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_________________________________________________________________ Cite this article as: Patel, B (2016). An ESP Approach to Course and Material Design for the Students of Engineering .ELT Vibes: International E-Journal For Research in ELT. 2(1). 1-14.

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Article information Volume 2, Number 1. 1-14. (2016)

Article Received: 12/12/2015 ISSN: 2395-0595

Revised on: 21/12/2015

Acceptance: 25/12/2015

An ESP Approach to Course and Material Design for the Students of Engineering

Bhavikaben M. Patel

Assistant Professor in Communication Skills

Applied Sciences & Humanities Department

A.D. Patel Institute of Technology, New Vidyanagar, (Gujarat) India

_________________________________________________________________

Abstract

The paper reads about ESP principles to design a course and sample materials to

help Bachelor of Engineering students to meet their needs of in English for

academic purposes. To get familiarized with Engineering as an academic area

and the students' needs in English, for the same five hours of their classes were

observed and five lecturers were interviewed. Then a questionnaire was

administered to learn about students' perceptions of their needs and English

proficiency. It was found that reading and writing were the most essential skill.

Accordingly, a skill-centered approach was adopted in designing the course.

Students' reading proficiency level was tested using a sample IELTS test and the

results were scored according to standard checklists. Moreover, Complimentary

Pyramid Syllabus Design was used for syllabus design, reconciling between the

synthetic and analytic syllabus approaches. The findings are used to discuss

particular features of ESP classes in foreign language contexts and are then

contextualized in terms of the broader ESP course design.

Keyword: EAP, ESP in FL contexts, Needs Analysis, Syllabus Design

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ELT VIBES: International E-Journal For Research in ELT

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Bhavika Patel 2

Introduction

As pointed by Hutchinson and Waters (1987, p. 3) "ESP is based on designing

courses to meet learners' needs". This is informed by the designers‘ view of

language and learning theories and the results of needs analysis which at its most

basic is described by Graves (1996, p. 12) as a process which involves " …

finding out what the learners know and can do and what they need to learn or do

so that the course can bridge the gap". The decisions made at this level are then

reflected in syllabus design, explained by Nunan (1988, p. 5) as "the specification

of what is to be included in a language course", methodology which is employed

in implementing the syllabus, and material design which involves selection of

learning tasks, activities, exercise types, and the way they are to be presented in a

particular setting. Although English is a compulsory subject taught as a foreign

language in Indian school system, students tend to enroll in private language

schools because of weaknesses they perceive they have in English (Riazi, 2005).

These schools, which are currently mushrooming outside the public educational

system, are noted by Dubin and Olshtain (1986, p. 11), to provide ―an indication

that language programs are failing to meet learners' objectives". As a result, at

university level there is a need for remedial English courses coupled with English

for Specific Academic Purposes (ESAP) courses. Of course, these ESAP courses

have been criticized by some researchers (e.g. Atai, 2001). No comprehensive

ESAP courses have been designed for Engineering students in India. In

developing societies like India increasing investment on fostering English

language proficiency can contribute to the development of what Dubin and

Olsthtain (1986, p. 13) describe as" human resources of high caliber" to realize

technological progress. This paper has the following objectives, as an initial step

in improving. Engineering students' language proficiency so that they can

perform better in meeting the requirements of their content courses.

1. To develop a profile of Engineering students' educational needs in English.

2. To introduce a course and develop sample materials that meet the skills and

strategies they need to deal with the requirements of their content courses on

professional platform.


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Background: ESP in India

The short history of ESP in India can be divided into two parts:

The British Council "sponsored a major ESP materials initiative which generated

many textbooks targeted for Indian students in tertiary education". During the

pre-revolutionary period, joint projects between Indian universities and some

Western educational centers were also conducted, which led to the development

and publication of several discipline-specific English textbooks. After that,

Ministry of Science, Research and Technology supervised ESP programs to

establish nationally uniform discipline-based programs. Factors contributing to

the general inefficiency of ESP programs have been discussed by several

researchers (e.g. Atai, 2000; Suzani, Yarmohammadi & Yamini, 2011). In almost

studies, India's ESP programs have been criticized on the ground that needs

analysis (NA) has been given either little attention or disregarded totally despite

the fact that it is assumed to be the cornerstone of any ESP course (Robinson,

1991; Dudley-Evans & St. John, 1998). This has recently given rise to NA

studies in different disciplines in the Indian context.

