State of the problem
The Water Resources University (WRU) stands as Vietnam's leading institution for undergraduate and postgraduate education in hydraulic engineering, hydro-power, and water resources Additionally, WRU serves as a respected center for scientific and technological transfer, fostering collaborative relationships in education and research with numerous international universities and institutes across the USA, England, France, Germany, Denmark, and the Netherlands.
The WRU is implementing a development strategy starting in the 2007-2008 academic year, focusing on training programs aligned with USA standards Coastal Engineering students, seen as pioneers in the university's renovation process, will undertake all courses in English Emphasizing the importance of English, particularly English for Specific Purposes (ESP), is crucial for the success of the university's education and training initiatives WRU students are expected to effectively communicate in English and read technical documents, which will significantly aid their self-study efforts.
Despite the crucial role of English for Specific Purposes (ESP) in university education, there has been little progress in its teaching and learning over the past eight years Although the English department attempted to develop a new ESP syllabus during the 2006-2007 academic year, it still exhibits significant weaknesses.
The current ESP syllabus at WRU allocates 45 periods for five reading texts, each approximately 400 words long, sourced from technical books, articles, and hydraulic projects However, the inadequate design of this syllabus has led to students struggling to read technical English literature and effectively communicate in English post-course As a result, former students, now employees, find it challenging to apply their English knowledge in real-world situations Therefore, there is a pressing need for improvements in the teaching and learning of ESP at WRU.
Purpose of the study
This research aims to evaluate the strengths and weaknesses of the current hydraulic construction engineering syllabus at WRU By identifying strengths to build upon and addressing weaknesses, the study seeks to establish a common core of needs, wants, attitudes, and knowledge gaps among students, as well as the target requirements of professionals in the hydraulic construction field The ultimate goal is to enhance the existing English for Specific Purposes (ESP) syllabus for better alignment with industry demands.
Research questions
To reach the final goal of improving the design of the existing syllabus through a proposed framework on methods and instructional materials, the research endeavors to answer the following questions:
-What are the needs and wants of Hydraulic Construction students at WRU?
-What aspects of the current syllabus should be improved to meet their needs?
Limitations of the study
Improving the syllabus can present challenges such as limited participant numbers, difficulties in obtaining instructional materials, and evaluating the revised content As a language teacher, I recognize the urgent need to enhance students’ listening skills, which are often the weakest in their language acquisition journey However, in the context of English for Specific Purposes (ESP), particularly in hydraulic construction, sourcing appropriate listening materials proves to be a significant hurdle Many available resources from television and conferences are too complex for both adaptation and comprehension by students Consequently, while student feedback indicates a desire to improve listening skills, the syllabus improvements will prioritize other language skills.
The English program at WRU provides two English for Specific Purposes (ESP) courses for second-year students The first course, a 30-period "basic" ESP class, emphasizes grammatical structures commonly used in academic writing and relevant subject matter information The second course, lasting 45 periods, addresses typical themes encountered by students in hydraulic construction Given time and resource constraints, this research focuses solely on the ESP syllabus for the second course.
Significance of the study
The study aims to enhance the teaching and learning of English for Specific Purposes (ESP) at WRU by developing a new syllabus specifically tailored for hydraulic construction students The current syllabus lacks a structured design process, particularly in its failure to incorporate needs analysis in content selection By implementing the findings of this research, WRU hopes to improve ESP instruction and encourages further investigation into ESP teaching across other disciplines.
Historical background of the teaching of English to the hydraulic construction students at
The English Department at WRU oversees English instruction, which is structured in two stages Freshmen engage in English for General Purposes (EGP) through 120 periods using the New Headway (Pre-intermediate) coursebook English for Specific Purposes (ESP) begins in the first semester of the second year The Department develops a syllabus and implements teaching based on the university's training objectives and the specific aims of the ESP curriculum, considering the available time.
