RELATED STUDIES

1. Akyel and Ozek (2010) investigated a language needs analysis research at an English

medium university in Turkey. A triangulation research method was implemented with

two different instruments: semi-structured interviews and questionnaires were used in this

study. Firstly, the participants of questionnaires were distributed to 2,328 students in the

1st, 2nd, 3rd and 4th years of 6 different departments of 5 undergraduate schools and 1

graduate school of the university, and with 125 lectures who were randomly selected

from different departments in those schools. Secondly, the participants for the semi-

structured interviews were also selected randomly. Fourteen university instructors

working at various faculties and institutions of the university, and 9 students at different

undergraduate and graduate schools participated to the interviews. The results of the

investigation indicated that the need for encouragement of the students to use effective

learning strategies in an English language education programme of the Prep school. For

this purpose, the programme needed to foreground the application of different strategies

and skills during the learning process, and the qualifications and competencies of the

instructors in the implementation of the necessary instruction. Furthermore, the results

indicated that there was no discrimination between teaching or testing in teaching

materials and methods. Another finding of the interviews indicated that the teaching

methods and materials should be process oriented. In addition, both the university

instructors and students pointed out that students should be given ample practice in

reading and writing for their academic studies. Also, students had great difficulties in

speaking English particularly during the first two years of undergraduate programmes.

2. Al-Bazzaz (1994) conducted a needs analysis study to investigate students’ low

achievement in English at the College of Business Studies. A questionnaire was

distributed to students and teachers. Interviews and observations were also conducted.

The results revealed English was used to communicate with non-native speakers of

Arabic in different areas involved with the business sector. The language knowledge

required to deal with the labor market was attainable, but it was not adequately covered in

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the English language courses taught to students of business. The study proposed a model

for course development.

3. Al-Busaidi (2003) conducted a needs analysis study to investigate the academic needs of

EFL learners at Sultan Qaboos University (SQU) in the Sultanate of Oman. Methods

included interviews, e-mail dialogues, and a questionnaire. The participants included

college and language program faculty members as well as undergraduate students at

SQU. The study aimed to identify program practices that were most effective in meeting

the learners’ needs. The results showed that the students generally had mixed perceptions

of the intensive program. This was partly due to the heterogeneity of the sample and

sampling techniques. However, the inconsistency of some student responses was

compensated for by qualitative data and faculty response data. One important finding was

that participants realized the importance of the intensive program as a means for

academic preparation. However, the data pointed out some major gaps in the intensive

program’s curriculum. One of the main problems was the lack of integration between

language and college courses. In addition, academic skills did not seem to receive enough

coverage in the language program, negatively affecting learners’ readiness for academic

study. Suggestions to make the intensive program more effective and responsive to

learners’ needs included a hybrid content-based curriculum model to integrate language

and college courses. The model designed a core language course based on the content of

introductory college courses. It also included an academic skills course to make academic

skill instruction more effective. Al-Busaidi also proposed that a credit-bearing university

course be offered in the intensive program. Finally, Al-Busaidi suggested that more

cooperation was needed between the Language Center and college teachers in order to

raise awareness about learners’ needs.

4. Al-Gorashi (1988) investigated the English language needs for military cadets in Saudi

Arabia as perceived by junior officers. Data were collected from 212 questionnaires

distributed to officers representing different branches in the military to investigate the

role of the English language in different activities required by their jobs and the kind of

English language preparation that they undertake. The results showed that the English

language plays an important role depending on the nature of each military branch. Some

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branches considered certain language skills important and others did not. The overall

assessment considered reading and listening as the most important required skills. The

result also indicated that the English language preparation that the officers received was

poor. The study concluded that the language preparation does not meet the English

language knowledge that the officers’ jobs required.

5. Almulhim (2001) investigated English language needs of Saudi employees in 101

companies representing different business sectors in the eastern providence of Saudi

Arabia. The investigation measured the level of English proficiency required in the four

skills. A questionnaire was distributed to different companies and filled out by 308

employees and managers. The results revealed that the English language knowledge is

required for employment in most companies and that the level of proficiency varies

among different companies. In regard to language skills, managers and employees rated

listening as the most important skill followed by speaking, reading, and writing

respectively. The study concluded that though the English language is needed in the

private sector, an intermediate level of proficiency is generally sufficient to conduct the

job.

