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TARGET SITUATION NEEDS ANALYSIS: EXPLORING THE LINGUISTIC NEEDS

OF POLYTECHNIC ENGINEERING STUDENTS ACROSS THREE MAJORS

Article  in  English for Specific Purposes World · July 2013

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S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

TARGET SITUATION NEEDS ANALYSIS: EXPLORING THE LINGUISTIC NEEDS OF

POLYTECHNIC ENGINEERING STUDENTS ACROSS THREE MAJORS

S.Thivviyah Sanmugam
Politeknik Sultan Azlan Shah, Behrang, Perak
[email protected]

This paper reports the results of a English language needs analysis carried out at a Malaysian
Polytechnic among engineering students from three different majors specifically; civil, electrical and
mechanical engineering.Through the implementation of a needs analysis questionnaire to 120 students 1
in Communicative English classes the perceived important linguistic needs of learners in terms of
skills and sub-skills are specified. In addition, the students’ linguistic wants and lacks, attitude towards
their current English language course and expectations towards their English language lecturers are
analyzed. The paper concludes with some pedagogical implications to improve and develop the
current English language course .

Keywords: Target Situation Analysis, Linguistic Needs, Engineering students

1.0 INTRODUCTION

The English language has achieved a global status where a quarter of the world’s population is fluent
in English and no other language in the world today can match the vast spread of the English language
(Crystal, 2003). Many countries, including Malaysia in 2003 have re-adopted English as the medium
of instruction for science and mathematics in order to meet the demand of technological advancement
and academic internalization. To keep abreast with the demands of globalization and the aspirations of
the higher education policy, polytechnics and community colleges have gradually commenced the use
of English as the medium of instruction of all content subjects since 2008.

English language learning at polytechnics and community colleges had been greatly emphasized in
order to produce local graduates who are able to perform at the workplace and compete in the global
arenas (Pelan Tindakan Pengajian Tinggi Negara Fasa 2 (2011 – 2015): Mencetus Transformasi
Pengajian Tinggi, 2011). Consequently, English Language teaching and learning at polytechnics has
undergone a change from learning English for Specific Purposes and Commercial Purposes in 2002 to
Communicative English in 2010. This was the result of many initiatives and talks undertaken with the
academicians in universities and employers in industry by the Curriculum Development Centre of
Polytechnic to improve the standard of English teaching and learning at polytechnics and community
colleges. However, very little attention is given to students’ needs and perceptions whenever changes
are made to the curriculum. “Teacher may rely more often on intuition when making course planning
than on informed assessment on learners needs (Barkuizen, 1998, Spratt 1999 as cited in Davies
2006).

Higher learning institutions, specifically polytechnics and community colleges should furnish to the
English language needs of students of different fields in relation to Malaysia’s progress and
development in the fields of science and technology. For instance, English language for engineers
requires a special register that includes the most common grammatical and lexical features used in
their field. The students should be equipped with subject-specialist knowledge and specific English
language of their chosen fields during their study periods at higher learning institutions that would
prepare them well for the workplace (Venkatraman & Prema, 2007, Al-Tamimi & Shuib, 2010 and
Md. Momtazur Rahman, 2012). However, the current English Language syllabus in the Polytechnics
is taught across all disciplines whereby students of different specializations like engineering, business,
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

computers, and hotel and catering take the same English course of the same ‘generalized’ syllabus.
Thus, the current English Language syllabus may not be able to fully cater to students’ specific
language needs.

