THAI NGUYEN UNIVERSITY THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES EDUCATION SONEPHET KEODUANGSAVAHT MASTER THESIS A Needs-Based Evaluation of ESP Materials Used in the Bachelor Program of Applied Linguistics at LPDR University Đánh giá tài liệu tiếng Anh chun ngành chương trình cử nhân Ngơn ngữ học ứng dụng trường đại học nước CHDCND Lào: Nhìn từ góc độ sinh viên Specialty: Theories and Methodologies in Teaching English as a Foreign Language Code: 62140111 Thai Nguyen, April 2022 THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES EDUCATION MASTER THESIS A Needs-Based Evaluation of ESP Materials Used in the Bachelor Program of Applied Linguistics at LPDR University Đánh giá tài liệu tiếng Anh chuyên ngành chương trình cử nhân Ngơn ngữ học ứng dụng trường đại học nước CHDCND Lào: Nhìn từ góc độ sinh viên Specialty: Theoretical and Methodology in Teaching English as a Foreign Language Code: 62140111 Học viên thực hiện: SONEPHET KEODUANGSAVAHT Lớp: Lý luận phương pháp giảng dạy học mơn tiếng Anh Niên khóa: 2020 - 2022 Cán hướng dẫn: TS Nguyễn Thị Hồng Minh Thai Nguyen, April 2022 ACKNOWLEDGMENTS First of all, I would like to express my sincere thanks to the Strengthening Higher Education Project, SSHEP Project under the Department of Higher Education, Ministry of Education and Sports, Savannakhet University in Laos for supporting me to continue my MA degree in Thai Nguyen University in Vietnam Secondly, I would also like to extend my gratitude to acknowledge the valuable guidance from my amazing advisors, Dr Nguyễn Thị Hồng Minh who have patiently guided and polished my thesis Her valued feedback, critical expertise, and encouragement carried me through the effort of writing this thesis My deepest thanks also go to the entire lectures at the English Language Program of the Postgraduate Program University of Thai Nguyen My deepest gratitude goes to my family who always supported and motivated me and thanks to my lovely colleague at Savannakhet University who collected the data for my thesis I also extend my special thanks to my classmates, for the whole assistance, happiness, and loyalty Thanks to the unmentioned ones who have helped me to finish this thesis ABSTRACT This study explores the student’s perception of the ESP materials used at Savannakhet University In terms of collecting data, questionnaires were carried out with 100 students the result showed that the majority of the participants were female (62%) between 20 – and 25 years old They were studying in the third year (56%) and have been studying English for more than four years (59%) In general, the student's dissatisfied current ESP textbook which includes general appearance, exercise, variety of activities, vocabulary, grammar, and material availability The students needed an attractive cover page, the layout design and objective should be more impressive and relate to the student’s needs The content should provide specialized vocabulary, communication skill, and presentation skill, the number of exercises in each unit is not available and need more outside class activity Furthermore, the finding shows they need some important textbook that can be useful in their future workplace They needed materials that provide different types of speaking activities, especially presentation skills The textbook should cover specialized and appropriate vocabulary items and grammatical structure and access to the textbook easily For the proposed change, the data showed that the new ESP materials cover a variety of topics in terms of business, banking, meeting, working in the office, and the tourism industry Textbooks allow students a chance to real projects and practice speaking both inside and outside class The textbook provided good writing and reading skills activities to the learners The content, exercises, and activities were appropriate and effective The participants strongly agree to learn writing and speak with professionals in a real situation Not only writing and speaking skills but also listening and reading skills They also need to learn and practice reading articles in professional journals, and reading specializes in order Generally, the participants were satisfied with the new ESP materials They strongly agree with the exercises and activities provide in the new materials The exercises and activities were relevant, effective, and practical to the learners, and the topics to learn were appropriate and effective In other words, language skills were appropriate and meet the student’s needs, and the general appearance of the textbook was relevant and attractive to the learners Key words: ESP, EAP material, material evaluation, ESP textbook evaluation TABLE OF CONTENT CONTENT OF FIGURE Figure 1: Needs analysis of ESP materials Figure 2: CIPP Model for Curriculum Evaluation (Stafflebeam, 1993) Figure 3: Factor Effecting ESP Course Design Figure 4: A Material Design model Figure 5: Materials Evaluation Process (Hutchinso&Water (1987) LIST OF TABLES Table 4.1.1: Descriptive statistics of participants in the evaluation of the general appearance of the ESP materials: Table 4.1.2: Descriptive statistics in the evaluation of the layout and design of the ESP materials: Table 4.1.3: Descriptive statistics in evaluation objective, content, exercise, and activity of the ESP materials: Table 4.1.4: Descriptive statistics in the evaluation of language skills provided by the materials: Table 4.1.5: Descriptive statistics in the evaluation of vocabulary - grammar and materials