Presentation IESP - Rizky,Raynaldo,Narendra.pdf

This presentation is about English for Specific Purposes

1. ENGLISH FOR
SPECIFIC PURPOSES
Presented by Narendra, Raynaldo, Rizky

2. OVERVIEW
Introducing the four pillars of
ESP
Identifying needs in the design
of ESP courses and programs
Need analysis and evaluation

3. INTRODUCING THE FOUR
PILLARS OF ESP
What is ESP?
Why is ESP Important?
ESP (English for Specific Purposes) is an English learning
designed for specific professional or academic fields.
Purpose: Helps learners use English effectively in their
career or studies.
Examples: Business, medical, and engineering English
courses.
Focuses on relevant skills, making learning
efficient.
Prepares learners for workplace and academic
challenges.
Courses are designed based on learners’ specific
needs.

4. THE FOUR PILLARS OF ESP

5. THE FOUR PILLARS OF ESP
NEEDS
ANALYSIS
(WHO? WHERE?
WHEN? WHY?)
Definition: Identifies learners’ needs, strengths, and
weaknesses.
Key Questions:
Who are the learners?
What do they need to learn?
What are the learners’ current skills?
What do learners want to improve?
Outcome: Helps shape a relevant ESP curriculum.
How to Conduct Needs Analysis:
Methods: Surveys, interviews, workplace
observations.
Example: Analyzing call-center interactions to
identify communication challenges.
Result: A clearer understanding of learners'
strengths and weaknesses.

6. THE FOUR PILLARS OF ESP
Definition: Establishing clear, achievable goals for
learners.
Focus Areas: Speaking, writing, listening, and reading
skills.
Example: Teaching call-center staff polite responses
and problem-solving strategies.
Setting Learning Objectives:
Steps: Identify key skills, determine
learning strategies, structure lessons
logically.
Example: Role-playing customer service
interactions to build confidence.
Outcome: Ensures learners gain relevant
skills effectively.
LEARNING
OBJECTIVES
(WHAT?)

7. THE FOUR PILLARS OF ESP
Definition: Using appropriate resources and teaching
strategies.
Flexible Approach: No one-size-fits-all or general
method; teaching adapts to learners' needs.
Common Techniques: Role-plays, case studies,
interactive simulations.
Example of ESP Materials
Business English: Emails, reports, meetings.
Medical English: Patient interactions,
prescriptions.
Engineering English: Technical manuals,
project discussions.
Outcome: Using authentic materials makes
learning practical and engaging.
MATERIALS &
METHODS
(HOW?)

8. THE FOUR PILLARS OF ESP
Definition: Measuring learners' progress and course
effectiveness.
Key Focus: Assessing knowledge retention and skill
improvement.
Example: Conducting pre- and post-course
assessments, performance evaluations, and learner
reflection notes.
Why Evaluation is Important
Improvement Tool: Helps instructors refine
future courses.
Assessment Methods: Tests, real-world
tasks, learner feedback.
Outcome: Ensures learners meet their
English proficiency goals.
EVALUATION
(HOW WELL?)

9. ROLES IN ESP COURSE
Learners: Motivation and engagement are crucial for
success.
Instructors: Can be language specialists or industry
professionals.
Administrators: Oversee course structure, funding, and
resources.
Debate: Should ESP be taught by language
teachers or subject specialists?
Solution: Team-teaching (collaboration between
both experts).
Challenge: Time constraints and institutional
policies may limit collaboration.
WHO SHOULD TEACH ESP?

10. Need Analysis
Prepared by Narendra Setia Herawarman

11. Need
Analysis
Brown (2016 , p. 4) “the systematic collection and
analysis of all information used for defining and
validating a defensible curriculum”.