According to Cowling (2007) there is often a lack of awareness of the existence and the importance of
needs analysis as a tool in course designing. He even has disapproved on on the use of textbook as the
whole syllabus by some institutions as it may disregard the specific learning needs of the target
students. In order to accommodate students’ specific needs, it is significant to delve deeper into the
needs of students so that the right measures can be taken to embark on materials preparation. In order
to do this, an English language needs analysis (NA) was administered to students in order to delineate
their needs and wants.
2
English language needs analysis can ascertain the language needs of students in a specific field.
According to many writers in the ESP context, needs analysis is prerequisite for designing and
developing a course, and the development of syllabuses and materials (Hutchinson & Waters, 1987,
Brindley, 1989, Dudley-Evans & St John, 1998 & 2009)

This study aims at exploring the English language needs of the engineering students at a polytechnic
on the basis of their perceptions. Specifically, the study addresses the following five questions:

1. How important are the English language skills to the engineering students at polytechnic?
2. What are the engineering students’ English language lacks?
3. What are the engineering students’ English language wants?
4. What are the engineering students’ perceptions towards the current English language course?
5. What are the engineering students’ expectations regarding their English language lecturers?

2.0 LITERATURE REVIEW

Needs analysis has become an important element in the field of ESP as the foundation for designing
ESP courses (Dudley-Evans, 1998). Hutchinson and Waters (1992) have stressed that any language
course designed should be based on needs analysis. The term needs analysis is interpreted diversely by
many researchers (Brindley, 1989; Hutchinson & Waters, 1992; Brown, 1995; Dudley-Evans & Jo St
John 1998) and therefore different meanings are implied.

Target-Situation Analysis, Present-Situation Analysis and Learning Situation Analysis are the main
landmarks in needs analysis studies. Target Situation Analysis according to Hutchinson & Waters
(1987), is an umbrella term which includes learners' necessities (their target linguistic features), lacks
(their target linguistic features minus what they already know), and wants (what the learners feel they
want and need). Present Situation Analysis involves strengths and weaknesses in language, skills and
learning experiences meanwhile Learning Situation Analysis includes subjective, felt and process-
oriented needs (Dudley-Evans & St. John; 1998). This study adapted the Target-Situation Analysis
approach since it is more appropriate for the objectives of the study which is to investigate the English
Language needs, lacks and wants of polytechnic engineering students.

Venkatraman and Prema (2007) conducted a study to find out the English Language needs of
engineering students at SASTRA University, India. In addition, the study was also aimed to discover
the students expectations regarding their English teachers. A needs survey was administered to 254
engineering students and it was found that these students had ranked listening (comprehension and
scientific texts) and professional speaking skills (job interviews and group discussions) as the most
required language skills and subskills. It is also reported that 98.9% of the students agreed that
teachers of English in engineering colleges need a specific set of competencies, other than those of
General English teachers. Based on the findings, the researcher proposed designing a modern
curriculum in English and Communication studies for engineering students and a compentency-based
training for English teachers in order to provide more audience-targeted instruction in EST.
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

Another needs analysis study was carried out by Al-Tamimi and Shuib (2010) to investigate the
English Language needs of petroleum engineering students at Hadramout University of Sciences and
Technology, Yemen. A total of 81 students were selected and surveyed for data collection purpose. It
was found that although students reported listening, reading, and writing sub-skills to be most
frequently used, they considered almost all the language skills to be important to acquire. Furthermore,
most of the students surveyed felt that they cannot use English effectively and they have expressed the
opinion that they would like continued instruction and training to improve proficiency in all the
language skills. As for the questions pertaining to the relevance of the English Language course,
students reported that the English language course does not meet their language needs and the time
allocated to the course is not sufficient to enable them to use the language efficiently. Moreover, it is
also found that the subjects preferred to take English for Occupational Purpose courses. Thus, the 3
researcher suggested that ESP teachers should take students needs into consideration when designing
English Language course by giving more emphasis to speaking and listening skills and the duration
and number of English courses should be increased.

A similar study was conducted by Mohamed Salehi (2010) for the purpose of investigating the
English Language needs of engineering students. A questionnaire was administered to a total of 225
Sharif University students from various engineering fields. The results indicated that translation skills
was considered inappropriate meanwhile note taking skills was considered unimportant in their future
careers. Besides that, technical writing was considered to be very important, however, it was found
that the skill has been totally ignored in the English curriculum in the university.

