Rationale for the study
Globalization fosters integration across various domains, including economy, society, politics, and culture In this landscape, Vietnam has transitioned from a centrally planned economy to an open, competitive market by establishing bilateral trade relations and engaging in multilateral trade agreements This shift has significantly enhanced Vietnam's international economic environment, aligning it with global economic and security standards.
Vietnam's government places significant emphasis on its maritime sector, given the country's extensive coastline of over three thousand kilometers along the South China Sea and a territorial sea area exceeding one million square kilometers The Vietnam Sea plays a crucial role in the ecology and biodiversity of the East Sea and its surrounding areas, acting as a vital transitional zone between the Indian and Pacific Oceans in terms of biological and maritime geography As Vietnam seeks to modernize and industrialize its economy, leveraging its vast oceanic resources is essential However, this potential also necessitates a strong focus on defense and security policies to safeguard regional peace and national interests.
Vietnam’s participation in the 1982 UN Convention on the Law of the Sea (UNCLOS) has led to the creation and development of fine-tuned laws on maritime
Vietnam's laws establish a comprehensive legal framework for the sustainable exploitation, management, and protection of fisheries, aimed at enhancing local socio-economic development This framework also plays a crucial role in strengthening Vietnam's diplomatic relations with other nations, as outlined in the Vietnam Maritime Strategy.
In 2020, Vietnam emerged as a coastal nation with significant economic growth, emphasizing that economic development must go hand in hand with the strong defense of national sovereignty To implement this strategy effectively, it is essential to ensure a supply of seafarers who possess not only professional qualifications but also strong communication skills, particularly in English.
Effective communication is essential for addressing issues related to national sovereignty, sovereign rights, and maritime jurisdiction This highlights the need for a common language among seafarers, with English serving as the primary language in various scientific domains.
In response to the limitations of General English in addressing communication breakdowns in job-specific contexts, there is a growing need for tailored English training courses This highlights the demand for English for Specific Purposes (ESP), which is designed to align with learners' professional environments To meet the needs of workers in maritime roles, Maritime English was developed, ensuring effective communication in this specialized field.
Maritime English consists of specialized phrases used within the maritime industry to prevent incidents and overcome language barriers (Pritcard, 2009) By employing relevant and specific terminology, communication in maritime contexts becomes clearer and more effective These lexical resources are crucial for enhancing crew safety, improving daily operations, and maintaining the integrity of the ship Additionally, English for Global Studies and Maritime Affairs focuses on the specific vocabulary and phrases essential for this field.
3 global matters and maritime trade It therefore plays a pivotal role in resolving contemporary maritime security challenges and assisting in the trade partnership with other counterparts all over the world
Despite the crucial importance of Maritime English, there has been insufficient focus on developing a suitable curriculum and teaching methods for both students and in-service seafarers At a prominent maritime university in Vietnam, course materials for "Global Studies and Maritime Affairs" are primarily sourced from an American Maritime Academy, which may not align with Vietnamese cultural contexts Additionally, there is a lack of research assessing the appropriateness of these foreign materials for the Vietnamese educational environment and the specific needs of students Therefore, it is essential to thoroughly evaluate the current materials to determine their effectiveness in meeting learners' requirements and their relevance to Vietnam's pedagogical landscape.
Research aims and research questions
This study aims to assess the effectiveness of English for Specific Purposes (ESP) materials used by students at a nautical university in Vietnam, focusing on learners' needs The research seeks to determine whether the existing ESP resources sufficiently meet the academic and career requirements of these students Based on the findings, the study will provide recommendations for course designers to enhance the material's relevance and effectiveness.
This overarching research question is fractured into two following subsidiary questions:
(i) What are the students’ English language needs as perceived by students at a maritime university in Vietnam?
(ii) To what extent are these needs addressed in the current ESP material?
These above-mentioned research questions will be discussed in-depth after the data have been collected and analyzed meticulously in the chapter 3.
Scope of the study
The target population in this research are the second-year credit students who have been studying Global Studies and Maritime Affairs at a maritime university in Vietnam.
Contributions of the research
Evaluating educational materials is essential for assessing their effectiveness and informing teachers and course designers about necessary modifications for future use (Mukundan, 2009, p.37) This evaluation is particularly crucial for English for Specific Purposes (ESP) course books, as they must align with the needs of credit students, the primary users of these materials Addressing students' needs ensures that the learning resources are relevant and effective; if gaps are identified, recommendations for modifications or adaptations should be made to enhance their utility.
Research methods of the study
This study utilizes a mixed methodology, incorporating questionnaires, semi-structured interviews, and document analysis to address key research questions The questionnaires gather data from learners regarding their needs, wants, and gaps, as well as their English competence levels, learning purposes, and expectations for the ESP course Additionally, the survey design includes inquiries about informants' opinions on the aims, content, and methodology of the current textbook in use.
Data is collected on students' evaluations regarding the importance and satisfaction levels of maritime-related topics, the difficulty of lexical items and grammatical points, and the language skills addressed in the textbook.
This study employs a combination of semi-structured interviews and document analysis to assess the special needs of lecturers and students in learning Maritime English and evaluate the effectiveness of current materials By gathering insights through questionnaires and interviews, the research aims to understand user experiences and preferences Additionally, document analysis enhances the objectivity of the material evaluation, allowing the researcher to provide a nuanced interpretation of the assessment topic, as highlighted by Bowen (2009).
