of a framework

“…From the analysis conducted, the studies were done in various contexts, including maritime (Ahmmed et al, 2020;Alibakhshi & Labbafi, 2021), engineering (Adnan, 2019;Baklazhenko, 2018;Gözüyeşil, 2014;Masduki & Zakaria, 2020;Panyawong-Ngam et al, 2015;Spence & Liu, 2013), medicine (Arumugam & Kaur, 2011), mechatronics (Ranasuriya & Herath, 2020), pest control (Hee & Zainal, 2018), human resource (Moslehifar & Ibrahim, 2012), information technology (Fareen, 2018), military and/or aviation (Alshabeb et al, 2017;Sari & Sari, 2020), architecture (Palea et al, 2012) and a combination of multiple industries (Al-Buainain, 2011).…”

“…In examining the individual skills required, many claim that the four skills (reading, writing, listening and speaking) are equally important (Adnan, 2019;Alshabeb et al, 2017;Arumugam & Kaur, 2011;Ranasuriya & Herath, 2020). Others reported the perception that productive skills (speaking and writing) are the most essential for business communication (Baklazhenko, 2018;Fareen, 2018;Singh & Raja Harun, 2020). However, there are also others who believe that writing is the most common skill practiced in the workplace (Spence & Liu, 2013), yet some posit that speaking skills are the most needed skill (Moslehifar & Ibrahim, 2012), as it is also the skill that is tested the most among recruiting agencies (Ahmmed et al, 2020).…”

Employers’ Viewpoints on Strategic Competence for Workplace Communication

“…ISSN 1948-5476 2022 The second sampling method that was chosen was the maximum variation sampling, where a researcher widens the selection of the participants to see whether the same patterns or findings still hold across a wider variation (Miles et al, 1994). Past research has often examined the perspectives of employers within specific fields such as engineering (Adnan, 2019;Baklazhenko, 2018), information technology (Fareen, 2018) and maritime (Ahmmed et al, 2020;Alibakhshi & Labbafi, 2021) among others. This research, however, sought to explore the most common strategies used across all fields, thus, no limitation was put on sector where the employers were working.…”

Language learning never gets old: learning a new language in later life

“…Topic C tapped the ideal format of an older adult language course (corresponding to RQ3) and consisted of eight sections that were formatted similarly to topic A: (1) the teacher, (2) course participants, (3) set-up of the language course, (4) topics (predefined list of 20 topics), ( 5) grammar instruction, (6) error correction, (7) exercises, and (8) homework. Items selection followed the available literature ((1) Grotek, 2018;(3) Grotek, 2018;Kilmaczak-Pawlak, & Kossakowska-Pisarek, 2018;(5) Cox & Sanz, 2015;(6) Chunhong & Griffiths, 2012;Granena & Yilmaz, 2019;(7) S lowik, 2016;Baklazhenko & Savchuk, 2018;Grotek, 2018;Verspoor & Nguyen, 2015;(8) Grotek, 2018. Crucially, basing our statements solely on past work is problematic for reasons outlined in earlier sections.…”