Rationale
English serves as a vital key to unlocking opportunities in commerce, science, and technology globally, making its instruction essential across all educational levels A primary goal of learning English is effective communication, particularly with native speakers, where intonation plays a crucial role However, research indicates that communicative skills are often overlooked in the teaching of English, especially in non-major language colleges Many students only encounter these skills at the university level, resulting in difficulties with pronunciation and intonation, which hinders their ability to communicate fluently and confidently Consequently, this lack of focus on communicative competence leads to challenges in listening and understanding native speakers, leaving students feeling shy and lacking confidence in their English-speaking abilities.
Over the past two decades, advancements in business and communication technology have transformed English language teaching, shifting the focus from English for Academic Purposes to English for Specific Purposes (ESP) Recent research in first (L1) and second (L2) language acquisition has sparked interest in effective methods for enhancing workers' proficiency in using English in specialized workplace contexts Studies have highlighted the significance of teaching English tailored for specific purposes, underscoring its relevance in today's professional environment.
The language used by workers is significantly influenced by their tools, professional goals, constraints, specialization, and the texts they engage with (Huchinson and Waters, 1987; Pogner, 2003; Zak and Dudley-Evans, 1986) Educational studies highlight the importance of learning English for specific purposes, which is crucial for the success of both workers and administrators in their respective fields and business environments (Edwards, 2000; Macintosh, 1990).
In recent years, researchers have published various books and articles that provide new insights from different theoretical perspectives A significant survey conducted by the National Board of Education in Finland in 1998 examined the language and communication skills required in industry and business It focused on the language needs of employees, aiming to enhance language teaching to better prepare students for professional environments The findings indicated that while engineers require foreign language skills more frequently, production and repair workers primarily need to read instructions, socialize, and travel, with minimal involvement in formal writing, presentations, or negotiations Consequently, the study highlighted that oral communication skills are more critical for engineers, whereas the need for written skills is less pronounced among production workers (Viel 2002:1).
Similar research has been conducted in various European and Asian countries (Perrin, 2003; Ponger, 2003; Edwards, 2000; Le So-Mui and Mead, 2000) Pogner (2003) emphasizes that writing within the engineering discourse community is deeply intertwined with its contextual factors and communication networks.
3 which it is a part, or from the interaction between the writers (consultants) or readers (Clients) On this issue, Pogner also adds:
Text production and revision by consultant engineers serve as essential cognitive problem-solving and communication processes, while also facilitating the negotiation of professional standards and roles These activities define the strategic functions of various texts and genres, and they play a crucial role in establishing, maintaining, or altering the context of both the text and the interactions it fosters Ultimately, this support empowers readers and users to effectively navigate their own complex technological and business tasks.
A study by Edwards (2000) involving senior German bankers revealed a significant correlation between the workplace environment and the language skills required by employees This includes the specific terminology used and the design of syllabi and materials tailored to meet the effective needs of workers in a specialized business context.
This article stems from a long-term collaboration between ongoing research in English for Specific Purposes (ESP) and the Bachelor of Arts program at the University of Labor and Social Affairs (ULSA) It focuses on continuously updating the study plan based on findings from ESP studies and an authentic analysis of learners' perceptions regarding their needs, wants, and gaps for future workplace scenarios The investigation specifically targets the fields of accounting and insurance, as they are two critical areas where English is widely utilized.
To better understand the daily activities and real-world needs of students, an empirical investigation was conducted to assess whether the materials and skills being taught align with their requirements.
This study aims to assess the necessity of modifying our objectives or updating our programs based on the investigation's findings.
So this study will concern itself partially with studying language use, and the workers‘ perceptions of ESP in light of their abilities and ‗real world‘ need.
Scope of the study
The study was conducted with data gathered from thirty participants enrolled in four distinct classes at the University of Labor and Social Affairs in Hanoi, Vietnam, focusing on students majoring in accounting and insurance.
This exploratory study investigates the English language usage among accounting and insurance students, focusing on their communication needs in the workplace It highlights the students' perceptions regarding their needs, wants, and gaps in language proficiency.
Aims of the study
This study aimed to enhance the understanding of communication needs among Vietnamese accounting and insurance students It focused on identifying their specific needs, wants, and deficiencies in English to ensure that the curriculum effectively addresses what is essential for their academic and professional success while omitting less relevant content.
This study aimed to evaluate whether the materials and skills being taught meet the needs of our students Additionally, it seeks to determine if there is a necessity to modify our objectives or update our programs based on the findings of this investigation.
Subjects and Methodology of the study
This investigation is grounded in the frameworks established by Hutchinson and Waters (1987) and Dudley-Evans and St John (1998), which categorize needs into target needs—what learners must accomplish in their specific contexts—and learning needs—what learners require to facilitate their learning process The primary focus of this study will be to analyze the target needs of participants within two distinct workplace environments.