This chapter presents a comprehensive overview and assessment of the existing literature on English for Specific Purposes (ESP) and material evaluation, along with a review of related studies The literature review aims to deliver a detailed understanding of essential concepts in ESP materials evaluation, including the framework of needs analysis, thereby highlighting the relevance of this study and identifying gaps in the current knowledge base.
English for Specific Purposes (ESP)
Definition of ESP
In Hutchinson and Waters' "The Tree of ELT" (1987), English for Specific Purposes (ESP) is identified as a branch of English as a Foreign Language (EFL), alongside General English This classification necessitates a detailed examination of ESP's nature and characteristics to reveal important distinctions While numerous definitions of ESP exist, a notable similarity emerges when analyzing key definitions, underscoring the concept's complexity and diversity.
Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as an approach to language learning centered on learner needs rather than a specific type of language or methodology They emphasize that the foundation of ESP lies in understanding the interests and requirements of learners Similarly, McDonough (1984) highlights the importance of needs analysis in ESP course design, noting that it has become essential for course development Robinson (1991) concurs, stating that ESP is typically goal-directed and evolves from a thorough needs analysis.
Strevens (1988) provides an extended definition of ESP by identifying four absolute characteristics and two variable characteristics The four absolute
7 characteristics of ESP describe English language teaching that is, according to Strevens (1988):
(i) designed to meet specified needs of the learner;
(ii) related in content (i.e in its themes and topics) to particular disciplines, occupations and activities;
(iii) centred on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse;
(iv) in contrast with General English
Meanwhile, the two variable characteristics are presented as followed: ESP may be, but is not necessarily:
(i) restricted as to the language skills to be learned (e.g reading only); (ii) not taught according to any pre-ordained methodology (pp.1-2)
Dudley-Evans and St John (1998) present a modified perspective on English for Specific Purposes (ESP), diverging from Strevens' (1988) and Robinson's (1991) emphasis on direct alignment with subject content They argue against the notion that ESP is solely defined in contrast to General English, introducing three variable characteristics instead Their approach highlights that ESP has its own unique methodology, where the roles of students and teachers are redefined; teachers often act as language consultants, sharing equal status with learners who bring their own subject expertise to the classroom.
Understanding the learners’ needs is essential for designing an effective English for Specific Purposes (ESP) course, as it influences both the syllabus and teaching methods In this study, ESP refers to the instruction of specialized English tailored for nautical students, equipping them to communicate effectively in their academic pursuits and future maritime careers.
Classification of ESP
English for Specific Purposes (ESP) encompasses two main sub-categories: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) These categories, as outlined by various scholars, include different subtypes that can be classified based on experience or professional fields.
In terms of experience’s classification, the tree diagram is presented in Figure 1 (Robinson, 1991, pp.3-4, as cited in Dudley-Evans & St John, 1998)
Figure 1 ESP classification by experience
Dudley-Evans and St John (1998) emphasize the significance of differentiating between pre-experience or pre-study courses and those tailored for in-service learners in the field of English for Specific Purposes (ESP).
Another way of classification is by discipline or professional area The tree diagram demonstrating it is illustrated in Figure 2 (Dudley-Evans & St John,
English for Academic Purposes English for Occupational Purposes
English for English for English English for English for English for Science and Medical for Legal Management Professional Vocational Technology Purposes Purposes Finance and Purposes Purposes
English for English for Pre-Voca- Voca-
Medical Business tional tional Purposes Purposes English English
Figure 2 ESP classification by professional area
English for Occupational Purposes (EOP) encompasses language training tailored for professional environments, including administration, medicine, law, and business, as well as vocational contexts for non-professionals The primary goal of EOP courses is to enhance the language skills necessary for learners to succeed in their respective careers EOP can be further categorized into English for Professional Purposes (EPP) and English for Vocational Purposes (EVP) In contrast, English for Academic Purposes (EAP) focuses on equipping learners with the English language skills needed for academic success, including areas such as English for Science and Technology, English for Medical Purposes, English for Legal Purposes, and English for Management, Finance, and Economics EAP courses aim to provide the language proficiency and skills essential for academic study and research.
English for Global studies and Maritime Affairs that this study is examining fits into the category of EAP
English for Global studies and Maritime Affairs
The Global Studies and Maritime Affairs program is designed to provide students with essential knowledge and skills for their academic and professional journeys This major encompasses four key maritime policy areas: International Maritime Security, International Maritime Environmental Policy, Maritime Law and Organizations, and International Maritime Trade and Policy Each of these core areas aims to equip students with a strong theoretical foundation rooted in social sciences, including international relations, political science, public policy, history, and economics.
Students acquire essential intellectual tools to navigate maritime policy issues in a globalized context, including critical thinking, research skills (both quantitative and non-quantitative), leadership abilities, and an understanding of cultural diversity.
In today's global landscape, students must have a strong command of both General English and English for Specific Purposes The university's website outlines key learning objectives for the course "English for Global Studies and Maritime Affairs," highlighting the essential skills needed for success in these fields.
Develop a lexical repertoire (CEFR level B1-B2) related to the field of Global studies and Maritime Affairs
Employ job-related language functions to communicate effectively in different situations
Articulate and analyze, both verbally and in writing, the current issues facing the maritime policy and management fields, and can develop appropriate solutions
Be aware of the importance of cultural diversity and cross-cultural understanding, and develop a sense of civic responsibility and global stewardship
Needs analysis
Definition of Needs
In the realm of second language learning, the concept of "needs" is interpreted differently by various scholars Widdowson (1981) defines needs as the current and future requirements of learners, along with their expectations post-course Similarly, Mountford (1981) offers a goal-oriented perspective, viewing needs as the objectives behind learners' studies or work requirements Dudley-Evans and St John (1998) further elaborate that these goal-oriented needs arise from specific learning contexts.