availability of ESP materials: Table 4.2.1: Descriptive statistics of student’s needs for ESP materials: Table 4.2.1 Descriptive statistics of the topic which students need to learn the most in new ESP materials: Table 4.3.1: Descriptive statistic of student’s perception for proposed change on new ESP materials: CHAPTER I INTRODUCTION 1.1 Rationale of study English for a specific purpose is designed for a particular group of people with specific needs in particular contexts and entails teaching language, discourse, and relevant communication skills by incorporating topics and underlying methodology of the target discipline or profession (Maryam Azarnoosh, 2018) According to Amirian & Tavakoli (2009), ESP is viewed as a cover term for teaching and learning English for multiple specific purposes: EAP, EOP, and others Similarly, Silva (2002) mentioned that ESP express learners’ specific purpose in learning a second language and it is a response to learners’ requirements and the acquisition of language related to communication outside the classroom, especially in their studies and future professions It examines the tasks that students require to perform professionally in English (Hadi Salehi, 2015) In Laos, like in many other countries, English has become the language of a lot of academic textbooks, and this has caused ESP courses to include the curriculum as a necessary course in the universities Even though ESP courses have become more comprehensive recently, and growing demand for communicating through English for Specific Purposes, ESP courses are still limited to learning specific words, grammar points, and translating text, which basically disregards learners’ interests and needs and often leads to low motivation and then poor performance later their future profession Moreover, with the advent of globalization, students must be able to listen, read and present English information orally and in writing in the field of their studies Despite the academic effort to strengthen the students’ language proficiency in their special fields these students still show poor performance when they use English in their profession A reason for this can be the use of unsuitable material on the part of the teachers However, it is difficult to know what is important in choosing an English textbook but administrators and institutes not usually carry out a systematic textbook evaluation to inform teachers of the optimal choice It is necessary to evaluate curricula as an important operation of curriculum development to make better decisions in the process of curriculum development Curriculum evaluation is the decision-making process about the effectiveness of a curriculum the last and complementary operation of the curriculum development process and evaluation presents the accession level of the target determined (Mecit Aslan, 2017) Curriculum evaluation refers to the process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can It refers to the full range of information gathered in the school district to evaluate (make judgments about) student learning and program effectiveness in each content area (Tyler, 1949) The present study is an attempt to evaluate English for specific purpose (ESP) materials used in the bachelor's program of applied linguistics at Savannakhet University in Laos It is necessary and important to evaluate the curriculum to provide the basis for curriculum policy decisions and feedback on continuous curriculum adjustments and processes of curriculum implementation Another goal of curriculum evaluation is to ensure that the curriculum is effective in promoting improved quality of students learning In the present day, there are some ESP Materials used in the bachelor's program of applied linguistics at Savannakhet University for instance English for commerce, English for business, English for Tourism – Hospitality, and English for a successful meeting It is to say that, this ESP material provided great appropriate activities in terms of presentation, group discussion, joining or organizing meetings, debating, and giving information about company profiles, tourism, and hospitality On the other hand, the course also focuses on grammatical structure, lexis, register, study skills, discourse, and genre The materials have provided the opportunity to discuss, write, and analyze manipulate language salient structures and vocabulary By the end of the course, students will gain many different skills and knowledge However, it could be seen that the ESP material used currently in the bachelor's program of applied linguistics at Savannakhet University was not specific to the need, interests, and demands of the learners because the materials were created by non–native English speakers who not have much experience in designing the materials or curriculums Therefore, those ESP materials were not suitable for the current situation and/or society The content of the ESP textbook was too general, the activities were not appropriate to the topic given Large numbers of the students were not practical and master the course Some of them had to retake the course in the third semester This is to say that English textbooks were the most important materials for students To elaborate on the learning process of the English language, it was necessary to analyze the language contents, skills, related activities, and their sequence in English textbooks As the communicative approach had become the most favorable approach in the language learning process, but still a