An Evaluation Report of Esp Course

BBI 3211 ENGLISH FOR SPECIFIC PURPOSESB.A ENGLISH (EXEC) TRISEM 7

Title: An evaluation Report on an ESP Course for teachers in the education and training

industry.

This report gives a detailed report about the importance of English Language for teachers

in the education and training industry. Since early 1940's and 1950's English Language in the

education industry has been demanding. Researches for English in the training and education

industry have flourished as English Language is the “Lingua Franca” of the world. Education,

business, IT, automobile manufacture, tourism, housing and real estate, hotel and catering, pilots,

and many other industries need English in their daily lives. Writing, speaking, listening,

conversations, communications are mainly the areas which are focused on.

There has been considerable public concern in the media about the standard of English

language teaching in Malaysia and it is not uncommon to find comments in the newspapers

about various inaccuracies in teachers’ use of English in the classroom. One of the related issues

is the language awareness of teachers, is. The explicit knowledge that teachers have of the

underlying systems of the language that enables them to teach effectively. Andrews (1999)

argues that this explicit knowledge about language is an important part of any second language

(L2) teacher’s language awareness.

Nowadays, the importance of English in Malaysia and in the world generally needs no

further elaboration. The spread and influence of English has reached almost every house and area

in Malaysia. The government has, since long time ago declared English as the second most

important language in Malaysia after Malay Language.

The purpose of this study was to conduct needs analysis for a group of teachers in the

training and education industry aimed at improving general English skills

This course is conducted mainly because to identify the English Communication Skills

mostly needed by the teachers in the education industry. In addition, teachers’ previous

PREPARED BY:Sudheep Ramasamy (B10127)

Alice Durga Rathinam (B10128)Subashiny Krishnamurthy (B10119)


experiences of taking this course were investigated as well as their attitudes and wants regarding

the course. The course aimed at improving learner's general English skills such as reading,

writing, listening and communication skills. This course was conducted to improve the learners’

skills now and after the course. With this purpose in mind, we have done this report so that other

officers and staff's in the training division can learn more about running a similar course in the

future. We worked in a group of 3, participated and involved in all processes are Mr.Sudheep

Ramsey, Miss. Alice Durga and Mrs.Subashiny Krishnamurthy.

With regard to teaching English Language training at school little attention was paid to

listening skills mainly because those who were involved were mainly teachers who can be said

well in their listening skills. The course was mainly focused in grammar, with a total of 90% of

learners who requested for their grammar skills to be improved.

Another purpose of this course is to develop and improve English Language skills among

Tamil school teachers. The learners were mainly from Tamil background and they use very little

English for communication purposes at home and even in school.

English has been used at home, among friends, superior and also with the working

colleagues. From the survey we noticed that 40% of the target group used English sometimes at

home. It is the highest percentage for this category. 35% of them always used English at home,

35% often, rarely and never 5%.5% is the least percentage for this category. Among the four

categories home become the first ranking for the most usage of English. Its maybe because we

run the survey in two Tamil schools which are belonging Tamil as a medium of teaching. The

percentage of the target group who are always use English is 25% among friends,10% among

superior and working colleagues.

We conducted the test in few different type of approach. Word games, quiz, pop quiz,

test, were several approach we used. We conducted the test for 3days n went on for 4 days as the

demand was high for the course from the learners. The skills comprised on grammar skills( past

tense, present tense, nouns,), vocabulary, sentence construction, written skills( writing report,




writing minutes meeting) oral(speaking, having simple conversations, giving speech in meetings,

giving presentations, taking part in meetings,)

The target group of teachers needs practice and attention of grammar, vocabulary,

listening, speaking and writing skills. Most of the target teachers are from the age of 31-40.They

often used English for the communication and teaching purposes so that, they are Farley from

usage of enrichment English language.65% of them are diploma holders with Tamil language.

The learners are not familiar with English learning and teaching.

We analysed the listening, speaking and writing skills among the target groups of

learners. From our data, 10% of them are only with excellent listening, speaking and writing

skill. Most of them are in average ranking, such as listening and writing 55% and speaking

60%.it is because most of the time the target learners are used their mother tongue to

communicate and working purposes. The learners are also rarely listening to the English

language or read English written materials to improve their language’s that the learners are

frequently made grammar mistakes and feel ashamed to communicate with others.

When we conduct this survey we face some problems. They are the target learners are from the

same races and used Tamil as a mother tongue in their daily life. They are also not familiar with

specific English learning and teaching in Tamil schools.