Richterich (1980) emphasizes that understanding learners' background information and expectations is crucial for diagnosing their language needs Similarly, Brindley (1989) defines needs as closely aligned with the learners' perspectives and experiences.
“wants” or “desires”, concerning learners’ own interests in what they would like to learn besides their program requirements Berwick (1989) regards “needs” as
The disparity between the present circumstances and the expected future condition highlights the process-oriented needs identified by Richterich, Brindley, and Berwich These needs focus on achieving a target situation rather than being rooted in current learning contexts (Dudley-Evans & St John, 1998).
Types of Needs
Brindley (1989) and Robinson (1991) categorize needs into two main types: objective needs and subjective needs Objective needs are based on factual information about learners, such as their language proficiency, perceived difficulties, and the necessity for language in real communication contexts.
“subjective needs” takes the language learning cognition and emotional needs of learners into consideration This type of “needs” is interpreted by examining the
“affective and cognitive factors” of the learners such as learners’ personalities, self-confidence, personal cognitive styles, and expectations, and self-esteem during the learning process
Hutchinson and Waters (1987) define two key concepts of needs in language learning: "target needs" and "learning needs." Target needs encompass what students require to perform successfully in a specific context, focusing on their "necessities," "lacks," and "wants." Understanding these needs is essential for effective functioning in the target situation.
In the context of language learning, "necessities," or "objective needs," refer to the specific language skills required for success in a target situation The term "lacks" identifies the gap between learners' current competencies and the desired proficiency level Meanwhile, "wants" encompasses the subjective needs that learners perceive as important Additionally, "learning needs" address the factors influencing students' ability to learn, including their motivations, attitudes, interests, learning styles, and the availability of resources and time This study adopts the definition by Hutchinson and Waters (1987) to effectively evaluate learners' needs.
Needs analysis
The concept of "needs analysis," introduced by Michael West in 1920, aims to enhance the effectiveness of English language learning According to Richard and Rodgers (1986), this analysis involves identifying the specific English language needs by refining the goals, objectives, and content of language courses The focus of the study can either be on general factors or specific demands.
Needs analysis, as defined by Basturkmen (1998), involves identifying challenges and standard scenarios through the observation of participants in a specific context, complemented by interviews and questionnaires She emphasizes that language needs analyses are particularly effective in situations where learners encounter similar difficulties.
According to Richterch and Chancerell (1987), as referenced in Basturkmen (1998), the primary goal of needs analysis is to identify various elements while also determining their relative importance, distinguishing between what is essential, necessary, or simply desirable.
Needs analysis, as defined by Brown (1995), involves collecting data to create a curriculum tailored to the specific requirements of learners This process is essential for effective and systematic curriculum design.
Material Evaluation
Definition of materials
Materials are essential tools that facilitate language teaching, encompassing a wide range of resources such as textbooks, workbooks, audio cassettes, CDs, videos, photocopied handouts, newspapers, and even written content on whiteboards These materials serve to present or convey information about the language being learned (Tomlinson, 1998).
Materials, as defined by Tomlinson (2001), encompass all resources used to enhance language learning, including linguistic, visual, auditory, and kinesthetic elements These materials can be presented in various formats such as print, live performances, cassettes, CD-ROMs, DVDs, or online platforms.
Hutchinson and Torres (1994) state that:
Textbooks play a crucial role in English language teaching, with millions sold annually and numerous aid projects established to create them in various countries A teaching-learning environment is often considered incomplete without its corresponding textbook.
Concerning the purposes of materials, Hutchinson and Waters (1987) define six objectives for materials The objectives are presented as follows:
(ii) help to organize teaching and learning process;
(iii) embody a view of the nature of language and learning;
(iv) reflect the nature of the learning task;
(v) have a very useful function in broadening the basis of teacher training; and
(vi) provide models of correct and appropriate language use
Materials serve as a vital source of "real language," providing learners with authentic exposure to how language is used in real-life contexts This is particularly crucial in English for Specific Purposes (ESP), as effective materials are essential for equipping learners with the language skills they need for success in professional environments.
Material Evaluation
Material evaluation in English Language Teaching (ELT) is defined by Tomlinson (1998, p.3) as a systematic appraisal of materials based on their objectives and the needs of learners This perspective emphasizes that the effectiveness of educational materials should be assessed in relation to how well they meet the specific requirements of the students using them.
Hutchinson and Waters (1993) describe evaluation as a matching process that aligns identified needs with available solutions This involves determining the evaluation criteria, establishing the objectives and requirements of the material, and assessing how well the material meets these predetermined goals.
2.3.2.2 The aims of material evaluation
Material evaluation is essential in designing an English for Specific Purposes (ESP) course, as it allows educators to understand the content of available textbooks According to Sheldon (1988), evaluating textbooks helps teachers identify their strengths and weaknesses, ensuring that the selected materials effectively meet the course objectives.
Cunningsworth (1995) and Ellis (1997) hold the opinion that evaluation is a means of performing action research whose aim is to achieve professional development and improvement
Evaluating educational materials serves several key purposes: it assesses their effectiveness in the classroom, ensures they align with the established course objectives, measures their ability to help students meet learning goals, and determines if their design is appropriate for a task-based syllabus.