Md. Momtazur Rahman (2012) explored the needs for reading skills among fifty undergraduate
students in the field of computer science at Putra University, Malaysia. The study was based on the
three fundamentals to explore language needs; Target Situation Analysis, Present Situation Analysis
and Learning Situation Analysis. The findings revealed that a majority of the undergraduate students
of computer science discipline found difficulties in reading skills mainly in skimming for the gist of
the subject matter written in English, scanning to extract specific information of subject matters
written in English and decoding meaning of the subject matters written in English. The researcher
concluded by proposing an English language course, named “English for Computer Science” that suits
the target needs of undergraduate students to develop their reading skills in English language for their
specialized discipline at the university.

All these studies above confirmed the importance of identifying learner’s needs and it can be implied
that need analysis is crucial before any courses are designed. However, learner needs should be
analysed on an ongoing basis because they are likely to change over time, depending on contextual
and human affective variables (Brown, 1995; Hutchinson and Waters, 1987. ).

3.0 METHODOLOGY

The participants of this study involved three classes consisting of 120 fifth semester engineering
students from three engineering departments namely, Mechanical Engineering Department (JKM),
Civil Engineering Department (JKA) and Electrical Engineering Department (JKE) in one of the
polytechnics in Perak.

The rationale of selecting fifth semester engineering students was that these students have undertaken
both Communicative English 1 and 2 courses and have completed their industrial training. At present
they are enrolled in Communicative English 3 course. Therefore, they are able to provide feedback on
which aspects of English language they perceive is needed.

The main data collection methods for needs analysis are questionnaires and interviews (Dudley-Evans
& Jo St John, 1998:132). The questionnaire was adapted from two survey instruments used by Al-
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

Tamimi & Shuib (2010) and Venkataraman & Prema (2007). The data were computed and analyzed
using an SPSS version 17.

The questionnaires were initially administered to a class of 32 Mechanical engineering students on 23

July 2012 as a pilot study. After piloting the questionnaires, they were later administered to three
classes of 120 fifth semester engineering students. The classes were chosen randomly by drawing lots.

4.0 RESULTS

4.1 The Students English Language Proficiency 4

Table 1: Students’ Self-Rating Of Their Ability In English Language Skills

English language skills No ( n = 120) Mean SD
Listening 120 2.3167 .62151
Speaking 120 1.8333 .57003
Reading 120 2.2667 .64474
Writing 120 1.9833 .70987

As shown in Table 1, the students’ responses indicated that their level in all English language skills are
either average or weak. They rated their performance in speaking, writing, reading and listening to the
average level of mean scores, 1.8333, 1.9833, 2.2667 and 2.3167 respectively.

4.2 The Importance of English Language Skills

Table 2: Importance Of English Language Sub-Skills

English language skills N0 Mean SD Overall
Mean
Reading textbooks 120 2.9833 .60784
Reading Reading technical articles in journals 120 3.0500 .67176
sub-skills Reading technical manuals 120 3.1917 .66479
Reading course handouts 120 2.9667 .63422 3.2145
Reading texts on the computer 120 3.3417 .58691
Reading instructions for 120 3.3500 .69391
assignments/projects
Reading instructions for labs 120 3.2750 .75551
Reading study notes 120 3.5583 .51524
Writing lab reports 120 3.1417 .70169
Writing Writing assignments 120 3.5500 .51613
sub-skills Writing field-trip reports 120 2.8250 .65674 3.2361
Writing short projects 120 3.2083 .64685
Taking notes in lectures 120 3.3250 .64685
Writing test/exam answers 120 3.3667 .67280
Following lectures 120 3.2750 .67317
Listening Following question/answer sessions in 120 3.2000 .65594
sub-skills class 3.3033
Listening to spoken presentations 120 3.3667 .63422
Listening to instructions and 120 3.4833 .60784
explanations in labs
Listening to instructions for 120 3.1917 .73674
assignments
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