Although unofficially stated in documents or educational specifications, the aims of ESP teaching at the WRU built in syllabi can be identified as follows:
• to provide learners with technical terms and specialized knowledge
• to develop learners’ reading skills
It can be more specific to claim that after the course, students will be able to read the specialized materials to do scientific research or enhance their own knowledge
The teaching of English for General Purposes (EGP) and English for Specific Purposes (ESP) at WRU has not met its objectives, as indicated by student questionnaires assessing their language skills While over half of the students rated their reading and writing abilities as satisfactory, more than 70% expressed dissatisfaction with their speaking and listening skills Additionally, the data reveals concerning trends in grammar and vocabulary proficiency The students' feedback highlights significant weaknesses in the current syllabi and teaching methodologies, which prioritize accuracy over effective communication Consequently, most students struggle to communicate in English post-course, with the only notable improvement being in reading skills, which remains unsatisfactory.
Table 1.1 Students’ self- evaluation of their skills and language components
Speaking Reading Writing Listening Grammar Vocabulary
Percent Percent Percent Percent Percent Percent
The university's ESP syllabus, shared across all faculties, included five reading texts and related vocabulary within a 30-period framework However, this limited time was split, with half allocated to teaching grammatical structures rather than focusing on ESP As a result, students did not gain significant benefits from the inadequate syllabus.
In the 2006-2007 academic year, the Department focused on developing a new syllabus for each faculty, consisting of a total of 75 periods for English for Specific Purposes (ESP) spread across two semesters The first semester includes 30 periods dedicated to teaching grammatical points and foundational ESP concepts.
The initial phase of the course introduces students to English for Specific Purposes (ESP), providing essential information about the university and relevant topics related to water resources The remaining 45 periods are dedicated to specialized subjects that are crucial for students' future careers.
The English Department's newly designed syllabus faces significant issues, as it essentially consists of a coursebook containing only 16 reading texts, with just 5 selected for instruction This so-called syllabus is compiled from various water resources materials, including books and articles, but lacks essential components such as vocabulary, learning tasks, or engaging activities, ultimately undermining its effectiveness.
The predominant method used in English for Specific Purposes (ESP) instruction is Grammar Translation, which often neglects essential language skills such as listening, writing, and speaking While students receive grammatical structures and vocabulary to aid their comprehension of texts, there is little focus on effective reading strategies As a result, students typically see minimal improvement in their reading skills by the end of the course.
As we can see, the course itself and the outcome don’t meet the teaching aims It’s time for big changes to catch up with the emerging needs of society.
Learner’s autonomy
A key objective of tertiary education is to equip students with the skills for self-study, making autonomous learning crucial for their academic success In many Vietnamese universities, the English for Specific Purposes (ESP) course aims to promote this form of independent learning Therefore, it is essential to evaluate the significance of autonomous learning and its inclusion as a training goal within ESP courses, particularly in the context of the WRU.
Learner autonomy is defined as the ability to take control of one's own learning, as highlighted by Benson (2001) and supported by Holec (1981) Both scholars emphasize the importance of individuals managing their own educational processes.
Improving our English can be achieved through various activities, including joining English clubs, watching movies, listening to songs, and reading newspapers and books Notably, many of these practices occur outside the traditional classroom setting, highlighting their importance in language acquisition.
Successful learners possess effective learning strategies, a deep understanding of the learning process, and the right attitudes that empower them to apply their skills confidently and independently This autonomy allows them to adapt their knowledge flexibly and appropriately, minimizing reliance on teachers.
Learner autonomy plays a crucial role in the success of language courses, yet many students at WRU struggle with it Despite having a positive attitude towards English, their lack of effort stems from impatience and doubts about their abilities Students with weaker English skills often feel overwhelmed in comparison to their peers, leading to a sense of hopelessness about their learning potential When motivation wanes, the teacher's role becomes vital in fostering a supportive learning environment and guiding students to establish realistic, achievable goals Unfortunately, these strategies are not effectively implemented at WRU.
Learner autonomy is crucial for students preparing for their future careers, making it essential to incorporate the development of this skill into the training objectives of the English for Specific Purposes (ESP) course designed for hydraulic construction students.