Cunningsworth (1995) and Ellis (1997) propose three types of materials evaluation: predictive evaluation, which assesses the potential performance of a textbook before use; in-use evaluation, which examines the effectiveness of a currently used textbook; and retrospective evaluation, which focuses on improving a textbook based on past usage experiences.
Dudley-Evans and St John (1998) define evaluation as a process that involves posing questions and responding to the answers received They emphasize that evaluation starts with identifying the necessary information to collect and culminates in implementing changes to existing practices or shaping future actions Additionally, evaluation is categorized into two main types: formative and summative.
Robinson (1991) identifies three key types of materials evaluation in English for Specific Purposes (ESP): preliminary evaluation, which occurs before the course starts; summative evaluation, conducted at the course's conclusion; and formative evaluation, taking place during the course She emphasizes that both external and internal evaluators can perform the evaluation process.
Hutchinson and Waters (1987) define evaluation as a process of matching needs to available solutions The evaluation process should go through four stages: a) defining criteria, b) subjective analysis, c) objective analysis, and d) matching
Figure 3 The material evaluation process (Hutchinson and Waters, 1987)
The evaluation process begins by establishing clear criteria for assessing materials, encompassing both objective and subjective analysis Key criteria include audience, aims, content, and methodology The next step involves a subjective analysis that considers the preferences and desires of teachers and learners regarding the course This is followed by an objective analysis focused on how well the evaluated materials align with the established criteria, eliminating any assumptions Finally, the process culminates in determining the extent to which the materials fulfill the identified needs.
Different stakeholders are taken into consideration, including teachers, students, and sponsors while evaluating the materials For this study, the model of material
On what bases will you judge material?
Which criteria will be more important?
What realizations of the criteria do you want in your course?
How does the material being evaluated realise the criteria?
How far does the material match your needs?
17 evaluation by Hutchinson and Waters (1987) will be adopted to find out the answers to the research questions (See Appendix 1 for the checklist)
Researchers can employ various methods for data collection in material evaluation, as highlighted by Robinson (1991) Selecting appropriate techniques is crucial for achieving optimal results in each study Effective evaluation methods include questionnaires, interviews, test results, observations, and informal approaches, according to Hutchinson and Water (1993), Lynch (1996), Richards (2001), and Robinson (1991).
Questionnaires are a widely used and cost-effective method for collecting data from teachers and students on various topics Their ability to reach a large audience simultaneously is a significant advantage However, careful design is essential to ensure that respondents accurately interpret the questions.
Interviews are an effective data collection method, as highlighted by Robinson (1991), offering in-depth insights into specific questions Unlike questionnaires, interviews allow for a more comprehensive exploration of topics, although they require significant time and resources to conduct.
Review of previous studies
Several previous studies have been investigated and some conclusions about the research gap have been drawn as a result
Numerous studies across various fields, such as Business English, English for Police, and English for Nursing, highlight the significance of needs analysis and material evaluation However, the exploration of Maritime English remains limited, with only a handful of scholars addressing this specific area.
Recent studies on Maritime English in Vietnam, specifically by Luong (2012), have focused on the evaluation of ESP coursebooks for second-year marine engine students at Vietnam Maritime University and the design of an ESP speaking syllabus at Maritime College No.1 These studies primarily utilized textbooks created by Vietnamese lecturers In contrast, the current research examines the textbook "Foreign Language 1 - Global Studies and Maritime Affairs," imported from a U.S maritime university and tailored for Vietnamese students This study aims to assess the textbook's appropriateness within the specific context of Vietnam, with further details provided in Chapter 3: Methodology.
Various frameworks have been developed to tackle the evaluation of educational materials, including the four-step macro evaluation by Hutchinson and Waters (1987), Littljohn's Framework for Materials Analysis and Evaluation (1998), and Lowi's Needs Analysis Framework (2009) Despite these advancements, existing research often struggles with selecting appropriate methods for data analysis For instance, Nguyen (2012) conducted a needs-based evaluation of English for Specific Purposes (ESP) materials tailored for second-year nursing students at Thanh Hoa Medical College, employing the four-step macro-evaluation framework by Hutchinson and Waters.
In 1987, a questionnaire was introduced for students and teachers to self-evaluate English for Specific Purposes (ESP) materials; however, this approach may lack objectivity, as students might not fully grasp the materials' initial purposes, principles, and structures To address this limitation, the current study will divide the data analysis into three key components: (i) subjective analysis, utilizing questionnaires to assess learners' perceived needs; (ii) objective analysis, where the researcher evaluates the ESP materials; and (iii) a matching stage that compares the findings from (i) and (ii) to ascertain whether the materials effectively meet learners' needs.
The methodology chapter details the methods employed in this study, outlining the physical and social contexts of the research, participant background information, research types, and the instruments used for data collection and analysis procedures.
Research setting
This research focuses on the needs of second-year students majoring in Global Studies and Maritime Affairs at the ISE faculty of a maritime university in Vietnam, which has established strong partnerships with a Maritime Academy in the United States Since 2012, the Global Studies and Maritime Affairs program has been one of the university's most successful offshore initiatives, consistently graduating over 40 students annually.