The present study follows the current research stream in Indian ESP but with

significant differences. First, although the study is concerned with developing

NA profile of ESP students, it goes beyond that and takes a further step. The

results are used to design and develop a contextually-tuned ESP course for

university students. Second, the present study takes into account the principles of

purposeful needs analysis discussed by Dudley-Evans and St John (1998). Third,

and in line with Hyland's (2003) suggestion, a triangulated approach is adopted

for data collection purposes. Fourth, the findings are compared with those of

other ESP classes in foreign language situations and are then discussed vis-à-vis

the arguments in the ESP literature.

The Study

In this paper needs analysis (NA) study was conducted first. Different procedures

such as interviews (with learners, content teachers and instructors), classroom

observation, questionnaires, text analysis and reading comprehension tests were

used in this stage. Next, NA results were used to design an ESP course and

materials. The development of new materials was a long dynamic process in


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Bhavika Patel 4

which content specialists, ELT experts and ESP instructors worked closely

together. Given that reading and writing found to be of prime concern for

students and instructors, the course and materials aimed primarily at fostering and

developing this skill and the components associated with it. But since students‘

general English level was certified to be preintermediate, it was decided to follow

the Complimentary Pyramid Syllabus Design proposed by Spector-Cohen,

Kirschner and Wexler (2001).

Setting and participants

Students in Indian universities have to take one English course during their BE

program: a four-credit Communication Skills (CS). Engineering students of

Gujarat Technological University of such disciplines. The next group of

participants included five lecturers of the Faculty of Engineering who had several

years experience of teaching.

Research instruments

Questionnaire

In order to discover students' supposed English language needs and areas of

complexity, a questionnaire was applied. The questionnaire was based on a model

proposed by Richards (2001). It had previously been translated, validated and

used. The first two questions, each consisting of four parts, deal with the four

language skills: listening, reading, writing and speaking. The purpose is to

investigate how much these skills are required during students' academic

programs and how proficient the participants perceive themselves to be in these

skills. Questions three to six, divide language skills into their constituent parts to

determine participants‘ abilities in sub- skills of listening, reading, writing and

speaking.

Listening difficulties are assessed in the following areas:

(1) Understanding the whole idea, (2) understanding details, and (3) speed and

accent of the speaker. Students' reading comprehension problems are

investigated in the following areas: (1) understanding general ideas, (2)

understanding details, (3) skimming, (4) scanning, and (5) dealing with

unknown words. The problems students face while writing were examined in

the following sub-skills: (1) making structurally accurate sentences, (2) using

appropriate words, (3) expressing ideas clearly, (4) punctuation, and (5)


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dictation. In the sixth question, problems associated with the speaking skill

were addressed in these areas: (1) expressing ideas clearly, (2) having correct

punctuation, and (3) using appropriate words. The seventh question requires

information on sources students use in their content courses. The participants

were asked to indicate their answers on a three-point scale in the first question

and a four-point scale labeled: always, often, seldom and never, in questions

two to six.

Observation checklist

Another instrument was a checklist designed to systematize and record English

language use in content classes so that the researcher would not unintentionally

impose their own impressions on their observations. It consisted of two sections

devoted to English used by (1) instructors and (2) students. In each of these parts,

the four main skills together are listed. The box beside each skill was marked if it

is used. The scale at which each skill may be used are (1) word level, (2) sentence

level, (3) paragraph level, 4) text level; in the box beside each of the scales the

frequency of each can be noted. Sources used by instructors and students were

also noted.

Reading comprehension test based on IELTS

The third instrument was the reading section of a paper based on IELTS exam

reading skill section. It was used to determine students‘ reading proficiency level.