This ESP course is created specially to teachers who work in Education and Training

Industry. We faced numerous problems to come up with a course design by developing syllabus

and the contents. The main cause is the experience and knowledge about how to create/design a

course with its syllabus, and by implementing appropriate methodology. Since our targeted group

trainees are much older than we are, we are pushed to prepare a course that could capture their

attention and the methodology need to be re-evaluate to suit their age and their ability to learn.

Majority of them are non-graduate with only teaching Diploma. They haven’t gone through

English for Academic Purposes as all other university graduates. So our syllabus needs to be

organized to deal with it too.




The activities that have been planned are appropriate to the age group of our trainees.

After some references and guidance from the professor, we as a group managed to produces and

conduct an ESP course for teachers in Tamil Primary School. The syllabus is divided into few

categories that could cater the trainees (teachers’) needs. As per our survey we had done and

interpretation out from the raw data that we had collected as attached at the end of this report, we

found our purpose of this ESP course. With referred to the data, all the trainees need a course that

specialize in grammar. As the 18 participants of the survey, 90% of them wants grammar course.

Followed by 13 participants of the survey, 65% wants vocabulary and writing course. As a result

of this, we had all three skills integrated in designing the syllabus.

The syllabus contents English language usage in their daily life of our trainees. We divide

the syllabus into 3 major components/categories. They are personal category, social category and

communication category. These three components/categories intend to help trainees to build their

self-confidence in the use of English. This will provide opportunities to improve their

conversation skills. Social category aims to instill the value of respect for others and build

trainees’ interpersonal skills. Since our targeted group are in 31-40 age of range, that is about

60%, we planned our syllabus and teaching methodology as fun as possible at the same time

being knowledge profitable to the trainees. The focus in social category is to provide some basic

study skills and build a positive attitude towards learning, followed by intermediate study skills.

Communication category intends to be as a pathway to trainees to use the language in

meaningful situations associated with topics/theme. The themes chosen are Environment, Culture

and Technology. Fun studying method provides opportunities for students to have fun with

English in a party like atmosphere. It helps trainees to learn English in a relaxed and non-

threatening manner.

This course content of ESP for teachers focuses on intensive practice of the following

forms and functions that will help trainees to develop their language skills for general use as well

as for social and academic purposes. The language forms that used in this syllabus is listening for

main ideas, listening for specific details, giving and carrying out instructions, asking and




answering questions, giving explanations, telling stories, give speeches, describing processes and

procedures, sentence building and writing procedures.

The learning activities that were planned were treasure hunts, language games, scrap

books, nature walk, project work, role plays, reading theatre, quiz, drama and singing. These

activities will allow students to practice the above language skills in a non-threatening manner.

The element of fun has to be incorporated in the learning contexts.

For the target group of teachers a questionnaire mainly focusing on quantitative

information were used. This questionnaire was provided in paper versions and was distributed in

2 schools where we conduct the course. Teachers from Sekolah Rendah Jenis Kebangsaan Tamil

Castlefield and Sekolah Rendah Jenis Tamil Sungai Besi were involved. In total 20 teachers each

from 2 schools were involved. The results were translated in table and data form. The

questionnaire was prepared by the group members. These reports can be found at the back of the

report.

Structure of questionnaire

The main aim of the needs analysis is to gather data from the identified group of learners.

The learners are teachers from the education and training industry. This then forms the basis for

the development of English for Specific Purposes (ESP) e-learning module which can also be a

guide for other group of learners. Keeping these purposes in mind the following questions were

asked to identify the learner’s needs.

a) Language use at home, with friends, with colleagues and superior.

b) English Language Skills in areas such as speaking, writing and listening.

c) Interest in area of study such as grammar, vocabulary, speaking, listening and writing.

The response for the questionnaire was good with approximately 70% of questionnaires

returned back All volunteered to participate in the survey well.. The feedback was very useful




and provided some interesting and unexpected results. The large numbers of learners involved

were females and 1 male teacher was involved. The average age range of the learners involved

were 31-40 years old. Only 2 were aged from 41-50 that is a total of 10% from the number of

learners.





writing minutes meeting) oral (speaking, having simple conversations, giving speech in

meetings, giving presentations, taking part in meetings,)

ESP for teachers in education and training industry that conducted by us had produced

well spoken and well writing teachers who joined our course. As a whole, the objective of

conducting this ESP course seems to be a profitable course with good outcome. The needs of our

course’s learner’s are relevant to all our activities and the feedback that we received also are

welcoming and encouraging. The payment money that the trainees spent on our course can be

said 100% valued.