The "Global Studies and Maritime Affairs" course equips students with essential knowledge and skills, preparing them for a comprehensive understanding of global maritime issues This program emphasizes the importance of international relations, maritime policy, and sustainable practices in the maritime sector Students gain insights into global trade dynamics, environmental challenges, and the geopolitical significance of maritime activities, ensuring they are well-prepared for careers in this vital field.
(i) Theoretical background of the social sciences, applied in accordance with the growing needs of transport industry in general and shipping it separately;
To effectively work in government agencies, local non-profit organizations, international bodies, and the maritime industry, one must possess a robust understanding of economic theory and global politics This includes knowledge of policy-making processes, an appreciation of global maritime history, and recognition of the significance of maritime power in national strength Additionally, awareness of pressing global maritime issues related to security, trade, and environmental concerns is essential.
To effectively navigate the complexities of maritime policy in an increasingly globalized world, it is essential to possess a strong theoretical foundation This includes a deep understanding of business policies related to maritime trade, along with critical thinking and research skills Additionally, leadership abilities and cultural awareness are crucial for addressing the multifaceted challenges in this dynamic field.
Their employment opportunities consist of a variety of posts related to planning and policy making in the field of trade and economic maritime, maritime security and maritime law
English is a mandatory subject for students majoring in Global Studies and Maritime Affairs, spanning four semesters and totaling 270 periods In the initial two semesters, students focus on General English to achieve a B1 proficiency level before progressing to English for Specific Purposes (ESP) materials The curriculum is structured in two main stages to ensure comprehensive language development.
Stage 1: Semester 1 (1 st year) consists of 75 periods of GE
Semester 2 (1 st year) consists of 75 periods of GE Stage 2: Semester 3 (2 nd year) consists of 60 periods of ESP
Semester 4 (2 nd year) consists of 60 periods of ESP
The ESP course books have 24 units in total and are divided into two courses
The study concentrates on "Foreign Language 1," which comprises 12 units and utilizes the textbook "Foreign Language 1 – Global Studies and Maritime Affairs." This textbook has been adapted from original materials from a Maritime University in the United States, specifically tailored for in-house classroom activities The primary objective of this English for Specific Purposes (ESP) course is to ensure that students achieve proficiency in the relevant maritime language skills by the end of the course.
(i) have a good command of a lexical repertoire in the field of maritime trade allowing gaps to be readily overcome with circumlocutions;
(ii) apply such a good range of vocabulary for matters related to the field of maritime trade;
(iii) recall and describe the principles of maritime affairs and related matters; and
(iv) comprehend a variety of written texts related to maritime trade
The textbook is designed using a content-based syllabus, emphasizing learning specific topics through the target language instead of the students' mother tongue This approach ensures that each lesson is focused on engaging with the subject matter directly, enhancing language acquisition through relevant content.
12 units, with each unit covering a maritime-related topic 12 topics covered in the
21 textbook “Foreign Language 1” are taught in the order in which they are listed below:
(iii) Ship structure and organization;
(iv) Different kinds of shipping;
(vii) Different kinds of ports for ships;
(x) Cargo handling equipment on board and in port;
(xi) Inland container depot; and
Each unit in this textbook is structured into three key components: reading texts, grammatical points, and practice exercises designed to reinforce knowledge, vocabulary, grammar, and reading skills Major learning activities in an English for Specific Purposes (ESP) lesson encompass presentations, group discussions, assigned readings, and oral summaries.
Research participants and sampling
The study is conducted on a population of 40 second-year students who have been learning Global Studies and Maritime Affairs at a nautical university in Vietnam
The study involves 40 students who have recently completed the "Foreign Language 1" course and are preparing to enroll in the second ESP course, "Foreign Language 2." Given the small size of the research population, the study will include all participants without the need for sampling.
Data collection procedure and methods
To investigate learners' needs, this study employs a questionnaire as the primary data collection tool Questionnaires are chosen for their ability to gather diverse information regarding learners' beliefs about language acquisition, motivations for learning, and their attitudes toward classroom activities and instruction (Mackey and Gass).
Questionnaires are an effective tool for identifying learners' needs, as highlighted by Richards (2001) and Brown (2001) Their flexibility allows respondents to complete them at their convenience, making it easier to gather data from multiple participants simultaneously This method is particularly advantageous for studies involving a larger group, such as 40 participants, due to its time-efficient nature.
The questionnaire employs a 5-point Likert-type scale to assess the English language needs of second-year students, following the key criteria of Audience, Aims, Content, and Methodology from Hutchinson and Waters (1987) It begins by collecting demographic data through five questions regarding age, gender, English proficiency, and specialized knowledge The next section evaluates learners' expectations for the course with two close-ended questions on the course's importance and their expectations for each item Finally, the questionnaire includes nine Likert-type scale questions aimed at identifying the learners' actual language needs and their satisfaction with the textbook's offerings.
To improve reliability, the questionnaire undergoes a pilot test before distribution, followed by revisions for clearer instructions After being administered to 40 participants, all questionnaires are successfully collected, yielding truthful data that can be analyzed for meaningful conclusions.
Semi-structured interviews will be conducted with three students and one teacher to provide a comprehensive understanding of the topic Unlike structured interviews that follow a strict question order, semi-structured interviews use a prepared list of questions as a guideline, allowing for more flexible and comfortable discussions (Jamshed, 2004) This approach is beneficial as it enables the researcher to gain deeper insights into the motives and feelings of the interviewees.