6. Boonyodom (2005) identified the needs of English language use and problems of office

workers at a Thai Company. The researcher investigated which English skills and sub-

skills the officer workers need most, the problems that office workers encounter while

using English in their job, and their attitudes toward the English training courses. The

participants of the study were 100 office workers of Lohakij Rung Chareon Co., Ltd.

Questionnaires were employed for collecting data. The study indicated that the majority

of office workers believed that English was moderately important for their present job. In

addition, reading skills were the most needed skills for them and frequently used in their

routine job. On the other hand, speaking was the biggest problem, followed by listening

and writing skills, respectively. Moreover, all respondents were interested in attending

English training courses provided by the company because the training courses would

help them to improve their English and communication skills and apply these skills to

their work.

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7. Bosher (2002) conducted a needs analysis study to determine why many ESL students

enrolled in a nursing program were not succeeding academically. Interviews,

observations, and questionnaires were used to gather information about the objective

needs of students. The findings indicated that communicating with clients and colleagues

in the clinical setting was perceived as the greatest difficulty. Based on the needs

analysis, a course on Speaking and Listening in a Health-Care Setting was developed to

respond to what was identified as students’ area of greatest difficulty. The content of the

course was divided into four units: assertiveness skills, therapeutic communication,

information-gathering techniques, and the role of culture in health-care communication.

A variety of methods and materials drawn primarily from sources for developing health-

care communication skills was used to develop the curriculum.

8. Charoenpitakchai (2005) explored a study of Chinese language needs of Mathayom 5

students in Bangkok. The purpose of this study was to investigate the language that Thai

students in Mathayom 5 needed to learn most, examine the skills which was most needed

and determine the preferences of learning Chinese language through teaching style. Data

was collected by using a questionnaire given to 175 students who were studying at

Mathayom 5 from a government school in the Pathumwan district, and from a private

school in the Thonburi district. The findings showed that most students needed to learn

Chinese in the future and believed that Chinese language (Mandarin) was important for

their business or careers in future. They tended to need speaking and listening skills more

than reading and writing skills. According to teaching style, most of the students

preferred to learn Chinese language (Mandarin) with both Chinese and Thai teachers

because they could practice learning proper accent and pronunciation with native

speakers and discuss grammar if they could not understand in some points.

9. Cowling (2007) described the needs analysis stage in the development of a set of English

language materials for an intensive course at a large Japanese company (Mitsubishi

Heavy Industries). The requirement was for a business English communication course to

run for three days, three times a year, over a period of three years, which setting an

intensive course package for its 1-3 year employees. A multiple sources/methods

approach and a triangulation of findings were instruments for this study. The results of

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this study showed that the intensive syllabus was required to do four things: 1) provide

nine areas of study (one area for each intensive course) that would be helpful to the

students in their working lives. 2) provide a communicative course where students could

adapt their current general English knowledge into business situations. 3) provide a

course that took into consideration cultural issues when communicating with foreign

businesspeople. 4) provide realistic (authentic) examples of language. From this study,

needs analysis set out to fulfill the conditions laid out by the clients as well as to provide

English training for the students which would be useful for their business workings.

10. Eggly (1999) conducted a needs analysis to investigate the relationship between English

language proficiency and medical residency success in the United States. Twenty

International internal medicine residents at Wayne State University in Michigan were

first evaluated for English ability by the Test of English for International

Communication. Then, a questionnaire was administered for these students. Although the

participants scored high grades in the Test of English for International Communication,

language skills were identified in the questionnaires as the primary weakness. The

findings indicate that medical knowledge was not linked to English ability. The study

concluded that a training course in English for medical purposes was recommended.

