INTRODUCTION
Rationale for the thesis
In the 21st century, the economic development in Vietnam has attracted numerous international companies to invest and establish subsidiaries, creating a significant demand for a skilled Vietnamese workforce, particularly among newly graduated vocational training students from Hanoi University of Industry (HaUI) To secure employment in these multinational corporations, candidates must demonstrate not only strong specialized knowledge and skills but also effective English communication abilities, as English serves as the international language of business This study aims to explore the communicative needs of employees in industrial and business sectors, highlighting the importance of English language proficiency in the curriculum, particularly for graduates from the mechanical engineering and electronic departments at HaUI, who typically use popular textbooks like New Headway, Objective KET, and Lifeline.
The general English (GE) courses consist of six terms focused on basic communicative functions and grammar, followed by a single term of technical English Graduates from mechanical engineering and electronic departments have reported difficulties in workplace communication, including reading instructions, socializing with coworkers, writing formal emails and reports, giving presentations, and negotiating This highlights the need for an exploratory study on the communicative needs in transnational corporations to better understand the challenges graduates face in using English at work and to inform effective syllabus design.
Aims of the study
The study focused on identifying the common communication needs in the workplace as reported by graduates from mechanical engineering and electronics disciplines employed in various roles at transnational companies The insights gained from this research will be utilized to enhance syllabus design for students at HaUI.
The study was carried out to obtain information for answering the following questions:
1 What are common communicative needs of technical workers at trans-national corporations?
2 What are the common challenges in using English for communication at work that they encounter?
Methods of the study
To achieve the study's objectives, a survey was conducted using a questionnaire to gather data The participants included one hundred graduates from the mechanical engineering and electronic departments at HaUI, all of whom are currently employed as technical workers in various departments of transnational corporations.
The quantitative analysis of questionnaire data revealed common patterns in the communicative needs and challenges faced by ex-students of HaUI in their workplace.
Significance of the study
The findings of the thesis may serve as useful information for changes in curriculum design and teaching approaches at HaUI.
Scope of the study
The study specifically examined the communication needs and challenges faced by HaUI ex-students in English at work, as reported by the participants themselves It focused exclusively on graduates from the Mechanical Engineering and Electronic departments, rather than encompassing all alumni from various fields at the university.
Part I: Introduction presents the rationale, aims, methodology, significance and scope of the study.
DEVELOPMENT
LITERATURE REVIEW
Needs analysis is a systematic process that identifies and evaluates the specific requirements of learners, encompassing the definition and classification of needs, as well as the critical role of analysis in this context English for Specific Purposes (ESP) is defined as an approach tailored to meet the unique language needs of particular professional or academic fields, characterized by its focused content and learner-centered methodology The concept of a syllabus is introduced, highlighting its role in language instruction, along with the essential steps involved in syllabus design to ensure it meets educational objectives Additionally, a brief overview of relevant studies underscores the significance of these concepts in the field of language education.
METHODOLOGY
including research questions, data collection instruments are presented
Chapter 3: The study - shows the procedure of carrying on the research and presents the data analysis result from questionnaires
Part III: Conclusion, which is the last chapter, followed by references is the summary of the whole study The limitation of the study and suggestion for further study are also recommended
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Need analysis
Needs analysis is a crucial step in curriculum design, as highlighted by Nunan (1988), who identifies it as the first stage in syllabus development This process aims to address the needs of various stakeholders, including learners, language teaching institutions, and employers Different authors offer diverse definitions of needs, which encompass the current and future requirements of learners and their expectations upon completing a language course Richterich (1972, cited in Johnson, 1982) emphasizes that language needs arise from the various situations individuals and groups encounter in their social lives By analyzing the language needs of specific learner groups, educators can make informed decisions about what to teach and learn.
Needs analysis serves as a diagnostic tool in foreign language teaching, as highlighted by Long (2005) According to Richards and Rodger (1986), it involves identifying both general and specific language needs, which are essential for formulating goals, objectives, and content within a language program.
According to Brown (1995), needs analysis involves systematically gathering and analyzing both subjective and objective data to establish and validate curriculum goals that effectively meet the language learning needs of students within specific institutional contexts that impact the teaching and learning environment.
In the context of English for Specific Purposes (ESP), Evan and John (1988, p.125) note that needs analysis in ESP encompasses the following types of information:
Professional information about the learners: the tasks and activities learners are/will be using English for- target situation analysis and objective needs
Understanding learners' personal information is crucial, as factors such as their previous learning experiences, cultural backgrounds, motivations for attending the course, and expectations can significantly influence their learning process Additionally, their attitudes towards English, including their desires, available resources, and subjective needs, play a vital role in shaping their educational journey.