lack of studies on using communicative approaches in designing English language textbooks and to what extent it guides in designing curriculum content It was important to develop relevant materials for target learners and evaluate the quality of the materials, design up-to-date material and support the students’ needs 1.2 Aims and Objectives The study aims to (i) identify strengths and weaknesses of the currently ESP materials used in the bachelor's program of Applied Linguistics at Savannakhet University; (ii) analyze students’ needs in ESP materials used in the bachelor program of Applied Linguistics; (iii) proposing changes in the new ESP materials and (iv) analyzing students’ feedback on the propose changes 1.3 Scope of study The study was conducted at Savannakhet University (SKU), in Laos in the academic year 2021-2022 There was an examination of ESP materials used in the bachelor's program of applied linguistics at Savannakhet University in Laos In the present day, there were five ESP courses used at Savannakhet universities such as English for Business, English for Commerce, English for Tourism and Hospitality, English for Successful meetings, and English for negotiation However, in this study researchers were focused on only two courses, instance, English for commerce and English for tourism and hospitality The evaluation of materials was discussed from the perspectives of students at the Department of English, Faculty of Linguistics and Humanities, Savannakhet University It was highly significant to state that this study assesses the effectiveness of the textbook based on eight main criteria: the physical appearance and format of the textbook, objective, content, exercises, activities, the four skills, vocabulary, and grammar structure 1.4 Research questions The study seeks to answer the following questions: (i) To what extent are ESP materials currently Used in the Bachelor Program of Applied (ii) Linguistics at Savannakhet University reflect students’ needs? What adaptations are needed in ESP materials used in the Bachelor Program of Applied Linguistics at Savannakhet University? (iii) What are students’ viewpoints on the proposed changes in the ESP materials used in the bachelor's program in Applied Linguistics? 1.5 Significance of the study This research was mainly discussed on evaluation of English for specific purpose (ESP) materials used in the bachelor program of applied linguistics at Savannakhet University in Laos: student’s perspectives The research outcome and recommendations resulting from this thesis were to help Lao tertiary English teachers enhance English teaching efficacy in the following areas: English for commerce, English for business, English for tourism – hospitality, English for successful meetings, etc It may help them to identify and provide the potential for Lao English teachers to improve their teaching strategies to improve students’ communicative competency in ESP Moreover, insights gained from this research may improve students’ experiences and knowledge from the ESP class and apply it to work in the future, especially for the students who prefer to work in the tourism industry, commercial and other companies Administrators (Savannakhet University) used the benefit of this research to prescribe the policy and design up-to-date ESP materials for students On the other hand, the result of the study also shows the strengths and weaknesses of current ESP material to the curriculum designers or developers After that, they could design and developed the ESP material according to the students' needs and also helped them to prescribe the contents and exercises which appropriate to the students Lastly, it may be the resource of reference for the researchers, curriculum designers, and writers in developing their work in the future However, there was another important reason for materials evaluation The reason was possible to identify the potential effectiveness of language theories that were embedded in the materials for different purposes such as selecting the materials appropriately and developing them effectively 1.6 Definition of Terms There were some key terms included in this research To give more insight to the reader and avoid misunderstanding and ambiguity toward the terms and misconception of the ideas used in this research, the key terms were described as follow: ESP is an approach to language teaching in which all decisions as to content and method are based on the learners’ reason for learning (Hutchinson & Waters, 1987) 10 APPENDIX 1: Questionnaire Instruction: Here are questions about your opinion about the current ESP materials used in the bachelor's program of applied linguistics at Savannakhet University in Laos We expect your willingness to answer the questions below honestly Please kindly take your time to answer the questions It should take 15-20 minutes to complete the questions You need to fill in the personal information about yourself Your identity will not be disclosed to others Only the researcher investigator will have access to raw data Your answers will not be identifiable to you personally; all data will be aggregated The questionnaire consists of three main points: personal information, students’ feedback on ESP materials used, and students' need for new ESP materials Please give a mark () to the relevant choice for each question Part I: Personal information Gender:  male  female Age:  between 18 – 20  between 20 – 25 School year:  year II  year III  more than 25  year IV Part