11. Jafre-Bin-Zainol-Abidin (1992) investigated English language needs for business

purposes in Malaysia for science graduates. A questionnaire was distributed to the

science students at the University of Malaysia and another questionnaire was distributed

to personnel managers and employees in different companies in Malaysia. The

participants ranked the use of English and the important of each language skill. The

findings indicated that students ranked reading as the most important skill, while

employees ranked each skill differently based on the nature of their jobs. However, all

skills were needed to perform basic tasks. The study recommended that 1) university

courses should consider students’ needs, 2) reading skills should be emphasized more in

the academic environment, 3) students should participate in the identification of study

texts, 4) teachers should pay close attention to individual needs, 5) only senior students

should take a course in ESP because students in earlier stages need to focus on the basic

four skills.

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12. Khemateerakul (1996) conducted a research on “needs analysis as a basis for the

Intensive English Course of the International Program at Bangkok University”. The

purposes were to investigate students’ needs and problems in using English in the

International Program of Bangkok University, and to examine students’ wants regarding

English Skills to be emphasized in the Intensive English course of the International

Program and other factors which include time, instruction, class size and evaluation. This

study was conducted using questionnaires which were administered to three groups of

respondents: the first group consisted of first year students, the second group of second

and third year students, and the third group of instructors of the International Program. It

was found that according to their needs with regards to English language skills, all

respondents perceived all skills as urgent needs which listening was needed most. The

order was listening, reading, writing, and speaking. All English skills were perceived as

moderate problems by students while writing and speaking skills were perceived as

students’ greatest problems by instructors. Both students and instructors wanted the

listening skill to be emphasized in the intensive English course.

13. Kittidhaworn (2002) investigated the English language needs of 182 second-year

undergraduate engineering students in a public university in Thailand. A two-part

questionnaire was constructed. The first part of the questionnaire asked for demographic

data: gender, specialty, years of studying English in the school, and English proficiency

in Listening, Speaking, Reading and Writing skills. The second part dealt with 45 items

of English-language needs in four major areas: Language Structures, Rhetorical

Categories, Language Functions, & Language Skills (Listening, Speaking, Reading and

Writing). The findings of the study indicated that the majority of Thai engineering

students have equal perceived English language needs in all four major areas, with all

rated as moderately important or very important to learn in their program in engineering.

The findings also revealed that perceived English language needs did not vary widely by

demographic variables.

14. Li So-mui and Mead (2000) investigated the workplace English needs of textile and

clothing merchandisers who were involved in frequent communication in the

international marketplace. Questionnaire surveys, telephone interviews, analysis of

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authentic correspondence and visits to the workplace were used as instruments for this

study. The subjects of the study were 360 participants who graduated from two Hong

Kong institutions and had been working as merchandisers for at least one year. The

findings showed that English language was the international language of business which

was used by the Hong Kong merchandisers in their communications. Participants used

written English most of time while they rarely used spoken English in the workplace.

Then, faxes were rated as the most common channel of communication, followed closely

by the telephone for this study. As a result, the detailed investigation into the use of

English in the workplace of textile and clothing merchandisers had enabled the course

designers and the developers of teaching and learning materials to provide more

specifically focused English courses.

15. Lombardo (1988) surveyed 200 students in the School of Economics to investigate

students’ perceived needs and attitudes about learning English as a second language. The

results showed that students were motivated to learn English to have a better chance to

get a job. Technical terminology was the major problem in reading. Understanding oral

reports and participating in meeting were the most activities needed to succeed in their

field. In regard to the importance of the four language skills, listening skills were the

most important followed by speaking, reading, and writing.

16. Panrattana Chenaksara (2005) conducted a research on “Needs Analysis for English

communication skills of Thai Airways International Cabin Crew.” The study explored the

English communication skills problems of Thai Airways International cabin crew and

analyzed the English training needs for English communication skills improvement. The

respondents were 330 cabin crews. The results showed that listening and speaking skills

were perceived as their problem. The major course of the listening problem was accent,

especially Australian and Indian accents. English being a second language of the cabin

crew was the main cause of the speaking problem. Cabin crew need English training

courses every 6 months for 3 consecutive days. The class size should be 7-12 trainees.