Participating in discussions 120 3.2333 .69492

Speaking Asking questions in class 120 3.2667 .70691
sub-skills Giving spoken presentations 120 3.3417 .64163 3.2736
Describing products/models 120 3.3333 .62622
Describing processes 120 3.4667 .59314
Responding to questions 120 3.0000 .72181

This sub-section reports the results regarding students’ perceptions on the importance of the English
language skills. Based on Table 2, all the items have mean score higher than 3.0 except for reading
textbooks (2.9833), reading course handouts (2.9667) and writing field-trip reports (2.8250). Of the
four language skills, the overall mean show that listening skills (overall mean=3.3033) have been 5
perceived to be the most important. This is followed by speaking skills (3.2736), writing skills
(3.2361) and reading skills (3.2145). The overall mean score indicates that students perceived all the
English sub-skills as important to be acquired.

4.3 The Students Lacks in the English Language Sub-skills

Table 3: Students’ Lacks In English Language Sub-Skills

Sub-skills Number of students Percentage (%)
Reading technical manuals 98 81.7
Writing lab reports 84 70
Writing assignments 77 64.2
Writing test/exam answers 76 63.3
Following lectures 92 76.7
Listening to spoken presentations 97 80.8
Listening to instructions and explanations in labs 84 70
Participating in discussions 91 75.8
Giving spoken presentations 101 84
Defining and describing objects 83 69.2

This section presents the students’ responses to section D of the questionnaire, which required them to
select the English Language sub-skills that they perceive lacking. It was found that giving spoken
presentations (84%), listening to spoken presentations (81.7%), reading technical manuals (80.8%),
following lectures (76.7%) and participating in discussions (75.8%) were the English Language sub-
skills that the majority of students reported lacking.

4.4 The Students English Language Wants

Table 4: Students’ Wants Of Language Training

English language skills Number of students Percentage (%)
Grammar 77 64.2
Technical vocabulary 81 67.5
General vocabulary 56 46.6
Listening comprehension 93 77.5
Reading comprehension 72 60
Speaking skills 95 79.2
Writing skills 78 65
Communication skills 85 70.8

Based on Table 4, it can be implied that student’s interest in receiving training in speaking (79.2%)
and listening comprehension (77.5%) are slightly higher than writing (65%) and reading
comprehension (60%). These results are in a way consistent with the study conducted by
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

Venkataraman & Prema (2007) and Al-Tamimi & Shuib (2010). They found that the majority of
students perceived speaking and listening skills should be an important element to be covered in the
English language course. Therefore, speaking and listening skills are to be given more emphasis in the
classroom.

4.5 The Students Perceptions regarding the current English Language Course

This section presents the data collected on the students perceptions regarding the current English
Language course. The four main aspects on perceptions that has been investigated are mainly the
usefulness, course preferences, time allocation and the relevance of the course materials.
6
Table 5: Students’ Perceptions Regarding The Usefulness Of The English Language Course
Questionnaire Item Choices Total (n=120) Percentage
(%)
How useful is the English language Very useful 12 10
course with regards to your English Useful 47 39.2
Language needs? Of some use 52 43.3
Of little use 9 7.5
Not useful 0 0

The results in Table 5 revealed that students have mixed perceptions towards the usefulness of the
English language course in terms of meeting their English language needs. Around 49.2% of the
students believed that the current English language course is useful meanwhile, 43.3% of the students
perceived that the current English language course is of some use with regards to their English
language needs.

Table 6: Students English Language Course Preferences

Questionnaire Item Choices Total Percentage
(n=120) (%)
Which type of English English for academic purposes 10 8.3
language course would English for specific / occupational 48 40
you like to attend? purposes
General purpose English 6 5
Communicative English 56 46.7

As shown in the above table, majority of the students preferred to take Communicative English
(46.7%) and English for specific/occupational purposes course (40%). The results imply that students
would like to take courses that would prepare them to communicate and function effectively at the
workplace in the future.