The test was taken from IELTS Material created by British Council. The test is

composed of three reading passages each followed by multiple- choice questions

and the time allocated is 60 minutes.

Research procedure

To design a content specific EAP course, the first step to take was to conduct NA

to determine the precise nature of the language skills required in students'

academic content courses. In order to better understand the nature of texts that

students use, course bibliographies and syllabuses were examined. The language

needs were checked through observation, interviews with instructors, and

questionnaires distributed among students. The results were triangulated to

increase the credibility of interpretations. The observations were carried out

during the 2015 academic year. It was intended to determine the role of English

in students‘ everyday academic life.


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The observations were guided by two questions:

1. What is the role of English in classroom interaction between instructors and

students?

2. What English-language related tasks do students perform assignments to

fulfill content course requirements?

The first question was approached by carrying out a 5 hours, non-participant

observation of content courses. Unstructured, detailed field notes were taken and

a checklist was used to systematize and record observational data. To answer the

second question, three visits were made to the Departments of Engineering to

observe students in a variety of situations from evaluation sessions to library

training. Each visit lasted at least half an hour. The instructors‘ assessment of

students‘ language needs and difficulties were examined through semi-structured

interviews. Seven questions were included in the interviews. The interviews were

recorded and transcribed. Students' language use and difficulties were detected

using a questionnaire. First, the questionnaire went through a pilot study. Then,

students were required to tick the box for the alternative which best represented

their point of view. Based on feedback from twenty students, some questions and

statements which turned out to be unclear were rephrased, and the time to

complete the questionnaire was estimated. Only then was the questionnaire

distributed among the larger population of students. Anonymity of respondents

and confidentiality of responses were taken into consideration. 40 questionnaires

were distributed but 32 were selected for data analysis, because some students

didn't answer carefully. Having determined the main skills required and made

preliminary decisions about learners' needs, the next step was to specify the level

at which the program would start. Based on the overall picture of students‘

language needs and proficiency level, course rationales and objectives were

determined and the course content was specified. In the next stage, the four– split

Complimentary Pyramid Syllabus Design syllabus proposed by Spector-Cohen,

Kirschner and Wexler (2001) was selected to inform the process of syllabus

design. The topics were selected after examining course bibliographies,

syllabuses, required texts and tasks. Finally, sample units were designed.


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Results

Observation: English language use in content course classes

To facilitate systematic recording of data on instructors' and students' use of

English, the four main skills together are listed on the observation checklist. Each

may be used in different scales: 1. word level, 2. sentence level, 3. paragraph

level, and 4. text level. In the box beside each scale, the frequency of each can be

recorded. In order to make data more measurable, 1 point was assigned to using

either of the above mentioned skills at a word level, 2 points to sentence level and

so on. To weigh the value of each English language form (writing, reading,

listening, speaking, and translation), the points were multiplied by their

corresponding frequencies and then added up to 1.

Five- hours observation of English use by instructors and students revealed that,

while teaching content courses, the instructors resorted to English mostly in

written form. In all classes, the instructors wrote from 2 to 13 words on the board.

In 14.2% of cases, they exposed students to written English through handouts or

pamphlets. In 57% of cases, the use of overhead projector exposed students to 30

words and five sentences in English. Speaking came next for the instructors but

never exceeded from saying separate words in English. Translation was the third

most used mode. On 85% of occasions, translation was limited to saying L1

equivalents of English words, which would be done by the instructor in 57% of

the cases. The reason for the translation was to clarify the issue under discussion

for students. In other cases, students would cooperate in finding an equivalent or

a definition for a word. Rarely was reading in English done in the classroom; it

was confined to occasions when the instructor read a number of sentences in

mother tongue which happened to include a few English words or sentences.