12. 01
02 03 04
Identifies the important language
skills required for success in a
specific field.
Involves more input from
stakeholders who expertise in the
target field.
Helps prioritize learning objectives
Diagnostic View
Focuses on the gaps
between current skills and
target skills.
Measured using placement
test
Can be used to plan
improvement on skill gaps.
Discrepancy View
Considering expectations of
learners
Helps in developing
engaging activities
Need inputs from the
administrators who experts in
the field
Democratic View
Involves SLA and ELT
theories to determine the
appropriate teaching
strategies
Analytic View
Four Perspectives on
Needs Analysis (Brown, 2016)

13. Large Scale
Before the course
Literature reviews
Surveys and questionnaires
Interviews with experts and
employers
Observations in real workplace
settings
Testing learners’ proficiency
Small Scale
Quick discussions with coordinators
and administrators
Brief student surveys at the start of
the course
Reviewing past student work
Observing learners in class and
adjusting teaching accordingly
During the course
Need Analysis

14. Reviews of research literature
and best practices
Large Scale
Need Analysis
01
02
03
04
05
06
Reviews of current learning
materials and textbooks
Questionnaires/surveys/
interview/discussion of
learners, instructors,
administrators, specialsts,
and employers
Observations of learners and
professionals in the target
context
Storage and analysis of learner
language and target language
Testing of learner performance
before, during, and after the
course

15. Discusses the expectation of
study with the course
coordinators.
Small Scale
Need Analysis
01
02
03
04
05
06
Reviews materials and
textbooks
Analyze learners’ current skill
to develop more appropriate
teaching.
Explain the learners overview of
their needs
Storage and analysis of learner
language and target language
Keep monitoring learner’s
performance. If new needs
appear, be willing to adjust the
teaching.

16. Reliable (produces similar results if
repeated)
Valid (actually measures learning needs,
not unrelated factors)
Practical (can be conducted efficiently
within time and resource constraints)
More reliable and valid, however it tends
to be time-consuming
Faster analysis, but lacks validity and
reliablility.
Evaluating
Need
Analysis
A good need analysis
should be :
Large Scale need
analysis :
Small Scale need
analysis :

17. Needs Analysis and
Evaluation
11
22
Needs Analysis is the process of
establishing the what and how of a course.
Neither are one-off activities rather an
ongoing process.
An initial pre-course needs analysis and a
final end- or post-course evaluation have
different perspectives.
However, an ongoing needs analysis
within a course and formative evaluation
have much in common.
Aims

18. Stage of ESP Process
Evaluation
Needs
Analysis
Course
Design
Teaching
Learning
Assessment
In Theory

19. Stage of ESP Process
Evaluation
Needs
Analysis
Course
Design
Teaching
Learning
Assessment
In Theory In Reality

20. Needs Analysis
The concept of "needs" has broadened over time. Initially, it focused on
discrete grammar and vocabulary items.
Now, it encompasses functions, situations, and affective factors in language
learning.
Evolution of Understanding
Defining “Needs”
Objective/Perceived vs. Subjective/Felt:
Objective needs are externally determined, while subjective needs relate to
learners' internal feelings and beliefs.
Product-Oriented vs. Process-Oriented:
Product-oriented needs focus on the target situation, while process-
oriented needs focus on the learning process.
Necessities, Wants, and Lacks:
These terms describe different aspects of what learners require, desire, or
are missing in their language skills.

21. Process of Needs Analysis
Before approaching learners, teachers should research existing literature, materials, and
consult with experts to gain background knowledge. This ensures effective questioning
and analysis.
Groundwork is esential
A strong understanding of the field enables targeted questions, avoiding irrelevant
information and respecting learners' time.
Knowing what to ask
Planning how to analyze data before collection is crucial to avoid wasting time and effort.
Data analysis strategy

22. Key Components of Contemporary
Needs Analysis
A. Professional Information (Target Situation Analysis & Objective Needs):
Understanding how learners will use English in their professional lives
(tasks, activities).
B. Personal Information (Subjective Needs/Wants):
Considering learners' backgrounds, learning styles, cultural context,
motivations, expectations, and attitudes towards English.
C. English Language Information (Present Situation Analysis):
Assessing learners' current English skills and language use to pinpoint
strengths and weaknesses.
D. Learners' Lacks:
Identifying the gap between current skills (C) and target needs (A).
A-H key Components