English language information about the learners: what their current skills and language use are- present situation analysis- which allow us to assess (D)
The learners’ lacks: the gap between “C” and (A) – lacks
Language learning information: effective ways of learning the skills and language in (D) – learning needs
Professional communication information about (A): knowledge of how language and skills are used in the target situation – linguistic analysis, discourse analysis, genre analysis
What is wanted from the course
Information about the environment in which the course will be run – mean analysis
This definition is adopted in this study because it fits both the purpose and the method of the study
1.1.2 Classification of “needs” in need analysis
The distinction between English for Specific Purposes (ESP) and General English (GE) lies in the awareness of learners' needs, which significantly influences course content While GE courses typically rely on traditional methods without addressing specific learner needs, ESP courses incorporate needs analysis as a fundamental aspect of their syllabus design.
Needs can be interpreted in various ways, encompassing terms such as wants, desires, necessities, and gaps They represent expectations, motivations, deficiencies, requirements, and essentials, highlighting the importance of understanding context According to James Dean Brown (2016), needs can also signify the next step or x+1, illustrating their multifaceted nature.
Hutchinson and Waters‟(1987) two concepts of needs: “target needs” and “learning needs”
We can see that point clearly by paying a look on the following figures
Necessities Lacks Wants Psychological Attitudinal/ Material Motivational
Hutchinson and Waters (1987) categorize two types of needs
“Target needs” refers to the learner‟s “necessities”, “lacks” and “wants” for functioning effectively in the target situation
Needs are defined as the essential knowledge required for learners to operate effectively in a specific context, as outlined by Hutchinson & Waters (1987: 55) For instance, a worker may need to comprehend manual instructions, interpret diagrams, or communicate with colleagues in their field This includes understanding various linguistic features such as discourse, functional, structural, and lexical elements relevant to the identified situation Ultimately, necessities encompass what learners must know to succeed in their target environment, including tasks like writing responses to exam questions.
To identify the necessary skills for learners, it is essential to evaluate their current proficiency levels against the desired target proficiency, as noted by Hutchinson & Waters (1987:55), who describe this discrepancy as the learners' "lacks." A valuable approach to uncover these gaps is by conducting interviews with both teachers and learners, alongside administering assessments prior to an English for Specific Purposes (ESP) course This assessment helps in determining the specific areas where learners need improvement.
• Teaching and learning styles with which the learners are familiar
• Appropriate or ineffective teaching and learning methods
• Knowledge of specialized contents that teachers should have
• Suitable instructional materials and study location
• Time of study and status of English for specific purpose (ESP) courses
• Expectations about what learners should achieve in the courses
Different learners have unique wants that encompass their goals, objectives, and desired learning outcomes According to Hutchinson & Waters (1987), while learners may clearly understand their needs in a target situation, their perceptions can sometimes conflict with those of course designers, sponsors, and teachers Robinson (1991) recommends using questionnaires to gather insights from a larger group of learners about their wants, which reflect their needs based on personal data and environmental context Ultimately, these wants represent precisely what learners aspire to learn.
Target needs encompass a broad range of important distinctions beyond merely identifying linguistic features of a situation As Hutchinson & Waters (1987:59) note, analyzing target situation needs involves asking critical questions about the situation and the attitudes of participants in the learning process Various methods for gathering information about needs include questionnaires, interviews, observations, data collection, and informal consultations, with the choice of method depending on available time and resources Additionally, needs analysis is an ongoing process rather than a one-time activity.
It should be a continuing process
“Learning needs” refer to the learner‟s motivation and attitudes, interests, personal reasons for learning, learning styles, resources and time available
Learning needs address the gap between a learner's current state and their desired outcomes For instance, while students may be enthusiastic about a subject, outdated and monotonous teaching materials can diminish their interest The learning experience should be engaging, rewarding, achievable, and productive, focusing on the process of learning rather than merely acquiring knowledge Hutchinson and Waters introduced the concept of "learning needs," emphasizing the importance of understanding these needs to enhance educational effectiveness.
Recognizing and addressing "learning needs" is essential for effective education It is crucial for course designers to assess learners' needs by considering their motivations, the context of the learning environment, and their current knowledge and skills By doing so, they can create tailored learning experiences that enhance engagement and effectiveness.
Hutchinson & Water (1987) distinguish between target needs and learning needs, with target needs being product-oriented and focusing on specific requirements for learning in a given situation In contrast, learning needs are process-oriented, emphasizing the overall learning journey rather than just the outcomes.