The question list will be created using insights from interviewees' responses to a prior survey, emphasizing their justifications for their needs If any new, unanticipated information arises, follow-up questions will be posed immediately At the conclusion of each interview or section, participants will be invited to offer recommendations for improving the materials to enhance their relevance and effectiveness.
Three students were selected for semi-structured interviews based on their unique responses to the questionnaire The first student, the class monitor, closely observes all details during lessons, offering the researcher valuable insights into the dynamics of an ESP lesson The second student was chosen due to his distinct learning needs, which set him apart from his peers Lastly, the third student, with a proficiency level in English that surpasses most of his classmates, adds another perspective to the research.
24 class; however, his opinions about the textbook are quite mixed, with several items being rated with low satisfaction while others with high satisfaction
The teacher interviewee is currently teaching the course “Foreign language 1” at the university She is also the teacher of the ESP class that the research is being conducted on
Document analysis is also an instrument with the aim of triangulating the data The source of information for document analysis is a written textbook, which is called
“Global studies and Maritime affairs - Foreign language I” Document analysis takes place without being intervened by the researcher (Bowen, 2009)
This study employs document analysis to improve objectivity and reduce bias that may arise from questionnaires and interviews (Eisner, 1991, as cited in Bowen, 2009) By analyzing documents, the research aims to validate the findings from questionnaire responses, ultimately assessing whether students' satisfaction levels with the textbook are justifiable.
Data analysis procedure and methods
The study utilizes Hutchinson and Waters’ evaluation model (1987), which consists of four key stages: defining criteria, subjective analysis, objective analysis, and matching In the subjective analysis stage, both quantitative and qualitative data are gathered from learners to assess their needs Following this, the researcher performs an objective analysis by examining the material itself Finally, the matching stage evaluates whether the material aligns with the identified needs, occurring only after the completion of both the subjective and objective analyses.
Quantitative data analysis will utilize Microsoft Excel 2016 following the collection of survey results The researcher will first conduct preparatory data coding for the responses regarding the level of needs, employing an ordinal scale based on the Likert scale This scale ranges from 1 to 5, where 1 indicates "Not Important" and 5 signifies "Very Important," allowing for a clear assessment of the importance of each item.
After that, the coded response of each participant will be exported into an Excel
In the 2016 worksheet, the researcher will leverage Excel's calculation tools to compute the average scores for each participant across the entire questionnaire and within specific need groups, thereby assessing their overall requirements for ESP materials Additionally, a detailed compilation of all participant responses will be created, with the data visualized through graphs, charts, and tables for clarity.
Thematic content analysis will be utilized to analyze qualitative data, as it effectively identifies emerging themes and interprets data meanings (Maguire and Delahunt, 2017) Specifically, Braun and Clarke’s (2006) framework of thematic content analysis will be applied to enhance clarity in the research process.
CHAPTER FOUR: RESULTS AND DISCUSSION
This chapter presents a comprehensive analysis of the collected data, utilizing graphs, charts, and tables for clarity Additionally, it includes a detailed discussion of the findings to enhance understanding of the data and its implications.
Research question 1: What are the students’ English language needs as
4.1.1 The background information of the students
Figure 4 Students’ levels of English
The chart indicates that 85% of students self-assess above the Elementary level (B1, B2), while 15% are at Beginner or Elementary levels Among those identifying as Intermediate or Upper-intermediate, they have previously taken the IELTS, scoring between 4.0 and 6.5 This suggests a mixed-ability classroom, with no students reaching Advanced or Proficient levels.
Students’ understanding levels of their specialized subjects
A questionnaire was administered to 40 students to evaluate their comprehension of specialized subjects they have studied thus far Using a five-point Likert scale, students rated their understanding as “very poorly,” “poorly,” “adequately,” “well,” or “very well.”
“very well” Figure 5 summarizes the responses to this question
Figure 5 Students’ understanding levels of their specialized subjects
Overall, a large number of students (63%) had an adequate understanding of their specialized subjects Only a minority of students understood them at a “poorly” or
“very poor” levels, taking up 13% of the total students Besides, a quarter of the class were confident about their levels of understanding as they understood “well” or “very well”
Students’ views on the importance of the course “Foreign language 1 in Global Studies and Maritime Affairs”
All the students were enquired about their views of the importance of the course
“Foreign language 1 in Global Studies and Maritime Affairs” in their academic studies and future career The ratings were on a four-point Likert scale with the
Students’ understanding levels of their specialized subjects
Very poorly Poorly Adequately Well Very well
28 following values: “very important”, “important”, “not really important”, and “not important at all” Their responses are summarised in Figure 6
Figure 6 Students’ views on the importance of the course “Foreign language 1”
A survey conducted among 40 students revealed that 70% of participants deemed the course "Foreign Language 1" important, with 22.5% rating it as "very important." In contrast, only 7.5% of the students, or three individuals, expressed a differing opinion regarding the course's significance.
Students’ expectations of the course “Foreign language 1 in Global Studies and Maritime Affairs”
Students provided feedback on their expectations for the course "Foreign Language 1 in Global Studies and Maritime Affairs," rating six specific items as high, moderate, or low The summarized responses are presented in Table 1.
Students’ views on the importance of the course “Foreign language 1”
Students’ expectations of the course “Foreign language 1 in Global Studies and Maritime Affairs”
Rating Items High Moderate Low
To communicate with foreign seafarers and customers
To have the theoretical background of the maritime terminologies
To make a presentation/ speech in
To write emails, reports and other documents in English
To understand the cultural norms of different nationalities
To equip students with problem- solving skills to deal with communication problems in reality
A significant majority of students held moderate to high expectations for the course "Foreign Language 1," with 65% expressing a strong interest in acquiring a theoretical background in maritime terminologies, and notably, no students rated their expectations as low for this aspect Additionally, the last three items in the course received the highest ratings overall.