To effectively understand the learning preferences of university undergraduates, it is essential to conduct an investigation at the University of Labor and Social Affairs in Hanoi, Vietnam, where various English for Specific Purposes (ESP) courses are offered.
Hutchinson and Waters (1987) and Dudley-Evans and Jo St John (1998) suggest that effective methodologies for assessing the target needs of specific student groups include utilizing questionnaires, conducting follow-up interviews, gathering authentic workplace texts, and making visits to the workplace.
This study's corpus was gathered with the help of three ESP students from the University of Labor and Social Affairs (ULSA) through a combination of questionnaires and interviews The data collection involved calculating the percentage of responses from the questionnaire, and the methodology is further elaborated in the subsequent sections of the study.
The current research is based on interviews conducted with thirty Vietnamese-English bilingual respondents in key positions within the fields of accounting and insurance The participants, consisting of fifteen accounting students and fifteen insurance students, are proficient in English for various purposes The sample includes a total of twenty-two males and eight females, providing valuable insights into these two professional domains.
Research question
This study aims to explore students' communicative needs in the workplace by examining their perceptions of English language needs, wants, and deficiencies To fulfill this objective, the research addresses key questions regarding the use of English in professional settings.
1 What are the students’ perceived English communicative needs?
2 How to they self-evaluate their ability to communicate in English?
3 What is the gap between their perceived communicative needs and their self-evaluated communicative ability?
Design of the study
The research is divided into three parts as follows:
Part A is the INTRODUCTION to the research This includes the rationale, the objectives, the scope, the methodology and the design of the study
Part B - the DEVELOPMENT, the most significant part of the study, consists of two chapters:
Chapter 1 offers essential theoretical insights into the research topic, featuring seven subsections It explores the evolving definitions of communicativeness, as well as communicative competence and performance Additionally, this chapter addresses the concepts of needs and needs analysis, highlighting the importance of adapting communication strategies.
Chapter 2 outlines the methodology employed in the study, beginning with the research question and introducing the research subjects It details the data collection instruments and the procedures used This chapter also discusses and interprets the collected data to identify errors made by the subjects in producing the glide up, based on an analysis of their performance in listening and pronunciation tests.
Part C is the CONCLUSION, the summary of major findings of the research, followed by implications and suggestions for teachers and learners of English Limitation of the study and suggestions
THEORETICAL BACKGROUND
What is ―communicativeness‖?
' Communicativeness' is a widely used word, often signifying rather vague notions.Ellis (1982) states the term "has no clearly understood and received meaning" (p.73)
Similarly, 'communicative competence' is a concept still evolving in definition towards recognizing language use, following its solidly linguistic background To avoid the multifarious "myths" surrounding these terms, we must
"clarify which version of 'communicative' is being referred to"
(Johnson,1996.p.173), and determine what constitutes competence
Allwright's (1979) succinct enquiry "Are we teaching language (for communication)? or Are we teaching communication (via language)?" (p.167) centralizes this critical issue.
Communicative competence
Widdowson (1978) emphasized that the ultimate goal of language learning is the acquisition of communicative competence, which requires addressing various distinctions for effective classroom application He insightfully noted that communicative competence is not merely a collection of learned items, but rather a comprehensive set of skills essential for effective communication.
8 strategies or procedures 'for realizing the value of linguistic elements in contexts of use” (1979a, p.248)
Both linguistic knowledge and communicative competence are essential for effective communication Richards and Rogers (1986) emphasize the interdependence of language and communication, yet traditional materials have primarily focused on linguistic knowledge While Chomsky (1956) argued that grammar knowledge alone suffices, Hymes (1971) highlighted the sociolinguistic aspect, asserting that "rules of use" are crucial for grammar to be meaningful (Brumfit and Johnson, 1979, p 15) This suggests that understanding how language functions in social contexts is vital for true communicative competence.
Canale (1983) argued that a knowledge-oriented approach is ineffective for helping learners develop essential skills, advocating instead for a more interactive model that incorporates discoursal and strategic competencies However, he overlooked the importance of performance, focusing on preparation for communication rather than actual use His main objective was to enable learners to effectively utilize their limited communicative competence in a second language to engage in real communication.
Halliday (1973) emphasized the functional significance of language by illustrating the interdependence between knowledge (potential ability) and use (actualized potential) This perspective aligns with Krashen and Terrell's (1983) Acquisition-Learning Hypothesis, which distinguishes between two processes: learning, achieved through conscious study, and acquisition, which occurs through subconscious comprehension of language that slightly exceeds our current proficiency level.