Even though the older trainees are a little discreet in revealing their problems at the

beginning then showed a tremendous change at the end of our course. All the teachers came out

from their school to express their feeling well and to communicate well in English. For this great

encouragement and outcome, definitely a similar course will be run again in future. Since the

contents are more relevant to Tamil/Indian society, this course will be conducted to Tamil

Primary School. If there is a need or demand to run this course in other national schools, then we

might make some amendment to our course content and methodology before going ahead with it.








writing minutes meeting) oral(speaking, having simple conversations, giving speech in meetings,

giving presentations, taking part in meetings,).

We went to the schools every Wednesdays last month. We choose Wednesday because it

had been recognised as an English Day. The target learners are very enggorageable and

responded quickly to the questionnaire. All the volunteered well participated in the survey .The

feedback are very useful and provided some interesting and unexpected results.

The problems are we won’t get the accurate data or information from other races. It is because

we choose Tamil school teachers as our target learners. We decided to choose them because we

are also from the same line.

To improve this course we have to choose other races such as Malay, Chinese or native

people (Asli). We also need to do the survey in different education institution such as

government and private colleges, teachers training college and among the lecturers or professors.

We also have to conduct the survey in different ways such as public speaking section and writing

essays.

ESP for teachers in education and training industry that conducted by us had produced

well spoken and well writing teachers who joined our course. As a whole, the objective of

conducting this ESP course seems to be a profitable course with good outcome. The needs of our

course’s learner’s are relevant to all our activities and the feedback that we received also are

welcoming and encouraging. The payment money that the trainees spent on our course can be

said 100% valued. Even though the older trainees are a little discreet in revealing their problems

at the beginning then showed a tremendous change at the end of our course. All the teachers

came out from their school to express their feeling well and to communicate well in English. For

this great encouragement and outcome, definitely a similar course will be run again in future.

Since the contents are more relevant to Tamil/Indian society, this course will be conducted to




Tamil Primary School. If there is a need or demand to run this course in other national schools,

then we might make some amendment to our course content and methodology before going

ahead with it.




REFERENCES

BOOKS

Dudley-Evans, T. & St. John, M.J. (1998). Developments in ESP: A multidisciplinary approach.

Cambridge: Cambridge University Press

Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge: Cambridge

University PressMunby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.

ONLINE INTERNET WEBSITES

English for specific purposes worldhttp://www.esp-world.info/Articles_14/DESIGNING%20ESP%20COURSES.htm

British Council – IATEFL Cardiff Online 2009http://iatefl.britishcouncil.org/2009/forum/content-esp-course



http://iatefl.britishcouncil.org/2009/forum/content-esp-course

http://www.esp-world.info/Articles_14/DESIGNING%20ESP%20COURSES.htm


ATTACHMENTS




NEEDS SURVEY 2010

It is important to know the needs of students before we could prepare a good

study module. We prepared this needs survey to learn about what is your

preference in English Language learning. The results will be used to design a

module/course that could cater the students (your) needs. For that reason, your

opinion is highly welcomed and important to us. Your answers will be kept

anonymous and confidential. Please answer all questions honestly.

Thank you.

Sincerely,

Sudheep RamasamyAlice Durga RathinamSubashiny Krishnamorthy(Bachelor of Arts (honors) in English Language




Please tick the appropriate column

1. What is your age?

20-25 26-30 31-40 41-50 51>

2. Are you male or female?

Male Female

3. What is your position in school?

Headmaster Senior Assistant Academic Staff Non-Academic Staff

4. What is your highest level of education?

Others SpecifySPM/STPM Diploma Degree Masters PhD ……………..

5. What is your mother tongue?

Tamil

English

Malay

Chinese (Mandarin,Hokkien,Hakka,Cantonese)

Others, Specify..........................




6. How often do you use English in your communication at home?

Never Rarely Sometime Often Always

7. How often do you use English in your communication with friends?


8. How often do you use English in your communication with your superior?


9. How often do you use English in your communication with your working colleagues?





10. How is your speaking skill in English?

Below average Average/good Very good Excellent

11. How is your writing skill in English?


12. How is your listening skill in English? (listening English songs, listening to conversations in English movies and conversation between people)


13. In what area in English language do you think you need to attend for a course(can tick more than one)

Grammar

Vocabulary

Speaking

Writing

Listening

Thank you.






Documents

An Evaluation Report of Esp Course