Students would also read aloud a couple of lines from the books, pamphlets, or

journal articles that they had to translate. Listening was limited to watching

English films. . Approximately, two out of ten of these films were in English, and

these were mostly subtitled. Students declared that they hardly ever interpreted

the films based on their listening abilities. They mostly resorted to what they

could see and, at the next level, to the words they could read and understand fast

enough from the subtitles. This definitely limited their comprehension. Although

students‘ writing totaled 100 points, this did not represent productive use of


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Bhavika Patel 8

language because it was confined to reading what they saw on the board.

Speaking totaled 10 points, and was exclusively at the level of saying isolated

words. This is assumed to go through a translation process and be transformed

into an acceptable output: well-formed Indian equivalents of English words,

phrases and sentences. Therefore, it is natural to expect the input provider, i.e.

the ESP teacher, to produce and hence provide more English—as reflected in

uttering more spoken words—and expect input receivers to learn. Secondly, ESP

teachers do more translation than their students. This is significant in two

respects. Even though ESP activities are limited to translation, teachers come to

play a more active role than students. In other words, in the limited activity area

of translation, students are less active than their teachers. Furthermore, since

teachers are described as role models (Lumpkin, 2008), their teaching style are

likely to affect their students‘ learning style (Shein & Chiou, 2011).

Needs analysis questionnaire

In order to investigate students' perceived language needs a questionnaire was

distributed to find answers to the following questions:

1. Are there any priorities in students' language needs?

2. What difficulties do students face while dealing with each of the four language

skills?

3.Dealing with the requirements of their content course, what sources do they

resort to?

Language skills students need

The first question of NA (needs analysis) questionnaire deals with types of skills

that students think they need in order to achieve their objectives. The participants

listed the four skills from the most to the least needed: reading (57%), writing

55%), listening (43%), and speaking (20%).

That reading comes first for the students is noteworthy from different

perspectives. First of all, mainstream English education in India aims primarily at

developing Indian students‘ reading ability and skills (Investigation of ELT

Quality in India). Interestingly, both macro-level national documents

(Investigation of ELT Quality in India) as well as independent researchers

(Hayati & Mashhadi, 2010) criticize.


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The inadequacy of the public sector in satisfactorily fulfilling this goal.

Therefore, students in this study feel they still need help and assistance in the

skill that the Indian national curriculum was supposed to develop. Secondly, the

fact that listening and speaking skills come last for the students might be

explained.. Since students‘ speaking and listening abilities are not included in the

exam, it is natural for the students to view them as less important. Thirdly, and in

a broader ESP argument, reading efficiently to keep abreast of developments in

one‘s professional field is viewed as the most basic need in university level EFL

(as opposed to ESL) (Tarnopolsky, 2009). This seems to suggest that ESP in

India shares some basic features with ESP in other EFL contexts.

Interviews

Semi-structured interviews were conducted with five lecturers of the Department

of Engineering to seek their views on the following:

1. Language needs of the Engineering students

2. Students' English language proficiency level

3. Students' familiarity with field-specific terminologies

4. Importance of translation abilities for engineering students

5.Students' degree of awareness concerning their English language needs on

professional platform

According to the instructors, students had plentiful English language needs,

especially in completing their term and final projects. Because content sources

were predominantly available in English, reading was viewed by all lecturers as

students' most primary language need. This, there is agreement between students

and teachers in this regard. Considering their perception of students' current

proficiency in English, the instructors called attention to heterogeneous language

levels in their classes. Most students were described as weak. This general

statement about English knowledge of Indian students has been the subject of

earlier investigation. For example, a SWOT analysis of junior high school

English programs in India was confirmed the serious weaknesses and threats

inherent in India‘s mainstream English education. Also, the heterogeneity of

students‘ English knowledge was described as a problem by the interviewees.

The reason for such diversity was that language learning at university level was

mostly left over to the students to learn either in private language schools or by


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self study. The interviewees also noted that most students who were good in

English did fairly well on content courses as well. The idea that final year

students were relatively more aware of their language needs was supported in all

interviews. The reasons pointed to where the need for English in completing final

projects and the significance of English during interview or on professional

platform. The interviewees confirmed that students need not be translators. They

asserted that translation assignments were to push students to at least leaf through

some outstanding books and articles. They also intended to ensure that students

read and understand indispensable texts. However, some lecturers who used

student-translated texts as teaching materials affirmed that students' translations

were sometimes more difficult to read than original texts.