(acquired) competence" (p.32) Here knowledge and learning, and use and acquisition can be viewed as the separable components of communicative
According to Widdowson (1978), the acquisition of communicative competence is the primary goal of language learning, highlighting the need to reconcile various definitions for practical classroom application He emphasizes that communicative competence should not be viewed as a mere collection of learned items but rather as a set of strategies and procedures that enable learners to effectively utilize linguistic elements in appropriate contexts (Widdowson, 1979a).
Communicative performance
Communication is widely recognized as a crucial element in language teaching, yet it remains underemphasized in the teaching process itself If communication is the primary goal of language education, it logically follows that it should be a central focus throughout the learning process.
Allright emphasizes the importance of performance in communicative language teaching, highlighting the necessity for students to apply their classroom learning to real-world situations (Brown, 1994) To achieve this, educational materials must create contexts that allow for the testing, application, and evaluation of knowledge and skills, as noted by Ellis.
Communicative opportunity is both necessary and sufficient for acquisition to take place; the contribution of language teaching materials must be to provide this
Performance highlights the interdependence of pronunciation and effective communication for learners, as communication breakdowns reveal key teaching moments These instances offer immediate, relevant opportunities to enhance students' skills, ultimately enabling them to engage more confidently with the outside world (Krashen, 1982, p 183).
Widdowson urges learners do the things they will recognize as purposeful and have some resemblance to what they use their own language to do (1990, p.160)
This combination of competence (knowledge) and performance is termed
"communicative performance" by Canale and Swain, or "the realization of competencies and their interaction in the actual production and comprehension of utterances" (1980,p.6) They succinctly encapsulate the essence of communicativeness,
The main goal of a communication-focused second language program is to equip learners with the necessary information, practice, and experiences to effectively fulfill their communicative needs in the target language.
Effective communication relies on clear pronunciation, which is crucial for achieving communicative competence (Morley, 1987) This clarity establishes interactive goals and necessitates practical application According to Pennington (1996), mutual intelligibility is essential for any form of communication (p 220) Furthermore, Celce-Murcia et al (1996) highlight that a minimum level of phonological competence is required; without it, intelligibility and communication can falter, even if grammatical and lexical skills are strong.
Needs
Needs do not possess an objective reality; rather, their identification is a matter of agreement and judgment (Brindley, 57.p.65; Lawson, 75.p.37) The needs established for a specific group of students result from a needs analysis project, which is inherently influenced by the analysts' ideological preconceptions Consequently, if a different group of analysts, with varying perspectives on teaching and learning, were to assess the same students, they would likely arrive at a distinct set of needs.
A number of people, for example Berwick (55), Brindley (57), Mountford 81),Widdowson (326) have discussed the different meanings or types of needs
Needs in language education can be defined in various ways Firstly, they refer to the specific study or job requirements that students must meet by the end of their language course, aligning with a goal-oriented perspective (Widdowson, 326, p 2), and can be better described as "objectives" (Berwick, 55, p 57) Secondly, needs encompass what institutions or society deem necessary or desirable for learners to acquire through language programs (Mountford, 81, p 27) Lastly, needs can also pertain to the practical application of the language, focusing on the actions learners must take to effectively use it, which reflects a process-oriented understanding of needs related to transitional behavior (Widdowson, 326, p 2).
When evaluating the needs of students in a language course, it is essential to consider their personal goals, which may differ from the course requirements (Berwick, p 57) These individual aims can often be overlooked, as they may be perceived merely as wants or desires Ultimately, understanding students' needs also involves recognizing what they do not know or cannot accomplish in English.
Needs analysis
―From each according to his abilities to each according to his needs‖
ESP, or English for Specific Purposes, is an approach to course design that begins by asking, "Why do these learners need to learn English?" This question is essential not only for ESP but also for any English course, as all courses stem from a perceived need The inclusion of English in educational timetables indicates that someone recognized its importance Therefore, the distinction between ESP and General English lies in the specific needs and contexts of the learners.
The needs of General English learners, such as schoolchildren, are often considered difficult to define; however, this belief stems more from traditional teaching practices than from actual circumstances In theory, there may seem to be little to address, but in practice, the requirements of these learners are significant and warrant careful consideration.
Identifying specific needs is crucial, even if they are as basic as the requirement to pass an end-of-year exam This highlights the idea that there is always a recognizable need present, making it a fundamental aspect to consider in any argument.
What sets English for Specific Purposes (ESP) apart from General English is not merely the existence of a need for the language, but the awareness of that need among learners, sponsors, and teachers This understanding shapes the content of the language course and identifies the potential benefits that can be harnessed While ESP courses may seem defined by their specific content areas—such as Science, Medicine, Commerce, Tourism, and Banking—the true distinction lies in the ability to articulate why learners require English In essence, it is the awareness of the need, rather than the nature of the need itself, that differentiates ESP from General English courses.