Students displayed low expectations in key areas such as writing emails, reports, and other documents in English, understanding cultural norms of various nationalities, and developing problem-solving skills for real-world communication challenges Notably, the percentage of students with moderate expectations surpassed those with high expectations, particularly regarding the ability to write professional correspondence in English.
A significant disparity of up to 20% was observed between students' "moderate" and "high" expectations regarding their ability to communicate with foreign seafarers and customers, read professional documents, and make presentations in English Notably, 52.5% of students rated these skills at a "high" level, slightly surpassing the 42.5% to 45% of students who held "moderate" expectations for each item Additionally, only a small number of students considered these skills unimportant.
4.1.2 English language needs of students at the nautical university in Vietnam 4.1.2.1 Aims
In a questionnaire, students evaluated the significance of six objectives from the textbook "Foreign Language 1" using a five-point Likert scale that ranged from "not important" to "very important." The summarized responses are presented in Table 2.
Students’ views on the aims of the textbook “Foreign Language 1”
Freq % Freq % Freq % Freq % Freq %
The textbook provides maritime terminologies
The textbook helps you to improve your grammatical knowledge and ability
The textbook focuses on enhancing the communication skills
The textbook focuses on enhancing the reading skills
The textbook helps students learn language functions to perform tasks in real situations
Almost every student in the class considered the objectives of the textbook to be significantly important, with particular emphasis on six key aims Among these, the students prioritized certain objectives as the most crucial for their learning experience.
(i) the textbook provides maritime terminologies;
(ii)the textbook focuses on enhancing the reading skills;
(iii) the textbook helps students learn language functions to perform tasks in real situations
The textbook's goal of enhancing grammatical knowledge and skills is the least favored among students This low rating can be attributed to the fact that students were required to study General English for two semesters before enrolling in the course.
“Before attending the course “Foreign language 1”, all of the students are required to take two courses of General English, in which students learn
32 necessary knowledge of grammatical points as well as four language skills on the basis of common everyday topics.”
40 students were asked to assess the importance of 12 topics covered in the textbook “Foreign Language 1” Table 3 summarizes the responses to this question
Students’ views on the topics of the textbook “Foreign Language 1”
Freq % Freq % Freq % Freq % Freq %
Different kinds of ports for ships
Cargo handling equipment on board and in port
The data reveals that only a small percentage of students rated the topics in the textbook as low in importance, with “cargo space and tonnage,” “modes of transport,” “different kinds of ports for ships,” and “port labour” collectively accounting for just 3% of responses indicating they were “slightly important” or “not important.” In contrast, the topics deemed most essential by students were “maritime services and stakeholders,” “different kinds of shipping,” and “port operation areas,” which received an impressive 80% of responses categorized as “important” or “very important.”
A questionnaire was administered to 40 students to assess the significance of four key English language skills, along with integrated skills, in relation to their academic studies The findings from this survey are detailed in Table 4.
Students’ views on the skills of the textbook “Foreign Language 1”
Freq % Freq % Freq % Freq % Freq %
In general, a strong majority of students considered all four skills of English to be
Students consider listening and speaking skills as crucial for their academic success, with 40% rating listening as "very important" and 30% for speaking This highlights a significant focus on verbal communication skills in their studies.
In terms of methodology, seven methodological items were provided in the questionnaire for students to rate their importance Table 5 summarizes the responses to this question
Students’ views on the methodology of the textbook “Foreign Language 1”
Important Very important Freq % Freq % Freq % Freq % Freq %
The textbook puts an emphasis on communication
The textbook provides a balanced proportion of exercises/ tasks
The activities encourage sufficient communicative and meaningful practice
The activities incorporate individual, pair and group work
The grammatical points and vocabulary items are presented in an authentic context
The activities promote creative, original and independent responses
The textbook highlights and practices natural pronunciation
A significant majority of students, totaling 77.5%, deemed the textbook's emphasis on communication as "important" or "very important." Notably, the methodological aspects of the textbook received high ratings, with 27.5% of students considering the presentation of grammatical points and vocabulary in an authentic context as "very important," while 25% felt the same about activities that encourage meaningful communicative practice In contrast, expectations for promoting creative and independent responses, along with natural pronunciation, were rated considerably lower by students.
Research question 2: To what extent are these needs addressed in the current
The textbook is designed to provide students with a comprehensive understanding of maritime terminology across 12 key topics, including maritime services and stakeholders, shipping classification, ship structure and organization, various types of shipping, cargo space and tonnage, modes of transport, different types of ports, port labor, and port operations.
The textbook covers 36 key areas, including cargo handling equipment both on board and in port, inland container depots, and various port management models It emphasizes reading skills to equip readers with specialized knowledge and terminology relevant to these topics.
At the end of the course “Foreign Language 1”, students are expected to be able to:
(i) have a good command of a lexical repertoire in the field of maritime trade allowing gaps to be readily overcome with circumlocutions;
(ii) apply such good range of vocabulary for matters connected to the field of maritime trade;
(iii) recall and describe the principles of maritime affairs and related matters; and
(iv) comprehend a variety of written texts related to the maritime affairs contexts
The textbook effectively meets learners' needs by focusing on maritime-related terminology and reading skills However, it falls short of its goal to equip students with the language functions necessary for performing tasks in real-life situations.
