A language needs analysis research at an English medium university in Turkey

Akyel, Ayşe; Ozek, Yesim

doi:10.1016/j.sbspro.2010.03.136

Cited by 56 publications

(50 citation statements)

References 4 publications

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“…Learning strategies are conceptual structures Akyel & Ozek, (2010). Kothari also pointed out that research design is needed because it facilitates the smooth operation of research.…”

Section: Methodsmentioning

confidence: 99%

“…For example, to find out what language skills a learner needs to perform a particular role such as sales management, tour guide, or a university student. NA is an influential instrument that helps clarify and validate real needs, because it can enhance educators and practitioners to shape the curriculum development that depends the content of language courses on the communication needs, wants and interests of the learners (Akyel & Ozek, 2010). …”

Section: The English Language Needsmentioning

confidence: 99%

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Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

Souriyavongsa¹,

Abidin²,

Sam³

et al. 2013

ELT

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This paper aims to investigate learning English strategies and the requirement of English needs of the undergraduate students at the National University of Laos (NUOL). The study employed a survey design which involved in administering questionnaires of rating scales, and adapting the items from (Barakat, 2010;Chengbin, 2008;Kathleen A, 2010;Patama, 2001;Richards, 2001), to measure learning English strategies and the needs of English skills from 160 Lao undergraduate students of NUOL. The findings of this study revealed that speaking skill was the most important skills that students needed to improve in their undergraduate program. All participants reported a medium frequency use of strategy on learning English. The most frequently used strategies involved in using vocabulary books and electronic dictionaries to remember new English words. Based on the research findings, the researchers provided some recommendations for course developers to be reconsidered and redesigned the curriculum and syllabus including the instructional materials, learning behaviours and learning strategies of the English courses in all faculties in order to enhance the quality of learning and teaching activities as well as to meet the learners' needs and social demands for their prospective careers and country's development.

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“…Learning strategies are conceptual structures Akyel & Ozek, (2010). Kothari also pointed out that research design is needed because it facilitates the smooth operation of research.…”

Section: Methodsmentioning

confidence: 99%

Section: The English Language Needsmentioning

confidence: 99%

Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

Souriyavongsa¹,

Abidin²,

Sam³

et al. 2013

ELT

View full text Add to dashboard Cite

show abstract

“…Nonetheless, this demand-supply rule seems insufficient to explain why English is used as a medium of instruction in a context where speakers could use a local language as an easier option (Akyel & Ozek, 2010;Kyeyune, 2010;Manh, 2012;Mohamed, 2013). Lo Bianco (2010) proposes the concept of knowledge power to examine the relationship between globalisation and EMI popularity.…”

Section: Globalisation and Emimentioning

confidence: 99%

The Vietnamese Agenda of Adopting English as a Medium of Instruction

Nha¹

2017

JFS

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English as a medium of instruction has been recently adopted in Vietnam's educational system. This gives rise to a concern as why a Vietnamese-speaking country decided to endorse EMI programs as one of its critical educational reforms. This paper aims to analyse the literature to explore the various agendas (social, economic, political, and educational) that underlie the EMI expansion. It examines the world literature as a framework of reference for analysing the Vietnamese case. Hopefully, the paper will provide policymakers and implementers insights into the EMI processes to maximise the benefits and avoid pitfalls.

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“…It is a powerful tool for curriculum developers to help clarify and validate needs that are truly required (Akyel, & Ozek, 2010) for effective change. Validating needs prior to actual development, and implementation of a new program can be substantiated by retrieving information from the target population.…”

Section: Needs Analysismentioning

confidence: 99%

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

Prakash¹

2016

ACH

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The Non-Native EFL teacher is most often the by-product of an educational system blamed for the language skills of its EFL learners. An EFL community such as Thailand is no exception. A canon of research into the need for enhancing the organizational competence of a learner in the L2 has been conducted and reported over several decades. In addition, empirical studies in pragmatics involving and benefiting the learner have gained ground in several ESL and EFL countries. However, the EFL teacher, who is usually the chief facilitator in an EFL context, is marginalized both as a focus of research and in the development of their pragmatic skills in English. An unfair reason generally given is that adult learners have a sufficient stockpile of already acquired pragmatics knowledge in their L1, which would serve them as needed. Yet, as observed over the years this assumption is proving costly. The academic paper authored here, based on literature and a recent needs analysis, makes a case for the immediacy of including explicit instruction in pragmatics through professional development workshops in the Thai EFL context with the chief aim of empowering the Asian EFL teacher.

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A language needs analysis research at an English medium university in Turkey

Cited by 56 publications

References 4 publications

Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

The Vietnamese Agenda of Adopting English as a Medium of Instruction

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

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