To effectively design any English course, it is essential to base it on a needs analysis, which highlights the importance of a unified approach While responses to the analysis may vary, the fundamental questions remain consistent Currently, the tradition in General English often overlooks the specific needs of learners, leading to a lack of efforts in identifying their true requirements Therefore, the core element of an English for Specific Purposes (ESP) approach is the recognition of a target situation, which defines the necessity to communicate in English and sets ESP learners apart from those studying General English.
Changing the communicative needs
Discusses on testing of English as an international language have been shaped by the discourse on colonization and postcolonial orientations to English
We have to consider the changes in the communicative order to examine whether these discourses are still relevant
Stuart Hall (1997) described colonization as a result of modernist globalization, characterized by hierarchical and unilateral relationships between communities Dominant groups viewed their cultural and social systems, including language, as superior, often undermining local traditions in their quest for influence However, the social and technological changes brought about by this globalization have fostered new dynamics between communities, reshaping their interactions.
The term "International English" is a misnomer, as advocating for standard British or American English as a testing norm does not genuinely reflect an international perspective (Davies, Hamp-Lyons, & Kemp, 2003) The concept of lingua franca English, as discussed by Jenkins (2006) and Seidlhofer (2004), contrasts with this notion, highlighting the need to differentiate between these viewpoints In the context of postmodern globalization, characterized by multilateral interactions, porous national boundaries, and hybrid cultures, English plays a crucial role in facilitating trans-cultural exchanges To grasp the profound implications for the English language, it is essential to reassess Kachru's World English model from 1986, which challenges previous assumptions about English and raises significant questions regarding assessment practices in an era where English is increasingly used as a foreign language for international communication.
The model recognizes and legitimizes the diverse varieties of English found in the outer circle, affirming their unique norms and usage This approach effectively pluralizes the English language, highlighting its rich diversity and adaptability.
In the context of postmodern globalization, English can no longer be viewed as a uniform language with a singular grammatical system The Kachruvian model, which legitimizes various English varieties based on national identity, faces challenges as these forms of English transcend their borders For instance, Indian English is no longer exclusive to India; it is increasingly used by professionals in outsourcing hubs like Madras and Bangalore when engaging with international clients Consequently, British and American speakers must adapt, as they can no longer rely solely on their prestigious varieties Americans, in particular, need to develop receptive skills in World English to effectively conduct business with outsourced companies, highlighting the growing necessity of understanding diverse English varieties in global transactions.
In expanding circle countries like China, Vietnam, the Philippines, and Brazil, English serves crucial roles beyond international communication, influencing areas such as international news, popular culture, and higher education Research highlights how English-language hip-hop is adapted for local audiences in places like Belgium, Japan, and Holland, challenging the traditional ESL/EFL distinctions This evolution underscores the growing significance of English within these communities, as they establish new norms and utilize the language as a lingua franca.
Multilingual speakers often do not adhere to the inner-circle norms of English communication, challenging Kachru's classification of English speakers into norm-dependent and norm-developing circles Despite the traditional view that inner-circle countries possess ownership of the English language, the global spread of English calls this assumption into question, as highlighted by Graddol's frequently referenced statistics.
Research by Kachru (1999) and Crystal (1997) indicates a significant increase in the number of English speakers outside the inner circle Evidence shows that English is more frequently utilized in multinational settings by multilingual speakers compared to homogeneous, monolingual contexts This trend prompts a reevaluation of the peripheral status of the outer and expanding circles in the Kachruvian model, as these communities play a crucial role in shaping the contemporary use and relevance of the English language.
Recent developments necessitate a re-evaluation of the relationship among the various forms of English Instead of declaring the native speaker's relevance obsolete, we should acknowledge the rise of peripheral English varieties in our understanding of the language It is essential to recognize English as a heterogeneous language characterized by multiple norms and diverse grammatical structures Embracing David Crystal's concept of English as a "family of languages" (2004) can guide us in this direction.
49) or McArthur‘s egalitarian model (1987) where the different varieties relate to each other on a single level (and not on three hierarchies, as in Kachru‘s model
In today's diverse linguistic landscape, true proficiency in English requires a multidialectal approach, where individuals must navigate various English varieties to enhance communication While mastery of every English variant isn't necessary, the ability to understand and negotiate these differences is crucial This shift in perspective moves us away from the traditional "either-or" mindset in language testing towards a more inclusive "both and more" framework, emphasizing the importance of passive competence in understanding new dialects as part of overall multidialectal competence.
Proficiency in English in today's communication landscape involves more than just adhering to inner-circle norms; it requires outer-circle speakers to engage effectively with both inner-circle and expanding-circle communities for essential communicative and socioeconomic interactions Additionally, proficiency must account for the reality that much communication occurs among multilingual speakers in nonnative contexts Research on English as a lingua franca demonstrates that outer and expanding circle speakers can negotiate their differences and meet their communicative needs on their own terms, without relying solely on inner-circle standards (Jenkins, 2006; Seidlhofer).