17. Prapasiri Srisitanon (2009) studied intercultural communication problems of Thai

employees at Precious Public Company Limited. The objectives of the study were to

identify what problems Thai employees in the organization encounter, to explore the 7

cause fo the problems and the attitude of Thai staff towards their foreign colleagues and

to measure the effectiveness of communication in the company. The respondents were

100 Thai employees. The results indicated that language skill ranked as the major

problem faced by Thai employees. The skills that they thought were the biggest obstacles

were writing, followed by reading. Speaking and listening, when they communicated

with their foreign colleagues. The cause of the problem was the inability to use correct

grammar, technical words, idiomatic expressions, slang and unfamiliarity with

pronunciation.

18. Ratanavichak (1996) did a study on “development of listening and speaking activities

based on eclectic approach in a course in business English for hotels”. The purposes of

this research were to develop listening and speaking activities based on an eclectic

approach in course in business English for Hotels and to investigate listening and

speaking achievement. Population consisted of 2 groups: expert English teachers and 23

students of first year diploma level in a course in Business English for Hotels, at Khon

Kaen Vocational College, Muang District, Khon Kean Province during the academic year

1996. Research instrument was ten listening and speaking activities based on an eclectic

approach, an evaluation form and a listening and speaking achievement test. Population

was taught with listening-speaking activities based on the eclectic approach for 5 weeks.

The effectiveness of the activities was evaluated after with each plan. The English

listening and speaking achievement test was evaluated after teaching with all plans. The

data were analyzed by mean, standard deviations and percentage. The results were as

follows: All listening and speaking activities were effective. The mean scores of the

students and the experts’ opinion on all activities surpassed 2.5. The English listening and

speaking achievement score of the students taught through listening activities based on

the eclectic approach was 66.83 percent which passed the criteria of 60 percent.

19. Rattanapinyowong (1988) conducted a needs analysis study among medical students in

Mahidol University in Bangkok. Data were collected from 351 questionnaires distributed

to medical, nursing, and related fields’ students. Interviews with teachers in different

University departments were analyzed to identify the English language academic needs

of these students. The findings indicated that fewer academic needs were expressed than

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expected. The participants emphasized the need for English courses designed for specific

medical professions.

20. Rithichai (1999) examined the English skills most needed by MBA/MBE students

(Special Programmes), at the National Institute of Development Administration; the

students‟ needs for English Training course. The subjects for this study were 223

students which consist of 119 MBA students who were studying in Class 7 and Class 8,

and 104 MBE students who were studying in Class 10 and Class 11. The instrument used

was a questionnaire. The finding showed that most participants agreed that English was

important for their job and perceived English skills as a key factor in performing their

tasks and their career advancement. They faced problems with speaking skills most,

followed by listening, writing, and reading, respectively. They also were interested in

attending an English training course because it would help them perform their job

successfully and would enable them to get ahead in their career.

21. Saravadee Sangsook (2007) studied the needs of employees for English communication

in their carriers at Bangkok Produce Merchandising Public Company Limited. The study

focused on English skills that the employees would like to improve in order to create a

definite plan for their English communication development in the future. The respondents

were 125 employees from 4 departments. The results showed that most respondents need

English communication in their careers. Speaking was the most necessary skill in their

careers. Most respondents would like to improve speaking skill at the highest degree and

they agreed that training can help them improve English communication.

22. Seferoglu (2001) conducted a needs analysis study focusing on Turkish government

sponsored students who were studying towards masters or doctoral degrees in the US and

students who were being prepared in a language program in Ankara, Turkey in order to

come to the US to continue their graduate studies. The purpose of this study was to gather

information about the language needs as perceived by these students and to explore the

extent to which classroom instruction in the language program in Turkey responded to

these needs. Data were collected from a questionnaires distributed to 309 graduate

Turkish students studying in various American universities and 21 students attending the

language program in Turkey. The questionnaire asked students in both groups to rank the 9

importance of the English language in academic life, TOEFL preparation, and daily

activities. The majority of the respondents at American universities believed that their

academic needs in learning English were far more important than their everyday needs.

The majority of respondents from the language program in Turkey agreed. However,

when students in the English language program were interviewed, they revealed a need

more pressing than either academic or everyday English. Their immediate need was to

score 500 or more on the TOEFL exam.