Table 6 below summarizes the answers to the question about the level of learners’ satisfaction in terms of aims
Students’ level of satisfaction of the aims in the textbook “Foreign Language 1”
Unsatisfied Neutral Satisfied Very satisfied
Freq % Freq % Freq % Freq % Freq %
The textbook provides maritime terminologies
The textbook helps you to improve your grammatical knowledge and ability
The textbook focuses on enhancing the translation skills
The textbook focuses on enhancing the communication skills
The textbook focuses on enhancing the reading skills
The textbook helps students learn language functions to perform tasks in real situations
Many students were pleased with the textbook's comprehensive coverage of terminology, translation, and reading skills However, a significant portion of students felt that the textbook fell short in effectively teaching language functions necessary for performing tasks in real-life situations.
There are 12 topics covered in the textbook “Foreign Language 1”, which are taught in the order in which they are listed below:
(iii) Ship structure and organization;
(iv) Different kinds of shipping;
(vii) Different kinds of ports for ships;
(x) Cargo handling equipment on board and in port;
(xi) Inland container depot; and
The topics outlined in this article are interconnected, forming a solid foundation for more complex maritime studies They are systematically organized, with initial topics offering general insights into central themes, leading to more detailed discussions in subsequent sections Notably, the first topic, "Maritime Services and Stakeholders," establishes the groundwork for the following eleven topics by introducing essential terms and concepts that are explored in depth later on.
The analysis indicates that while all topics were deemed important by the majority of the class, three key areas stood out as the most critical for students: "maritime services and stakeholders," "different kinds of shipping," and "port operation areas." These topics received an impressive 80% of responses labeling them as "important" or "very important."
Table 7 demonstrates the responses to the question of the students’ level of satisfaction with the how the topics were developed in the textbook
The students’ level of satisfaction with the how the topics were developed in the textbook “Foreign Language 1”
Unsatisfied Neutral Satisfied Very satisfied
Freq % Freq % Freq % Freq % Freq %
Different kinds of ports for ships
Cargo handling equipment on board and in port
The analysis reveals that the textbook "Foreign Language 1" effectively addresses the majority of students' needs, with most topics deemed suitable However, the topic "Different kinds of ports for ships" stands out with the highest levels of "unsatisfied" and "neutral" responses This dissatisfaction is likely due to the presentation of the topic in the textbook, which lacks visual aids to enhance understanding.
“The topic “Different kinds of ports for ships” is one of the few topics that
I found really hard to remember and comprehend I hope that this topic would be presented more intriguingly and the textbook could design this topic visually for us to understand better.”
The course primarily emphasizes reading skills, neglecting listening, speaking, and writing To enhance speaking abilities, students prepare presentations on textbook topics and engage in discussions at the end of each unit However, listening and writing skills are neither taught nor assessed The reading component focuses on four key sub-skills: skimming, scanning, intensive reading, and extensive reading To gauge comprehension, students answer follow-up questions after each lesson, which requires them to recall and summarize information Despite students expressing a preference for verbal communication skills, particularly listening and speaking, the textbook fails to address their needs adequately, resulting in an uneven development of language skills.
The course and textbook emphasized reading exercises excessively, neglecting the development of other important skills This imbalance is a significant issue that requires improvement.
41 textbook really enabled me to comprehend and recall all the knowledge easily I do hope that there could be more room for other language skills, especially listening skill.”
In this English course, we focused heavily on enhancing our reading and speaking skills through pre-reading assignments and presentations in front of classmates, which significantly boosted our speaking abilities Unfortunately, the course did not address listening and writing skills, as they were not included in the textbook.
Student evaluations, as shown in Figure 7, indicate that the textbook fails to address students' language skill needs Over half of the students rated the allocation of language skills as "poor," while a considerable number expressed a neutral stance.
Figure 7 Students’ views on the proportion of language skills in the textbook
4.2.2.3 The number of technical vocabularies and grammatical points
4.2.2.3.1 The number of technical vocabularies
Very poor Poor Neutral Good Very good
The proportion of language skills
To enhance students' understanding of their chosen fields, a comprehensive list of relevant terminologies is provided for each topic, ensuring they acquire essential knowledge and technical vocabulary pertinent to their major.
“Global studies and Maritime studies”, which enable the students to name an object or an issue by relevant terms
Unit 3: Ship Structure and Organization introduces essential vocabulary for understanding a ship's anatomy, including terms such as hull, deck, superstructure, stern, bow, beam, propeller shaft, and bow thruster These key terminologies provide a comprehensive description of a ship's structure and organization.
A thorough examination of the textbook reveals that each unit is effectively supported by a substantial amount of relevant vocabulary, all of which is closely tied to the topic at hand.
40 students were also asked to assess the suitability of the number of technical vocabularies presented in each topic Their assessment will be illustrated by Figure
Figure 8 Students’ views on the number of technical vocabularies in each topic in the textbook “Foreign Language 1”
A significant majority of students, accounting for 70%, express satisfaction with the amount of technical vocabulary presented in each textbook unit In contrast, 22.5% of students believe that the units contain an excessive number of terminologies Meanwhile, only 7.5% of the students feel that the introduction of new vocabulary is minimal or insufficient.
4.2.2.3.2 The number of grammatical points