Standard American or British English is often irrelevant to the communication of millions of multilingual speakers outside the inner circle Proficiency in English now means the ability to navigate various English varieties and speech communities, making the debate over local versus inner-circle standards less significant It is essential to develop skills for negotiating different varieties in outer and expanding-circle communities Research highlights that speakers do not need to master every English variety but should focus on negotiation skills, such as speech accommodation, to effectively communicate This calls for a shift in assessment practices, emphasizing pragmatic proficiency over mere grammatical accuracy Key sociolinguistic skills, including dialect differentiation, code-switching, style shifting, and conversation management, are crucial for successful communication across diverse English varieties.
To enhance communication, individuals can implement 17 convergence strategies, while also recognizing that divergence strategies may be used to create distance between parties (Jenkins, 2006) In these instances, any breakdown in interaction should not be viewed merely as miscommunication but rather as a creative rhetorical act.
To enhance our understanding of language proficiency, we must shift our focus from viewing language merely as a system to recognizing it as a social practice, emphasizing pragmatics over grammar and performance over competence Despite this shift, language teaching and testing often still prioritize traditional constructs Defining language use as performative highlights the importance of negotiating language diversity in communication, where proficiency is defined by the versatility of using English rather than mere knowledge This perspective reveals that norms are relative, variable, and evolving, making the binary distinction between "native English norms" and "new English norms" misleading A proficient English speaker today must navigate between these different norms, appreciating the legitimacy of various English varieties Furthermore, research on English as a lingua franca indicates the emergence of new norms among multilingual speakers, who prioritize intelligibility over grammatical accuracy, thus creating distinct norms that diverge from both local and metropolitan varieties.
English is recognized as a heterogeneous language characterized by multiple norms that vary across different social interactions In the context of postmodern globalization, proficiency in English necessitates the ability to navigate this linguistic variability effectively It is essential to acknowledge and address the diverse norms that influence communication in today's interconnected world.
In social interactions, 18 distinct norms emerge, particularly in multilingual settings where the lingua franca core is utilized alongside local norms for specific inner-circle or outer-circle contexts In formal environments, such as academia, adherence to established norms is essential; however, the complexity of these norms can be navigated effectively Research indicates that multilingual individuals employ intuitive skills to manage linguistic diversity, often adapting to the language varieties of surrounding communities for social connection and clarity For instance, a Bengali student adopted Rastafarian English to bond with Jamaican neighbors, while Somali students in Toronto embraced hip-hop English to express their cultural identity Similarly, a Chinese American student engaged with diverse English varieties online, showcasing how informal negotiation strategies develop through social interactions in linguistically rich environments This phenomenon aligns with the South Asian perspective on identity and community, highlighting the inherent multilingual practices of peripheral communities.
The impact of integrated language skills in communication
The proposed ESP syllabus focuses on skill-based learning, emphasizing personal, group, and mass communication through various speaking and writing activities To enhance speaking skills, students should engage in interpersonal activities such as self-introductions, small talk, and role plays, alongside group tasks like business meetings and discussions Mass communication practices, including public speaking and seminars, will further encourage student participation and confidence in oral tasks Collaborative work in pairs and groups, coupled with feedback from peers and instructors, will help students assess their performance and improve in future tasks Teachers should guide students through diverse speaking activities—ranging from greetings and self-presentation to public speaking and mock interviews—to develop their professional communication skills Additionally, specific tasks aimed at enhancing discourse and rhetoric will enable students to engage in narrative, descriptive, explanatory, and interrogative language tasks effectively.
Incorporating graphical representations such as graphs, diagrams, pictures, and maps, along with an oral questionnaire to analyze a case, enhances students' communicative skills and fosters their ability to engage in rhetorical discourse.
Training in rhetoric and discourse involves practicing diverse questioning techniques and preparing questionnaires on various topics, which enhances interrogative skills essential for processing arguments and forming judgments Individuals should learn to craft effective questions, including tag questions, yes/no inquiries, and wh- questions, to facilitate meaningful discussions and extract valuable information.
To enhance writing skills, it is essential to engage in tasks such as composing essays, letters, and reports, while emphasizing the importance of crafting error-free sentences Practicing logical organization of ideas and utilizing discourse markers can significantly improve coherence in writing Additionally, mastering spelling and punctuation is crucial Furthermore, learners should gain familiarity with various international English language styles, including MLA, APA, and LSA, to ensure versatility in their writing.
Students should develop skills in both formal and informal letter writing to effectively handle official correspondence, business emails, and report writing They need to be proficient in crafting various types of documents, including official letters, memoranda, inter-office memos, circulars, agendas, minutes, and notices Familiarity with the nuances of business letters and emails is essential, alongside understanding the differences between formal and informal communication styles Comprehensive training should cover essential tasks such as requesting quotations, placing orders, addressing complaints, expressing appreciation, seeking clarification on new products, and providing suggestions or instructions Additionally, students should practice writing letters of application accompanied by CVs and developing personal and professional profiles.