23. Shi (2001) developed an English course for junior medical students in the first part of

their clinical training at the University of British Columbia. Transcripts of video and

audiotapes of six 1-hour sessions of ward teaching were analyzed to investigate the

cognitive demands placed on students as they participated in making diagnostic

hypotheses with experienced doctors. The aim was to identify the linguistic skills

students needed in order to achieve various cognitive learning objectives. These included

the skills of using appropriate every day and technical terms to translate information from

doctor-patient to doctor-doctor discourse. In the course that was developed, video

sequences were used along with carefully designed teaching tasks to raise students’

awareness of some of the cognitive and linguistic features of the discourse and to

improve students’ performance through practice. The findings indicated that authentic

data from student performance can be exploited to construct a tightly focused curriculum

addressing students’ needs.

24. Suwanla-Ong (1999) investigated a needs analysis of English language use and language

problems of DPST (The Development and Promotion of Science and Technology

Talented Project) students who were studying abroad in an academic environment. The

instrument used in collecting data was a questionnaire. The participants consisted of 22

DPST postgraduate students, studying for Master‟s and Doctoral degrees in universities

or colleges in England and the United States of America. The results showed that reading

and listening skills were more often used and considered more important than speaking

and writing skills for both students who studied in the UK and the USA. Listening skills

were used with friends most, followed by use of tapes and video, while speaking skills

were usually used with friends and for oral presentations. Participants read textbooks

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most for reading skills and wrote their assignment and projects for writing skills.

Regarding language problems, both students in the UK and the USA had the same

problems with each skill except writing. The main problem of listening skills were

speaking fast and speaking with different accents by native and non-native English

speakers, and knowing few vocabulary and technical words. Then, incorrect

pronunciation, incorrect grammatical usage, vocabulary shortage, and lack of confidence

were the problems with speaking skills. Concerning reading problems, students read

slowly, and had a shortage of vocabulary words including technical words. Finally,

writing skills, the main problem was poor grammar usage. The USA students experienced

a lack of knowledge of forms or patterns to write some documents, and a lack of

knowledge of how to write those documents appropriately. On the other hand, The UK

students experienced the problem of a shortage of vocabulary.

The findings of this study was useful for the DPST project supervisor to prepare

the students to improve English, which was essential for studying abroad. The findings of

the needs analysis in Thailand can be divided into two categories; 1) the academic

English and Chinese language needs, and 2) the workplace English language needs. For

the academic English and Chinese language needs, the similarity is that listening skills

were the necessary skills according to the findings of Sawanla-Ong (1999) and

Charoenpitakchai (2005). Reading and listening skills were seen as the most needed skills

according to the findings of Suwanla-Ong (1999), while speaking and listening skills

were the most needed skills according to the findings of Charoenpitakchai (2005). On the

other hand, for the workplace English language needs, speaking skills were viewed as the

most important skills in the findings of both Rithichai (1999), and Boonyodom (2005).

25. Tajino, James and Kijima (2005) analysed beyond needs analysis: soft systems

methodology for meaningful collaboration in EAP course design. The initial focus of

needs analysis was syllabus specification. According to Hamp-Lyons (2001), EAP

(English for Academic Purposes) begins with the learner and the situation, whereas

general English begins with the language, A good starting point for an EAP course is an

understanding of students‟ needs. The researcher discussed the use of soft systems

methodology (SSM), an action research methodology primarily used in a business

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context, as a way to accommodate disparate elements within a decision-making process

as it might apply to EAP course design. The results indicated that designing an EAP

course was a complex process. While accepting the claim that an analysis of students’

needs is essential, reality suggests that a diversity of views and perspectives in order to

achieve maximum support and cooperation from factors involved with the course are

considered.

References

1. Akyel, A.S. & Ozek, Y. (2010). A language needs analysis research at an English

medium university in Turkey. Procedia Social and Behavioral Sciences, 2, 969-975.

2. Albazzaz, A. A. (1994). The students’ low achievement in business English at the

College of Business Studies in Kuwait: An analysis of the students’ educational and

occupational language requirements., University of Sussex (United Kingdom), England.

3. Al-Busaidi, S. S. (2003). Academic needs of EFL learners in the intensive English

language program at Sultan Qaboos University in the Sultanate of Oman. University of

Illinois at Urbana-Champaign, United States -- Illinois.