Table 7: Students’ Satisfaction Of The Time Allocated To The English Language Course
Questionnaire Item Yes No
n = 120 % n = 120 %
Is the time allocated for the English course 71 59.2 49 40.8
enough for you to use the language effectively?

Based on Table 7, 59.2% of the students stated that the time allocated for the English language course
is sufficient meanwhile 40.8% reported that the time allocated is insufficient.
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

Table 8: Students’ Perceptions On The Relevance Of The Course Materials

Questionnaire Item Yes No
n = 120 % n = 120 %
Are the materials found in the English language 22 18.3 98 81.7
course relevant to the engineering field?

The results in Table 8 indicates that the vast majority of the students (81.7%) found that the materials
in the English Language course are irrelevant to their engineering field. This may be due to the use of
the same course book by the English language lecturers across all departments.

4.6 The Students Expectations regarding their English Language Lecturers 7

Table 9: The Students’ Expectations On Their English Language Lecturers
Questionnaire Item Yes No
n = 120 % n = 120 %
Do you agree that English language lecturers 105 87.5 15 12.5
teaching engineering students should have a
special set of competencies/skills that could
cater specifically for engineering students?

The results in Table 9 revealed that a wide majority of students (87.5%) agreed that English language
lecturers teaching engineering students should have a special set of competencies/skills that could
cater specifically for their needs as engineering students. This finding is similar to those of
Venkatraman & Prema (2007). They found that 98.9% of the students agreed that teachers of English
in engineering colleges need a specific set of competencies, other than those of General English
teachers.

5.0 CONCLUSIONS AND RECOMMENDATIONS

This study explored the English language needs of polytechnic engineering students in terms of the
importance of English language skills, their English language lacks, and their English language wants.
Additionally, the study also investigated the students’ perceptions of the current English language
course and their expectations regarding their English language lecturers.

The findings revealed that students fall in the category of either weak or average in terms of their
ability in English Language skills. Furthermore, listening skills is perceived as the most important
skills by the students.

Concerning students lacks in the English Language sub-skills, it is found that giving spoken
presentations, listening to spoken presentations, reading technical manuals, following lectures and
participating in discussions are their main concerns. In terms of training needs, it is found that students
are more keen in receiving training in speaking and listening comprehension.

Pertaining to the students views on the usefulness of the English Language course, it is revealed that
students have mixed perceptions. With regards to the students English Language course preferences it
is found that the students prefer to learn Communicative English and English for
Specific/Occupational purposes. The time allocated for the English Language course is reported to be
sufficient by the students however they found that the materials found in the English Language course
to be unrelated with regards to their engineering field.

Relating to the last research question, it has been exposed clearly that students expect their English
lecturers to posses a special set of competencies/skills that could provide specifically for their needs as
engineering students.
S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

Based on the findings, the following recommendations are suggested:

1. The current Communicative English syllabus could be revamped by giving more emphasis to
listening comprehension skills.
2. Students’ level of proficiency should be considered when materials are being prepared or
designed.
3. Materials related to engineering field should be incorporated in the course in order to cater to
the students’ field of specialization.
4. English Language lecturers should be equipped with specialized training/skills in order to
meet the needs of engineering students.
8
One limitation of the present study lies in the research instrument. The instrument used for data
collection was questionnaires and the researcher did not use a combination of methods for data
collection purpose. Hence, the results of the needs analysis fully relied on the perceptions and
feedback given by the respondents. In addition, more conclusive data pertaining to students’ English
language needs could be attained if more students from other polytechnics were involved.

In sum, the current study explored the English Language needs of polytechnic engineering students. It
is hoped that the findings of the study would benefit Curriculum Development Centre of Polytechnic
and ESP practitioners in developing and designing English Language curriculum for polytechnic
students.
 S.Thivviyah Sanmugam (2013). Target situation Needs Analysis: Exploring the linguistic needs of
Polytechnic engineering students across three majors. English for Specific Purposes World, 14(39).

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