To enhance project and research writing skills, students should regularly practice writing proposals, project layouts, and various types of reports, including industrial and business reports Engaging in individual, pair, or group mini projects and conducting field surveys can significantly improve their research abilities Developing these research skills is crucial, as it ultimately fosters advanced speaking and writing proficiency, thereby enhancing professional and technical communication.
THE STUDY
Data and Methodology
This investigation is grounded in the frameworks established by Hutchinson and Waters (1987) and Dudley-Evans and St John (1998), which categorize needs into target needs—what learners must accomplish in specific situations—and learning needs—what learners require to facilitate their education The primary focus of this study is to analyze the target needs of university undergraduates in two distinct workplace environments However, it will not address the learning needs of these students To gain insights into the preferred learning methods of undergraduates, further research is recommended at the University of Labor and Social Affairs in Hanoi, Vietnam, where various English for Specific Purposes (ESP) courses are offered This investigation aims to provide a comprehensive understanding of the target needs relevant to the students' future careers.
The article explores the needs, desires, and deficiencies of students regarding English language learning It aims to clarify these elements by analyzing students' attitudes toward general English and English for specific purposes According to Hutchinson and Waters (1987) and Dudley-Evans and Jo, understanding these attitudes is crucial for effective language instruction.
According to St John (1998), the most effective methodology for assessing the target needs of a specific student group involves utilizing tools such as questionnaires, follow-up interviews, gathering authentic workplace texts, and conducting workplace visits.
This study's corpus was gathered with the help of three ESP students from the Department of English for Applied Studies at the University of Labor and Social Affairs (ULSA) through questionnaires and interviews, some of which I conducted The research involved data from thirty respondents in key positions across two fields: accounting and insurance All participants are Vietnamese-English bilinguals, with fifteen studying accounting and fifteen in insurance, comprising twenty-two males and eight females The gender imbalance reflects the limited opportunities for women in these sectors within Vietnamese society Each respondent has studied English as a foreign language for eight to ten years, and their university education (B.A., M.Sc.) was conducted in English Notably, all students have spent two to three years in their respective fields of study.
The linguistic questionnaire developed for this research was significantly shaped by previous studies on needs analysis, language use, functions, and attitudes, including works by Hutchinson and Waters (1987) and Dudley-Evans and St John (1998) Modifications were made to tailor the questionnaire specifically to the unique requirements of the workplaces involved in this study.
The questionnaire was developed to gather diverse data regarding students' target needs, wants, and lacks, as well as their use of English in various workplace contexts It includes a section aimed at assessing attitudes towards the use of both English and Vietnamese, with a specific focus on English for specific purposes.
The assistants were instructed to document any additional insights from the subjects, whether directly or indirectly, which enabled them to gather valuable information on language usage To ensure the accuracy of the collected data, respondents provided authentic workplace texts and correspondence This approach allowed us to analyze the type of English utilized, identify the most common communication channels, and assess the extent of English usage in the workplace.
Results and Discussion
The results of this study are reported and discussed under three main headings:
2.2.1 Students’ Needs and Actual Use
The personnel provided responses to the question, "What do I need English for?" Each individual indicated their necessity for English based on the purposes outlined in Table 1 Their answers were then prioritized and ranked according to their needs, as illustrated in the accompanying table.
A I Words related to my future job
Instructions on what to do and how to do it
General English words, phrases and text
Radio, films and TV programs
Table 1: Students’ needs of listening by type of major
Tables 1 reveal that both student groups prioritize listening to English for specific purposes, particularly for job-related vocabulary, instructions, and general language use However, the data indicates distinct differences in their needs and usage For example, accounting students rate the importance of listening to English for job-related terms significantly higher, with 66.7% considering it most important, 26.7% very important, and only 6.7% important.
A survey revealed that 25 students rated the importance of instructions on what to do and how to do it, with 13.3% considering it most important and very important, while 66.7% deemed it important In contrast, accounting students prioritized these instructions, with 86.7% marking it as most important and 13.3% as very important, while they did not select any percentage for the "important" category Insurance students showed a different trend, with only 26.7% rating it as most important and very important, but 46.7% considering it important Regarding general English words, phrases, and text, neither group rated them as most important Only a small percentage of accounting students (13.3%) viewed them as very important, while accounting students rated them as important, and insurance students categorized them as less important.
Discuss issues informally with others
Have daily conversation with others
Table 2: Students’ needs of speaking by type of major
According to Table 2, it is evident that both groups of students require English for specific purposes more frequently than others Notably, accounting students emphasize the importance of speaking English for exchanging information, engaging in informal discussions, and addressing various issues.