II: Students’ point of view on current ESP materials Directions: A score for each item Between and as: (A) strongly agree - 5, (B) agree - (C) moderate - (D) disagree – (E) strongly disagree – No A Criteria for evaluating ESP materials General appearance The outside cover is attractive The font size used in the book is appropriate The titles and subheading titles are written clearly and appropriately B Layout and design Students’ point of view on the currently ESP materials used There is a variety of designs to achieve the impression There is consistency in the use of titles, icons, labels, italics, etc 60 Strongly agree Agree Moderate Disagree Strongly disagree The textbook includes a detailed overview of the functions and structures that will be taught in each unit The textbook has a detailed table of contents C Book objectives 10 The objectives are related to the students' needs The objectives help the students to choose the right aids in learning ESP The textbook raises students' interest in further English language study D Book Content 13 The content of the book provides the necessary specialized vocabulary and communication skills The content of the book meets student’s need for specialized knowledge and presentation skill The content of the textbook is interesting, motivating, and up to date E Exercises 11 12 14 15 16 F The exercises in the textbook are relevant to the students’ interests The textbook provides a variety of meaningful exercises to practice language skills The exercises allow students to practice more than teachers and allow students to use English outside the school The materials suggest a variety of activities (pair work, whole class, group work, etc) 19 Activities provided in the textbook are interesting, relevant, and effectiveness The textbook provides outside class activities The textbook provides a variety of activities G The four language skills 17 18 20 21 22 The reading tasks are appropriate for improving students’ reading skills Reading activities can motivate learners to become effective readers The writing tasks are appropriate for improving students’ writing skills 61 23 24 The writing tasks are suitable in terms of accuracy The materials offer a great range of listening texts 27 Textbook activities can help students acquire a range of listening skills The speaking tasks are appropriate for improving students’ speaking skills There are adequate materials for spoken English (e.g dialogues, role-plays, etc) H Vocabulary and grammatical 25 26 31 The vocabulary items are appropriate for the student's level The main grammar items the textbook covers are appropriate for the student's level The grammatical structures are presented inductively The materials for teaching grammar, vocabulary, and pronunciation are graded appropriately I Materials availability 28 29 30 32 33 34 There are materials needed in the library There is an online version of the materials I am satisfied with the materials Part III: Students’ needs in ESP materials No A Students’ point of view on the currently ESP materials used Criteria for evaluating ESP materials General appearance The outside cover of the textbook should be more attractive The titles and sub-heading titles should be clear and appropriately 62 Strongly agree Agree Moderate Disagree Strongly disagree B Layout and design The layout of the textbook should be more impression C Book objectives D E F The objectives should relate to the students' needs and improve the language skills of learners Book Content The content should provide the necessary specialized vocabulary and communication skills The content should provide specialized knowledge and presentation skill The content of the textbook should be up to date Exercises The number of the exercises in each unit is relevant to the students The exercises should allow students to practice more than teachers and allow students to practice and use English outside the university The materials suggest a variety of activities (pair work, whole class, group work, etc) 12 Activities provided in the textbook are interesting, relevant, and effectiveness The textbook provides outside class activities to the learners The textbook provides a variety of activities G The four language skills 10 11 16 The reading tasks should be appropriate, motivate and improve students’ reading skills The writing tasks should be appropriate, motivate and improve students’ writing skills The listening tasks should be appropriate, motivate and improve students’ listening skills The speaking tasks should be appropriate, motivate and improve students’ speaking skills H Vocabulary and grammatical 17 The vocabulary items should be appropriate to the students’ level 13 14 15 63 18 The grammatical should be appropriate to the students’ level I Materials availability 19 20 21 The faculty should have enough materials in the library The faculty should have an online version of the materials Students should get into the materials easily 22 Is anything you would like to recommend on the ESP materials used in the bachelor's program of applied linguistics at Savannakhet University in Laos Please mention ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 23 If anything else you would like to recommend for the proposed change on new ESP materials please mention it ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… APPENDIX 2: Questionnaire Instruction: Here are questions about your opinion on the proposed change for new ESP materials We expect your willingness to