23. Key Components of Contemporary
Needs Analysis (Cont'd)
E. Language Learning Needs:
Determining effective learning strategies and methods to address the
identified lacks (D).
F. Professional Communication Information:
Analyzing the specific language and skills required in the target situation
(linguistic, discourse, genre analysis).
G. What is Wanted from the Course:
Understanding learners' expectations and desired outcomes from the
course.
H. Information about the Learning Environment (Means Analysis):
Analyzing the context in which the course will be delivered, including
classroom culture, resources, and institutional support.
A-H key Components

24. The Non-
Uniqueness of
Needs
Analysis
Needs analysis is not objective. Findings are influenced by
the questions asked, the interpreter's perspective, and
their beliefs about what is educationally valuable.
Subjectivity
There isn't one definitive set of needs. Perceptions are
shaped by individual viewpoints and values.
Relative Needs
It's crucial to ensure the applied perspective aligns with
the actual learning situation.
Congruence

25. Matching
Needs Analysis
to Situation
Ideally, needs analysis precedes course development. In
reality, it's often adapted to available resources and
circumstances.
Theoretical vs. Practical
Course Cline
The amount and timing of data collection are influenced by
the course type.
Data Collection
Long, Extensive, Repeated
Long, Extensive, One-off
Short, Intensive, Repeated
Short, Intensive, One-off
This are the four case studies that are influential and can
be represented on a course cline

26. Matching
Needs Analysis
to Situation
(Cont’d)
It's important to distinguish between general needs and
what can be realistically addressed in a specific course.
Overall Needs vs. Course Needs
Prioritization
Needs analysis should be adaptable and responsive to
learners' feedback and evolving needs throughout the
course.
Flexibility
ESP courses rarely cover everything. Needs analysis helps
prioritize essential elements, like potential communication
breakdowns and absolute essentials.

27. What is
Evaluation?
Evaluation is a process of asking questions about a course
or activity and acting on the responses. It involves
gathering information, analyzing it, and using the findings
to improve current or future activities.
Formative: Ongoing evaluation during a course to shape
its progress. Often consists of mini-evaluations at
intervals.
Summative: Evaluation at the end of a course to assess
its impact and inform future versions or related activities.
Evaluation is not just about data collection; it must lead to
action and change.
Definition
Formative vs. Summative
Action-Oriented

28. What Do We
Evaluate?
Modifying Existing Situation: For immediate improvements in the
current course.
Informing Future Versions: For revisions and enhancements in
subsequent iterations.
Supporting Long-Term Change: For influencing decisions and
policies related to the course or program.
Evaluation can be used to argue for changes like
increased course hours or the adoption of new materials,
providing evidence of needs and potential benefits.
Evaluation can have positive side effects, such as
increased student engagement and improved
communication and collaboration among staff.
Variety of Purposes
Long-Term Impact
Unexpected Benefits

29. Key Questions
Before an
Evaluation
Who are the stakeholders?
What do you want to evaluate?
What do you want to change?
What are the objectives?
Criteria for Analysis of Results:
What will you do with the answers?
What can you change directly?
What requires the authority of others?
What evidence will convince them?
Who can provide useful information?
When would it be appropriate for them to do that?
Audience and Purpose
Criteria for Evaluation
Sources of Information

30. Who Collects The Data
0101
Outsiders
0303
Combined
Approach
0202
InsidersInsiders
0404
CompleteComplete
Outsiders:Outsiders:
+: Can be more objective,
providing a fresh viewpoint
without personal stakes.
-: May lack understanding of
the specific context,
environment, and hidden
agendas, potentially
misinterpreting data or
making unrealistic
recommendations.
Recommended: A known and
respected outsider working
with insiders can leverage the
benefits of both perspectives.
The outsider offers objectivity
while the insider provides
contextual understanding.
+: Possess intimate
knowledge of the situation
and environment.
-: Can be too close to the
situation, potentially biased,
or lacking specific expertise.
Usage: Most likely to be
employed in large-scale,
externally funded projects,
accreditation, and inter-
institutional comparisons.