4. Al-Gorashi, A. K. (1988). The English communication needs of military cadets in Saudi

Arabia as perceived by junior officers in the Saudi Army and air difference. Unpublished

Ph.D. dissertation, Indiana University.

5. Almulhim, A. M. (2001). An English language needs assessment of Saudi college-of-

technology students with respect to a number of business sectors in Saudi Arabia., The

University of Mississippi, United States -- Mississippi.

6. Boonyodom, V. (2005). Needs analysis of English language use of office workers at a

Thai company. Unpublished Master’s Thesis, The National Institute of Development

Administration, Bangkok, Thailand.

12

7. Bosher, S., & Smalkoski, K. (2002). From needs analysis to curriculum development:

Designing a course in health-care communication for immigrant students in the USA.

English for Specific Purposes, 21(1), 59-79.

8. Charoenpitakchai, S. (2005). A study of language needs of Mathayom 5 students in

Bangkok. Unpublished Master’s Thesis, The National Institute of Development

Administration, Bangkok, Thailand.

9. Cowling, J.D. (2007). Needs analysis: Planning a syllabus of a series of intensive

workplace courses at a leading Japanese company. English for Specific Purposes, 26,

426-442.

10. Eggly, S., Musial, J., & Smulowitz, J. (1999). The relationship between English language

proficiency and success as a medical resident. English for Specific Purposes, 18(2), 201-

208.

11. Khemateerakul, B. 1996. Needs Analysis as a Basis for the Improvement of the Intensive

English Course of the International Program at Bangkok University. Bangkok:

M.A.Thesis, Mahidol University.

12. Kittidhaworn, P. (2001). An assessment of the English-language needs of second-year

Thai undergraduate engineering students in a Thai public university in Thailand in

relation to the second-year EAP program in engineering. West Virginia University,

United States - West Virginia.

13. Li So-Mui, F. & Mead, K. (2000). An analysis of English in the workplace: The

communication needs of textile and clothing merchandisers. English for Specific

Purposes, 19, 351-368.

14. Lombardo, L. (1988). Language learners’ needs, interests and motivation: A survey of

EFL students in an italian economics faculty (No. ED304006).

15. Ratanavichak, V. 1996. Development of Listening and Speaking Activities Based on

Electric Approach in a Course in Business English for Hotel. M.Ed. Thesis,

Srinakharinwirot University.

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16. Rattanapinyowong, W., Vajanabukka, R., & Rungruangsri, P. (1988). A study of the

academic English needs of medical students. pasaa, 18(1), 32-39.

17. Rithichai, W. (1999). A study of English language needs of MBA/MBE students (special

programs) at NIDA. Unpublished Master’s Thesis, The National Institute of

Development Administration, Bangkok, Thailand.

18. Seferoglu, G. (2001). English skills needed for graduate study in the US: multiple

perspectives. iral, 39(2), 161-170.

19. Shi, L., Corcos, R., & Storey, A. (2001). Using student performance data to develop an

English course for clinical training.

20. Suwanla-Ong, N. (1999). English language use and language problems of Thai

postgraduate students in foreign countries. Unpublished Master’s Thesis, The National

Institute of Development Administration, Bangkok, Thailand.

21. Tajino, A, James, R. & Kijima, K (2005). Beyond needs analysis: Soft systems

methodology for meaningful collaboration in EAP course design. Journal of English for

Academic Purposes, 4, 27-42.

22. Jafre-Bin-Zainol-Abidin, M. (1992). The English language needs of students at the

science university of malaysia (MALAYSIA). Keele University (United Kingdom),

England.

23. Saravadee Sangsook (2007). Needs of employees for English communication in careers

at Bangkok Produce Merchandising Public Company Limited. Unpublished master’s

research paper, Thammasat University, Language Institute, English for careers.

24. Prapasiri Srisitanon. (2009). Intercultural communication problems of Thai employees of

Precious Shipping Pubilc Company Limited (PSL). Unpublished master’s research paper,

Thammasat University, Language Institute, English for careers.

25. Panrattana Chenaksara. (2005). Needs analysis of English communication skills of Thai

Airways International cabin crew. Unpublished master’s research paper, Kasetsart

University, Faculty of Humanities.

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