In a study involving 26 phone calls, participants rated the importance of communication methods with 93.3%, 66.7%, and 93.3% indicating strong preferences Notably, only 26.7% of insurance students considered exchanging information with others as a priority, while accounting students did not deem any communication methods as less important Conversely, insurance students showed a significant inclination towards selecting less important and not important options.
A I Understand advertisements, catalogues and magazines
Understand materials related to my future work
Improve my knowledge about my future work
Get information I am interested in on the internet
Table 3: Students’ needs of reading by type of major
According to Table 3, both groups of students show a lack of preference for understanding advertisements, catalogues, and magazines, rating them as less important or not important at all, with a significant percentage reflecting this sentiment.
A study revealed that English proficiency is essential for students to comprehend materials pertinent to their future careers, enhance their knowledge, and access information online However, the data indicates a distinct difference in the needs and usage of English between two student groups Notably, accounting students prioritize reading in English significantly more than their counterparts in insurance, highlighting a greater reliance on the language for their professional development.
Fill out applications and forms
Write reports of my work
Write short essays about my work
7 Write personal letters to my foreign friends
7 Write emails with my friends overseas
Table 4: Students’ needs of writing by type of major
Both groups of students recognize the necessity of writing in English for filling out applications, forms, and resumes However, they believe that writing skills are less essential for taking class notes, composing short essays about their work, or sending personal letters and emails to foreign friends Notably, while accounting students acknowledge the importance of writing in English for reporting their work, insurance students feel that such writing skills are unnecessary.
Analysis of Tables 1, 2, 3, and 4 reveals that the necessity for English varies significantly among student groups, influenced by factors such as job characteristics, work environments, and the frequency of interactions with others.
In a survey regarding their preferred English training courses, students demonstrated a clear awareness of their needs, as shown in Table 5 The majority expressed a desire for enhanced conversation skills, understanding directions, expanding vocabulary, mastering grammar, and improving pronunciation in course designs These findings align with previous sections of the paper, highlighting the students' need for more practice in speaking, writing, and listening Notably, there is a distinction between the two groups: only 33.3% of insurance sector students prioritized improving their conversation skills, compared to 73.3% of accounting students Additionally, while 86.7% of accounting students aimed to enhance their pronunciation and speaking skills, the corresponding interest among insurance students was markedly lower.
A significant portion of students expressed a desire for improved language skills, with 33.3% and 26.7% of insurance students wanting to enhance their abilities In contrast, over 60% and 70% of accounting students showed interest in learning how to ask for and understand directions, as well as improving their English grammar Only 53.3% and 66.7% of insurance students shared this interest Additionally, accounting students prioritize enhancing their writing and listening skills, while insurance students seem to regard these skills as less important.
I want to improve my conversation skills in English
I want to know how to ask and to understand directions
I want to improve my English pronunciation
I want to improve my speaking skills
I want to improve my writing skills
I want to improve my listening skills
Table 5: students’ wants by type of major
The impact of workplace activities plays a significant role in shaping language proficiency, which in turn influences the specific wants expressed by students.
Evidence indicates that accounting students are generally more proficient in English than their insurance counterparts due to several factors They tend to use the language more frequently and have a more positive attitude towards it These elements likely contribute to the differing needs identified by each group and explain the distinctions in their responses to the questionnaire.
Students' self-assessments of their language proficiency, rated on a five-point scale, highlight significant gaps in their skills, which are further evident in their actual performance in the workplace As shown in Table 6, accounting students generally rated their proficiency higher across all four language skills compared to their insurance counterparts.
Table 6 Response percentages: Language proficiency (self-assessment) by type of major
A comparison of the percentage scores reveals a clear distinction in perceived proficiency among two working groups across four language skills, particularly in speaking and listening The influence of their respective work types is evident, with insurance students demonstrating lower proficiency levels in all skills, likely due to their limited language use.
Conclusions and implications
This comprehensive study aimed to enhance the understanding of the communication requirements faced by senior officials in Vietnamese insurance and accounting sectors The primary objective was to identify the specific needs, wants, and gaps in English language skills among students, allowing for a curriculum that prioritizes essential content while omitting less relevant material As noted by Kavaliauskiene and Daiva (2003), addressing these factors is crucial for effective educational outcomes.
―keeping learner needs in mind, teacher can use textbooks and supplement additional information from the Internet and other media sources, thus creating updated and interesting for students materials."
The study involved 30 students from two different workplaces, revealing a strong desire to use English for communication, albeit to varying extents The type of work significantly influenced the students' engagement with English, with accounting executives showing a greater awareness of its importance compared to their insurance counterparts This disparity may stem from the fact that accounting students frequently communicate with clients, write emails, and conduct internet research in English, leading to over 90% of their documentation being in the language In contrast, only 60% of the documentation in the insurance sector is in English While both workplaces primarily use Vietnamese for in-office interactions, English is still utilized, albeit less frequently.