31. Who Provides the
Data?
Needs Analysis Main Sources:
Learners themselves
Professionals in the field (workers, students)
Former students
Relevant documents
Clients
Employers
Colleagues
ESP research
Evaluation Main Sources:
Learners
Colleagues of learners
(coworkers, classmates)
Documents and records
Teachers themselves
Colleagues
Main Sources

32. Who Provides the
Data?
Needs Analysis Main Data Collection Methods:
Questionnaires
Analysis of authentic texts (spoken &
written)
Discussions
Structured interviews
Observations
Assessments
Evaluation Methods:
Checklists and
questionnaires
Assessments
Discussions
Record keeping
Methods

33. Considerations for
Questionnaires
Breadth: Questionnaires are broader than checklists.
Purpose: Primarily used for quantitative data, but can
also gather qualitative information.
Construction: Requires careful design.
Limitations: Objective responses limit information.
Administration: Balancing response rate and
respondent burden is challenging.
Wording: Questions and responses must be
unambiguous.
Piloting: Essential before widespread use.
Analysis: Statistical techniques are necessary.
Scale: Most valuable in large-scale projects; other
methods may be more suitable for smaller projects.

34. Structured Interviews
Pre-planned Questions: They consist of carefully selected
questions prepared in advance.
Consistency: Everyone is asked the same key questions,
allowing for comparisons and quantitative analysis.
Flexibility: Additional questions can be added for clarification or
deeper understanding.
Time-Consuming: They require significant time to conduct.
Rich Data: They provide valuable insights that might not be
obtained through other methods.
Recording: Recording the interview (with permission) is
recommended to allow the interviewer to focus on listening.
Key Skills: Effective interviewers need active listening skills, the
ability to summarize responses, and the skill to ask open-ended
questions.
Respect for Time: It's important to be mindful of the
interviewee's time and to inform them of the results and any
actions taken based on their input.

35. Observation
General Observation for Needs Analysis:
Range of Activities
Sensitivity
Groundwork: Thorough preparation is crucial:
Explain the purpose of observation.
Provide confidentiality assurances.
Show results of previous observations (if available).
Gain people's confidence.
Mutual Unfamiliarity
Focus
EAP/EOP Examples
Purpose
Limitations

36. Observation (Cont’d)
Classroom Observation for Evaluation:
Scope
Teacher Reluctance
Careful Groundwork
Peer Evaluation Focus
Pre-Observation Discussion:
Post-Observation Feedback:
Rationale for Positive Focus

37. Result
Inform Course Design
Guide Course Realignment
Plan Future Activities
Providing feedback to those who
contributed data is essential, yet often
neglected.
Utilization
Feedback is Crucial
Feedback Content
How collected text will be used.
How course components were
influenced by the data.
Overall results of mini-evaluations.
Benefits of Feedback
Good public relations.
Improves the quantity and quality of
future cooperation.

38. Reflection and Summary
Differences between the questionnaires.
Advantages of each questionnaire.
Stakeholders who might see the results.
Specific aspects being evaluated.
Potential uses of the results.
Validity of each approach in different situations.
Consideration
Continuous Questioning: Successful ESP
courses rely on a constant process of inquiry.
Key Questions: What should the course
contain?
How should it be delivered?
Ongoing Evaluation: Checking the validity of
initial assumptions and the effectiveness of
implemented ideas.
Goal: Discovering what works best and
understanding why.
Key Chapter

39. ESP is designed to learner’s professional and academic needs. The four pillars: Need
Analysis, Learning Objectives, Material and Methods, and Evaluation, form the
foundation of an effective ESP course. Collaboration among learners, instructors, and
administrators is key to ensuring success.
CONCLUSION

40. THANK YOU!
For your attention