answer the questions below honestly Please kindly take your time to answer the questions It should take 10 -15 minutes to complete the questions You need to fill in the personal information about yourself Your identity will not be disclosed to others Only the researcher investigator will have access to raw data Your answers will not be identifiable to you personally; all data will be aggregated Please give mark () the relevant choice for each question Level of agreement No The items Strongly agree Agree Moderate Disagree Strongly disagree Part I: The proposed change for the general appearance of new ESP materials 64 10 11 12 13 14 15 16 17 University provides new ESP materials with interested and attractive cover page The objective of the textbooks is related to the students' needs The university has designed up-to-date materials for the students New materials cover a variety of topics of fields (business, banking, meeting, working in the office, tourism industry…) The content of the new textbook is interesting, challenging, and motivating Textbook cover the appropriate grammar (verb, tenses, part of speech, subject-verb – agreement …) Textbooks provide specialized vocabulary in terms of a variety of topics of fields (business, banking, meeting, working in the office, tourism industry…) Textbooks provide good communication skills The new textbook provides writing skills (writing reports, writing an essay, writing an email, writing a journal …) The new textbook provides reading skills (skimming, scanning…) The textbook provides listening skills (telephone conversation, international conferences, company negotiation…) The university allows students to get into the textbook easily both online and offline in the library The textbook allows students to practice a lot of speaking both inside and outside class (phone call, role play, debate, presentation…) The textbook provides a lot of inside and outside class activities The number of exercises in each unit is relevant The new textbook provides interested, relevant, and effective activities to the students Activities are developed to encourage students’ oral communication and 65 18 19 become more confident English speaker Activities are balanced between individual response, pair work, and group work The textbook allows students to the real projects Part II: Topics students need to learn in new ESP materials A 20 21 22 23 B 24 25 26 27 C 28 29 30 31 D 32 33 Need in speaking skill Talking with a professional in a real situation Speaking at seminars, meetings, and presentation Asking and answering in class/outside class Participating in academic discussions Need in reading skill Reading articles in professional journals Reading texts on the internet, books… Reading academic reports Reading specializes in works of literature Need in writing skill Writing academic reports, essays, journal papers, emails, CV… Take notes from lectures, conferences … Writing a paper for an oral presentation Applying for scholarships studying abroad Need in listening skill Listening to the real situation Listening to lectures and international conferences Part III: Students' satisfaction with new ESP materials 66 34 35 36 37 The general appearance of the new materials is relevant and attractive Exercise and activity providers in the new materials are relevant, effective, and practical Language skills provided in the new ESP materials are appropriate and meet the student's need Topics to learn in the new ESP materials are appropriate and effective Chapter 1: Introduction Rationale of the study Aims and objectives Scope of the study Research questions Significant Keywords Chapter 2: Literature Review Theoretical Framework English for specific purposes (ESP) Needs – based evaluation of materials Needs analysis of ESP materials Curriculum Evaluation Formative evaluation Summative evaluation CIPP evaluation model Context evaluation Input evaluation Process evaluation Product evaluation Materials design and adaptation Material Design Material Adaptation Materials evaluation Document concerning to the topic Chapter 3: Methodology of the study Research design Participants Data collection instruments Data collection procedure Data analysis Organization of the study APPENDIX 3: Organization of the study Chapter 4: Finding and Discussion Finding Discussion Chapter 5: Conclusion 67 and Recommendation Conclusion 5.2 Recommendation Figure 6: Organization of the study APPENDIX 4: Timeline of the study N o Items 2021 Decemb er Survey students’ evaluation of the current ESP materials Analysis of the data from students’ evaluation of the current ESP materials Propose the new ESP materials 68 2022 Januar y Februar y Marc h Apri l May Survey students’ opinions about the proposed change of new ESP materials Analysis of students’ opinion of the proposed change of new ESP materials APPENDIX 5: A checklist for materials evaluation Hutchinson &Waters (1987:98) SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS (i.e analysis of your course, in terms of (i.e analysis of materials being evaluated) materials requirements) AUDIENCE A Who are your learners? B Who is the material intended for? e.g - Ages - Sex - Nationality/ies 69 Study or work specialism (s) (e.g banking, medicine, etc.) - States/roles concerning specialists (e.g trainee cashier) - Knowledge of English, specialism, other… - Educational background - Interest (etc) AIMS A What are the aims of your course? B What are the aims of the materials? (Note: check that the aims are actually