In conclusion, both target needs and learning needs must be paid attention to and combined harmoniously in the process of designing a syllabus As Tom Hutchinson
According to Waters (1987:62), target situation analysis serves two key purposes: it identifies the destination of the learning journey and acts as a compass throughout the process This analysis evaluates the current learning conditions, assesses the existing knowledge, skills, and strategies within the learner, and considers the learner's motivation to engage in the learning experience.
In my thesis, I mentioned “communicative needs” term – a definition of Richard
(1990), but I say little about it because it shares the target needs similar features
CONCLUSION
Conclusion of the study
In my study, I surveyed 100 graduates from the mechanical engineering and electronic departments at HaUI, who were employed at two transnational corporations Utilizing a comprehensive set of close-ended questions from Huh (2006), I identified common communicative needs in the workplace, which included the use of written communication methods such as emails, faxes, reports, and plans, alongside spoken communication during business trips and social meetings Additionally, I discovered that these graduates faced challenges with communication, including a lack of technical vocabulary, difficulties in structuring texts, and problems recognizing abbreviations Furthermore, issues with pronunciation and appropriate intonation in various contexts were prevalent among the respondents.
Understanding about common challenges facing by graduates, I suggested some possible recommendations for students, teachers as well as syllabus and course designers for improvement in English learning, teaching and managing
In my research, I examined relevant literature to establish a theoretical foundation, concentrating on needs analysis theories, particularly target needs and learning needs Understanding target needs proved invaluable for English for Specific Purposes (ESP) educators, enabling them to align their instruction with overarching goals, while the concept of learning needs facilitated the creation of an engaging learning environment Additionally, I explored the definition of ESP, syllabus design, and the necessary steps for effective syllabus development, alongside reviewing previous studies for further insights.
From the research result, current content of ESP courses at my university and the number of GE courses and ESP courses have adjusted a little for appropriateness If
If given the opportunity to expand this research, I would select a diverse group of respondents, including graduates, employers, teachers, and students To ensure a thorough evaluation, I would utilize various research methods such as questionnaires, interviews, and document analysis, conducting the study across multiple companies for a comprehensive assessment.
Limitations
This study faces inherent limitations, primarily focusing on the communicative needs of technical workers in two trans-national corporations, without incorporating insights from employers, teachers, or syllabus designers for a more balanced perspective A broader survey involving employers could have yielded a more comprehensive understanding of workplace communication needs Additionally, the research was limited to graduates from only two departments—mechanical engineering and electronics—out of the ten technical training departments available at HaUI Furthermore, the reliance on survey questionnaires as the sole data collection instrument raises concerns about participant engagement, as close-ended questions may not elicit genuine interest, and open-ended questions risk similarity in responses among peers.
Suggestions for further studies
From limitations I listed above, there are some following suggestions for the next researchers:
For future studies, it is essential to utilize a diverse range of research instruments, including interviews and the analysis of authentic materials Interviews enable researchers to obtain in-depth responses and assess the reliability of participants' answers by rephrasing questions and asking them in different ways.
Secondly, the population should be bigger than 100 participants involving graduates from various departments at HaUI such as graduates from departments of electrical engineering, automobile technology, thermal engineering technology…ect
To gain a comprehensive understanding of communicative needs across various companies, it is essential to investigate the specific English language requirements of each organization Different companies present unique challenges for technical workers in their interactions, highlighting the importance of tailored communication strategies Additionally, this investigation should encompass perspectives from both technical employees and potential labor users Our goal is to equip the workforce with not only solid specialized knowledge and skills but also effective English communication abilities, ensuring they can thrive in a global environment.
Hopefully, further researches in the future will reach particular success in above fields
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Appendices QUESTIONNAIRE 1 Business English Tasks
How often do you perform the following tasks in English at work? (Please, write down the number on the right column)
A: Correspondence 0 1 2 3 4 a Email 0 1 2 3 4 b Phone call 0 1 2 3 4 c Fax 0 1 2 3 4 d Writing a business letter 0 1 2 3 4
B: Writing a document 0 1 2 3 4 a Writing a memorandum 0 1 2 3 4 b Writing a proposal (e.g., project, plan, etc.) 0 1 2 3 4 c Writing a report (e.g., sales, meeting, etc.) 0 1 2 3 4 d Writing a contract/agreement 0 1 2 3 4
C: Order/Customer satisfaction 0 1 2 3 4 a Placing an order/Purchasing 0 1 2 3 4 b Receiving an order 0 1 2 3 4 c Dealing with claims 0 1 2 3 4 d Others: 0 1 2 3 4
D: Business meeting 0 1 2 3 4 a Briefing 0 1 2 3 4 b Presentation 0 1 2 3 4 c Negotiation 0 1 2 3 4 d Conference 0 1 2 3 4 e Seminar 0 1 2 3 4 f Social meeting (e.g., party, dining, ect.) 0 1 2 3 4 g Others: 0 1 2 3 4
E: Business trip 0 1 2 3 4 a Business trip to foreign countries 0 1 2 3 4 b Making a reservation (e.g., hotel, flight, etc.) 0 1 2 3 4 c Visiting other companies/ factories 0 1 2 3 4 d Sightseeing 0 1 2 3 4 e Others: 0 1 2 3 4 f Attending to foreign guests 0 1 2 3 4 g Interpretation (e.g., meeting, conference, etc.) 0 1 2 3 4 h Translation (e.g., document, booklet, etc.) 0 1 2 3 4 i Gathering information on the market or other companies
0 1 2 3 4 j Reading articles, magazines, and books related to your job
Questions used on business English NA questionnaire (from Huh, 2006, pp.62-64)
Tần suất bạn sử dụng tiếng Anh cho các công việc tại nơi làm việc là rất quan trọng Vui lòng ghi số thích hợp vào cột “Câu trả lời” bên phải để phản ánh mức độ sử dụng tiếng Anh của bạn trong các tình huống cụ thể.
