English language preparation of tourism and hospitality undergraduates in Egypt: Does it meet their future workplace requirements?

Ghany, Sayed Younis Abdel; Latif, Muhammad M. Abdel

doi:10.1016/j.jhlste.2012.05.001

Cited by 38 publications

(15 citation statements)

References 5 publications

(3 reference statements)

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“…Part B of questionnaire consisted of 15 items was designed to explore their perceptions on learning needs: 4 basic skills learning inputs (item 8-13), English teaching-learning procedures (item 14-19), teacher and learners' role (item 20-21), and setting (item 22). Meanwhile, semistructured interviews with both the English teacher and the students were conducted in their native language as suggested by Ghany & Latif (2012). Each student/teacher was interviewed individually for 15-30 minutes on average.…”

Section: Methodsmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

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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.

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Section: Methodsmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

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“…The area of teaching English for tourism has been given much attention as English became a lingua Franca in the international tourism industry; still there is a paucity of studies in this area (Abdel-Ghany & Abdel-Latif, 2012). Alhuqbani (2014) examined 223 police cadets' English language needs, motivations and attitudes.…”

Section: Review Of Literature and Related Studiesmentioning

confidence: 99%

English for Specific Purposes (ESP) for Jordanian Tourist Police in Their Workplace: Needs and Problems

Aldohon¹

2014

IES

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With the rapid development of the global tourism industry, designing ESP-based curricula is now more vitally needed than ever. To work towards this goal, analyzing learners' problems and needs has become merely unavoidable. Therefore, this study aimed at examining the needs, functions and problems of 46 tourist police serving in different workplaces in Jordan. A questionnaire was used for this purpose and data were collected and analyzed. The results revealed that speaking and listening are the most important skills, followed by reading and writing. Concerning the English language functions, the results indicated that general conversation, answering questions and solving problems, then providing services were the most important functions. The results also showed that speaking too fast in English by foreign tourists is the most serious problem for Jordanian tourist police. The other difficulties they encountered included, using inappropriate English in speaking, lexis shortage and inability to use grammar for writing. Data analysis showed that tourist police faced problems with English language skills especially, listening, conversation and reading respectively. Recommendations and pedagogical implications were suggested.

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“…The Egyptian government's interest in promoting educational resources for tourism dates back to 1952, after the revolutionary regime established two higher institutions for tourism. In 1968, these two‐year institutions for tourism expanded to four year colleges; in 1975, they were combined into one four‐year college called the Faculty of Tourism and Hospitality (Abdel Ghany & Abdel Latif ). These authors noted that, in less than 40 years, there were 11 colleges and 14 higher institutes of tourism in Egypt.…”

Section: English the Economy And Egyptian Agencymentioning

confidence: 99%

“…These authors noted that, in less than 40 years, there were 11 colleges and 14 higher institutes of tourism in Egypt. In these institutes and colleges, students studied subjects related to tourism and hospitality, in addition to eight classes of English over the course of the four years of study (Abdel Ghany & Abdel Latif ). The increase in tourist investments provided job opportunities not only for government personnel, but for many other Egyptians, as well.…”

Section: English the Economy And Egyptian Agencymentioning

confidence: 99%

Economy, modernity, Islam, and English in Egypt

Abouelhassan

Meyer

2015

World Englishes

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After the January 2011 Egyptian revolution led to the fall of the pro‐western dictator Hosni Mubarak and popular elections that brought Islamist parties to the political forefront, the international community speculated about the country's future. Discussion about Egypt's future involved diverse issues, among them globalization, the English language, and how Islam and modernity interact. In this paper, the authors examine the story of English and its widespread use in Egypt to illustrate how modernization and Islamization have contributed to the spread of the once colonial, now global language—English—in the Arab Republic of Egypt.

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English language preparation of tourism and hospitality undergraduates in Egypt: Does it meet their future workplace requirements?

Cited by 38 publications

References 5 publications

English Teaching in Vocational High School: A Need Analysis

English Teaching in Vocational High School: A Need Analysis

English for Specific Purposes (ESP) for Jordanian Tourist Police in Their Workplace: Needs and Problems

Economy, modernity, Islam, and English in Egypt

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