Other than lack of resources in India, one other reason why the instructors

insisted on having students do translation could be traced in their educational

backgrounds. As stated by Brown (2000, p. 8) "your theory of teaching is your

theory of learning stood on its head". In the Indian educational system, English is

taught through the Grammar Translation Method. So it is not surprising to learn

that ESP courses taught by content specialists at University are dominated by

English-to-English activities. In view of the instructors, students‘ acquaintance

with Basic English had a positive influence on their acquisition of field specific

terminologies. They noted that students would gradually learn the most practical

terms and words used by their instructors. This could also be achieved through

collaboration with other students. This position is echoed in Mavor and Tryners'

definition of practice-based theory of learning in the concept of community of

practice (COP) taken from sociology. Quoting from Love and Wagner, Mavor

and Tryner (2001, p. 345) define COP as a group of people who have developed a

common sense of purpose, and a desire to share their knowledge because of

extensive collaborations and communications. Thus, it can be argued that there is

a sense of appreciating the role of COP in overcoming problems and difficulties

in the ESP context of the study. Entry to discourse of these communities required

being able to understand and participate in their conceptual universe, which at the

university was done by content course instructors who acted as what Mavor and

Trayner (2001) label living curriculum for the students. The instructors also noted

that the role of ESP/EAP courses was to facilitate this process as far as language

was concerned.


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IELTS reading comprehension tests

Having specified reading as the students' most needed language skill, it was

decided to design an EAP reading course as an attempt to help students improve

their academic performance. The entry level was determined by administrating

the reading section of a paper-based IELTS which would determine students‘

approximate reading proficiency level. The range between the highest and the

lowest score which showed how diverse students‘ reading proficiency level was.

Course rationale and content

This course is designed for Bachelor of Engineering students who wish to

improve their reading and writing skills as well as rest skill in English. It relies

on a learning-centered approach to ESP which is based on understanding the

process of language learning and acquisition of some strategies. It teaches the

basic reading strategies needed to read and comprehend various texts, books, and

journal articles of their field of study. The course seeks to enable participants to

recognize the strength and needs in reading in English and to give them

confidence to read more effectively to achieve their educational goals and after

that to work with more confident on professional level. It also seeks to develop

skills for independent learning. In order to address the question of balance

between GE and EAP occasioned by the low proficiency level of the students, the

course is offered in either first or second semesters; moving from less EAP to

ESP.

Complimentary pyramid syllabus design: from theory to practice

Considering students' entry level to the EAP course, first it is necessary that

students reach a minimum L2 threshold level. Therefore, a synthetic syllabus is

called for because it exposes low level students in this study to deliberately

limited sample of language. But with respect to course objectives which include

training learners who can read authentic texts for meaning using appropriate

strategies, an analytical syllabus is also needed. It is better, therefore, to opt for

neither an absolutely synthetic nor analytic syllabus type, but rather one located

at some point on the continuum between the two. Resorting to Complimentary

Pyramid Syllabus Design proposed by Spector-Cohen, Kirschner and Waxler

(2001) the proto syllabus designed for this course employs elements of both. To


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improve the proficiency of the language skills, to do so, the following elements

are taken into account in material development and classroom practice: word

attack strategies, effective dictionary use, and grammar-in-context activities,

scanning and skimming skills, emphasis on writing conventions, as well as

frequently used discourse markers. Next, students follow a syllabus, which

includes taking notes (Mind Maps in this study), paraphrasing, and exploring

linear (i.e. textual) and non-linear (i.e. visual) resources. Addressing the

principles of the spiral syllabus, writing email, report, letter etc. With assistance

from the EAP teacher, students work to arrive at an understanding of text

meaning and how it is produced. They also practice to improve their reading

speed.