what they are said to be by looking carefully at the materials themselves) CONTENT A What kind of language description you B What type (s) of linguistics description require? Should it be structural, notional, is/are used in the materials functional, discourse-based, some other kind, a combination of one or more of these? - A What language point should be covered? (e.g what particular structures, functions, vocabulary areas, etc?) B What language points the materials cover? A What proportion of work on each macro – skill (e.g reading is desired? Should there be skills integrated work? B What is the proportion of work on each skill? Is there skill integrated work? A What micro–skill you need? (e.g deducing the meaning of unfamiliar words B What micro-skills are covered in the materials? A What text – types should be included? - Manuals? - Letter? - Dialogue? - Experimental report? - Visual texts (picture, diagram, chart, graph, cartoon, etc.)? - Listening text? - Any other kind? B What kind of text is there in the materials? B What is/are the subject–matter area(s), assumed level of knowledge, and type of topics in the materials? A What subject – matter areas are required (e.g medicine, biology, etc.)? What level of knowledge should be assumed (e.g secondary school, first-year college/university, postgraduate, etc.)? What types of topics are needed? (e.g in 70 medicine: hospital, organization, medical technology, etc.)? What treatment are the topics given? What treatment should the topics be given (e.g “straightforward”, “factual”, “human interest; angel; taking into account issues, controversy, etc.) B How is the content organized throughout the materials? A How should the content be organized throughout the course? - Around language points? - By subject matter? - By some other means (e.g study skills)? - By a combination of means? 10 B How is the content organized within the units? 10 A How should the content be organized within the course units? - By a set pattern of a component? - By a variety of patterns? - By some other means? - To allow a clear focus on certain skill areas, a communication task, etc? 11 B How is the content sequenced throughout the book? 11 A How should the content be sequenced throughout the course? - From easier to more difficult? - To create variety? - To provide recycling? - By other criteria? Should there be no obvious sequence? 12 B How is the content sequenced within a 12 A How should the content be sequenced unit? within a unit? - From the guide to free? - From comprehension to production? - Accuracy to fluency? - By some other means? Should there be no obvious sequences? METHODOLOGY 13 A What theory of learning should the course 13 B What theory of learning is the course be based on? based on? (check carefully – don’t just take the Should it be behaviorist, cognitive, affective, authors’ or publish word for it) some other kind, a combination of one or more of these? 14 A what aspects of the learners’ attitudes to/expectations about learning English should 14 B What attitudes to / expectations about learning English are the materials based on? 71 the course take into account? 15 A What kind of exercise/task is needed? - Guided – free? - Comprehension – production? - Language skill practice – language skill used? - One right answer – many possible right answers? Whole class – group – individual? - Language/skill-based – content-based? - Mechanical – problem-solving? - Roleplay Simulation, drama, game? - One involving visuals? - Self–study? - Some other kind? 15 B What kind of exercises/tasks are included in the exercises? 16 A What teaching-learning techniques are to be used? - Lockstep? - Pair – work? - Does small–group work? - Student presentation? - Work involving technical subject – matter? - Another kind? 16 B What teaching-learning techniques can be used with the material? 17 A What aids are available for use? - Cassette recorders? - Overhead projectors? - Realia? - Wall charts? - Video? - Other? 17 B What aids the materials require? 18 A What guidance/support for teaching the course will be needed? - Statement of aims? - List of vocabulary and language skills points? - Language guidance? - Technical information? - Methodological directive or hints? - Suggestions for further work? - Test? - Another kind? 19 A How flexible the materials need to be? 18 B What guidance does the material provide? 19 B In what way are the materials flexible? - Can they be begun at different points? 72 Can the units be used in different orders? - Can they be limited to other materials? - Can they be used without some of their components? OTHER CRITERIA 20 B What is the price? - 20 A What price range is necessary? 21 A When and in what quantities should the materials be available? 21 B When and how ready can the materials be obtained? Thai Nguyen, April 13th, 2022 CERTIFICATION OF ADVISOR M.A CANDIDATE Dr Nguyen Thi Hong Minh 73 ... Needs-Based Evaluation of ESP Materials Used in the Bachelor Program of Applied Linguistics at LPDR University Đánh giá tài liệu tiếng Anh chuyên ngành chương trình cử nhân Ngôn ngữ học ứng dụng trường. .. học ứng dụng trường đại học nước CHDCND Lào: Nhìn từ góc độ sinh viên Specialty: Theoretical and Methodology in Teaching English as a Foreign Language Code: 62140111 Học viên thực hiện: SONEPHET... five-point Liker Scale was used in which responses range from ‘strongly agree’ to ‘strongly disagree’ The questionnaire consists of three sub-sections as follows: Subsection I: The items ( 1-3 )