Three main conclusions, then, can be drawn from this research:
Accounting students demonstrate a significantly higher proficiency in English compared to their insurance counterparts, as evidenced by their engagement with the four key language skills Specifically, accounting students excel in reading (61% versus 49%), writing (80% versus 37%), speaking (61% versus 33%), and listening (63% versus 36%), highlighting their greater reliance on English in their academic pursuits.
Second, asking about their needs the great majority of the respondents prefer getting information themselves, improving listening skills and sharpening their ability in speaking
In response to numerous inquiries about their aspirations, accounting students expressed a stronger desire to enhance their language skills and competencies compared to insurance students This emphasis on improving English proficiency reflects the recognition of English as a vital skill and a key tool for achieving diverse goals in their future careers.
This comprehensive study highlights the need for tailored English courses for students in specific professional fields It emphasizes that course designers and material developers should create focused English programs that cater to the unique demands of learners in their respective industries Additionally, the findings offer valuable insights for designing effective courses and textbooks aimed at English for Specific Purposes (ESP) students at the University of Labor and Social Affairs.
This research highlights the importance of motivating both students and employees in large institutions, such as insurance and accounting, to engage in lifelong learning It emphasizes the need for educators and administrators to negotiate priorities for skill development, incorporate preferred activities, and design courses that cater to the specific needs of their learners.
Teachers should engage students in speaking activities that include greeting and wishing one another, introducing themselves, and sharing personal profiles Additionally, students should practice delivering short lectures and public speaking presentations to enhance their communication skills.
Engaging students in various activities such as informal discussions, mock interviews, role plays, and business presentations enhances their professional and technical communication skills By participating in meetings focused on analyzing business developments and applying logical and critical thinking to technical issues, students learn to effectively provide solutions to problems These experiences collectively contribute to their overall communication proficiency in professional settings.
Limitation and suggestion for further study
There is an urgent need for educational materials that accurately reflect and promote students' perceptions of communicativeness, utilizing a simple and user-friendly pedagogical tool aligned with the cognitive and interactive elements of communicative language teaching for twenty-first-century learners Outdated language and learning theories undermine the communicative nature of courses, relegating pronunciation to a minor role in the syllabus The lack of opportunities for students to observe, practice, and communicate prevents them from developing a deep understanding of communicativeness, leaving both students and novice teachers unaware of its true nature and its essential connection to discourse Sheldon highlights that market pressures significantly hinder progress in communication, as course-books are often viewed by teachers and learners as commercial products that compromise pedagogical integrity.
The entrenched conservatism within the industry, driven by financial survival, upholds an outdated status quo To genuinely position communication as a cornerstone of spoken English, change must be implemented at every level From a broader viewpoint, the audio-lingual methods established by publishers require critical examination and adaptation.
To enhance communication skills in language teaching, teacher-training centers must adopt proactive policies that emphasize communication and intelligibility, creating greater demand from publishers for course materials that reflect these principles Course-books should integrate the core tenets of Communicative Language Teaching to ensure effective communication, connecting fragmented exercises and activities to improve overall cohesiveness and communicative efficiency Engaging and interactive materials are essential for motivating students, particularly those who prioritize sound and articulation, to recognize the significance of communication and foster learner independence It is crucial that these materials avoid merely perpetuating outdated structural learning theories and instead embrace a dynamic, interactive approach to language and communication Real change requires genuine choices rather than superficial adjustments, moving beyond rote recitation to a deeper understanding of meaning and expression.
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This survey questionnaire is designed to support my research on the communicative needs of students at the University of Labor and Social Affairs (ULSA) Your participation in completing the following items is highly valued and appreciated.
Thank you very much for your cooperation!
1 Can you evaluate your ability in the English language skills?
Good Average Weak Very weak
2 Which of the following English language skills do you think is more important than the others for the success of your future work?
Not importa nt at all
3 Which of the following items do you think is more important than the others for the need of listening?
Words related to my future job
Instructions on what to do and how to it
General English words, phrases and text
Radio, films and TV programs
4 Which of the following items do you think is more important than the others for the need of speaking?
Discuss issues informally with others
5 Which of the following items do you think is more important than the others for the need of reading?
Understand advertisements, catalogues and magazines
Understand materials related to my future work
Improve my knowledge about my future work
Get information I am interested in on the internet
6 Which of the following items do you think is more important than the others for the need of writing?
Fill out applications and forms
Write short essays about my work
Write personal letters to my foreign friends
Write emails with my friends overseas
7 Do you agree with the following statements?
I want to improve my conversation skills in
I want how to ask and to understand directions
I want to improve my reading skills
I want to improve my reading skills
I want to improve my writing skills