TẦN SUẤT DÙNG : 0= KHÔNG BAO GIỜ DÙNG 1= ÍT KHI DÙNG
2= THỈNH THOẢNG DÙNG 3= THƯỜNG XUYÊN DÙNG 4= DÙNG HÀNG NGÀY Câu trả lời
Ví dụ: Dùng viết lý lịch cá nhân 0 1 2 3 4 4
A: Dạng thư tín 0 1 2 3 4 e Đọc và viết email 0 1 2 3 4 f Gọi và nghe điện thoại 0 1 2 3 4 g Gửi và nhận fax 0 1 2 3 4 h Viết thư công việc trang trọng 0 1 2 3 4
B: Dạng viết tài liệu 0 1 2 3 4 e Viết thư báo 0 1 2 3 4 f Viết bản đề nghị (ví dụ., bản dự án, bản kế hoạch, )
0 1 2 3 4 g Viết báo cáo (ví dụ.,bán hàng, buổi họp, ) 0 1 2 3 4 h Viết hợp đồng/thỏa thuận 0 1 2 3 4
C: Đặt hàng/Chăm sóc khách hàng 0 1 2 3 4 e Đặt hàng/Mua hàng 0 1 2 3 4 f Nhận đơn đăt hàng 0 1 2 3 4 g Giải quyết yêu câu khách hàng 0 1 2 3 4 h Các mục đích khác: 0 1 2 3 4
D: Cuộc họp trong kinh doanh 0 1 2 3 4 h Cuộc họp 0 1 2 3 4 i Thuyết trình 0 1 2 3 4 j Thương lượng 0 1 2 3 4 k Hội thảo 0 1 2 3 4 l Hội nghị chuyên đề 0 1 2 3 4 m Buổi giao lưu (ví dụ, bữa tiệc, ăn tối, ) 0 1 2 3 4 n Các loại khác: 0 1 2 3 4
E: Chuyến đi công tác 0 1 2 3 4 l Chuyến đi công tác ở nước ngoài 0 1 2 3 4 m Đặt chỗ (ví dụ, đặt phòng khách sạn, đặt chuyến bay, )
Thăm các công ty và nhà máy khác là một hoạt động quan trọng để hiểu rõ hơn về quy trình sản xuất và mô hình kinh doanh Tham quan không chỉ giúp mở rộng kiến thức mà còn tạo cơ hội giao lưu với người nước ngoài Phiên dịch trong các cuộc họp và hội nghị đóng vai trò thiết yếu để đảm bảo thông tin được truyền đạt chính xác Bên cạnh đó, biên dịch tài liệu và sách nhỏ giúp dễ dàng tiếp cận thông tin cần thiết Cuối cùng, việc thu thập thông tin về thị trường và các công ty khác là bước quan trọng để nắm bắt xu hướng và cơ hội kinh doanh mới.
0 1 2 3 4 u Đọc các bài báo, tạp chí, sách liên quan đến công việc của mình
0 1 2 3 4 v Các mục đích khác(nói rõ): 0 1 2 3 4
Bạn gặp khó khăn gì khi viết email và fax bằng tiếng anh? Cho ví dụ minh họa cụ thể
Bạn gặp khó khăn gì khi đọc email và fax được viết bằng tiếng anh? Cho ví dụ minh họa cụ thể
Bạn gặp khó khăn gì khi viết bản báo cáo và bản kế hoạch bằng tiếng anh? Cho ví dụ minh họa cụ thể
Bạn gặp khó khăn gì khi đọc bản báo cáo và bản kế hoạch được viết bằng tiếng anh? Cho ví dụ minh họa cụ thể