Discussion and conclusion

This study set out to design an ESP course and material for BE students of

Engineering. The students' needs were analyzed through different instruments

and a context-specific ESP course was developed. The results of the study

contribute to a better understanding of ESP features in foreign language contexts.

The primacy of reading is highlighted not only in the Indian context in this study

but in different EFL contexts too. It might be argued that the same holds true in

second language contexts too, but the focus on reading in EFL contexts is usually

accompanied by deemphasizing equally important skills that are highly essential

for communicative purposes. This problem is reflected in Turkish (Eksi & Balci,

2012) and Russian (Zabotkina, 2002) contexts too. Also, changing the nature of

ESP classes and making translation a dominant feature and requirement in EFL

contexts seems to be an established practice of teachers. The institutionalization

of this practice leads to the assumption that ‗technical translation proficiency‘ is

the legitimate goal of ESP classes in India (Hatam & Shafiei, 2012). This

assumption is not confined to ESP in India, and has been reported in other EFL

contexts such as Taiwan (Tsao, Wei, & Fang, 2008) and Russia (Zabotkina,

2002). In a similar vein, Nababan (1993) discusses the particularities of ESP

material development in an EFL context and highlights the differences with

second language contexts. Related to the above argument is the low general

English proficiency level of students in EFL contexts. Low proficiency level of

ESP students in different contexts and its effects on how ESP classes are taught


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confirms Barnard and Zemach's (2003) fundamental argument that "If the

learner‘s proficiency level is very low, a great deal of course content will

probably be of a general English type with emphasis on survival situations" (in

Basturkmen, 2010, p. 3). This in turn leads to a more fundamental problem of

ESP classes in EFL contexts: it becomes extremely difficult to introduce and

apply communicative and task-based activities in such classes. Of course, it is not

intended to regard students' low proficiency as the only factor, as several other

factors contribute to the situation. It was exactly because of this situation that the

present study suggested an EFL context-specific ESP course that begins with

more general English and moves gradually toward ESP. The above arguments

can be contextualized and discussed in terms of the broader ESP literature.

Dudley-Evans and St. John‘s (1998) position on absolute and variable

characteristics seems to be influenced in particular ways by the features of ESP

classes in EFL contexts. It seems that the "specific needs of the learners, the

methodology and activities of the discipline and the focus of ESP courses"

(absolute characteristics) are all affected. Dudley-Evans and St. John‘s (1998)

sixth and seventh variable characteristics (i.e. "ESP is generally designed for

intermediate or advanced students‖ and "most ESP courses assume some basic

knowledge of the language system, but it can be used with beginners") can also

be discussed vis-à-vis the findings of this study and the features of ESP classes in

EFL contexts in general. The low English proficiency level of the learners in EFL

contexts seems to confirm the fact that these two characteristics are more likely to

be variable in these learning situations.

References

1) Atai, M.R. (2001). ESP curriculum development in India: an incoherent

educational experience. Proceedings of the first conference on issues in

English language teaching in India.

2) Basturkmen, H. (2010). Developing Courses in English for Specific Purposes.

3) Basingstoke, UK: Palgrave Macmillan. Boniadi, A., Ghojazadeh, M. &

Rahmatvand, N. (2013). Problems of English for Specific Purpose course for

medical students in India.

4) Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213–

238.


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Bhavika Patel 14

5) Dubin, F., & Olshtain, E. (1986). Course design. Cambridge: Cambridge

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6) Dudley-Evans, T. & St. John, M. (1998). Developments in English forspecific

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8) ESP Course Evaluation: Athens Institute for Education and Research.

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9) Lumpkin, A. (2008). Teachers as role models: Teaching character and moral

virtues. Journal of Physical Education, Recreation, and Dance, 79 (2), 45-49.

Mahdian, D. (2007).

10) Spector-Cohen, E., Kirschner, M. & Wexler, C. (2001). Designing EAP

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11) Suzani, M. S., Yarmohammadi, L. & Yamini, M. (2011). A critical review of

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