Advantages and disadvantages of ESP teaching and learning at the WRU
Teaching and learning English at the WRU share the same favorable conditions and difficulties as other non-English majored universities
The characteristics of the students at the WRU in general and the hydraulic construction students in particular can be identified as follows:
Students from diverse regions of the country exhibit varying levels of English proficiency, with approximately one-third struggling significantly due to inadequate education or a lack of exposure to the language This disparity poses challenges in assisting these learners to keep pace with the pre-intermediate level course.
Many university students struggle with effective study habits due to their reliance on traditional teacher-led methods from their school days, which foster passivity in learning Their educational focus was primarily on mastering English grammatical structures to succeed in final exams and school-leaving assessments Even as second-year students, they often remain shy, passive, and dependent, seldom engaging in discussions or questioning their instructors to express their viewpoints.
Many students struggle with speaking English, leading to a lack of interest in communicative tasks, and the absence of oral tests negatively affects their motivation to improve communication skills Although large classes, typically exceeding 70 students, have been divided into smaller groups since 2003, there are still numerous classes that remain overcrowded.
70 students Conducting communicative activities in such classes is really challenging
The lack of foundational knowledge in English for General Purposes (EGP) among students significantly hampers the teaching and learning of English for Specific Purposes (ESP) The complexity of ESP content, often filled with technical terminology and specialized knowledge, poses a challenge, especially for second-year students who have not yet encountered these concepts in their training curriculum Consequently, both teachers and students face difficulties in effectively engaging with ESP due to this absence of essential background knowledge.
The Water Resources University employs 19 English language teachers, aged 23 to 56, all of whom hold BA degrees in language teaching and have received formal tertiary training Among the faculty, three possess MAs in TESOL, while five are currently pursuing their master's degrees The staff actively participates in training courses to enhance their knowledge and teaching methods, demonstrating enthusiasm and a willingness to adopt new techniques However, some teachers struggle with communicative language teaching, relying instead on the grammar-translation method, which emphasizes explanation, translation of phrases, and textbook exercises, leading to student boredom and inactivity.
The effectiveness of teaching English for Specific Purposes (ESP) is hindered by the lack of training among teachers, leading to a lack of confidence when addressing complex topics It is crucial to understand that teaching ESP focuses on language competence rather than merely delivering specialized content previously learned in Vietnamese This involves equipping students with essential terminology and enhancing their reading skills through subject-specific knowledge While it is beneficial for teachers to possess foundational knowledge of their discipline, the WRU is fortunate to have several specialized subject instructors with advanced degrees from abroad who excel in ESP Additionally, there is a collaborative effort among these teachers to improve ESP instruction at the university.
The WRU, while not a dedicated language institution, has made significant investments in language teaching facilities, including two well-equipped language labs, projectors for each department, and numerous cassette players The library boasts a substantial collection of English books related to water resources, funded by Danish and Dutch projects Recently, a voluntary English expert from the US joined the English Department for a two-year collaboration through the Dutch initiative, enhancing the university's language offerings Weekly English seminars on various topics are currently being held to help young teachers improve their language skills, indicating a promising future for English teaching and learning at the institution.
An evaluative analysis of the students and employees’ needs
At the WRU, a technical university, English is treated as a secondary course, yet students recognize its significance in today's society However, many struggle to learn the language due to inadequate foundational skills acquired in school, making it difficult to meet the pre-intermediate level required for university This lack of proficiency leads to demotivation, as students face the challenge of passing written exams that focus on grammar and reading comprehension, often resulting in poor outcomes The absence of oral and listening assessments further hampers their learning experience Therefore, there is an urgent need to revamp the teaching and evaluation methods for English at WRU To enhance student motivation, it is crucial to identify and address their specific needs.
The grammar-translation method has been the foundation of English classes at WRU, where students focus on memorizing vocabulary and grammatical rules Consequently, a significant number of students expressed a desire to enhance their listening and speaking skills, while reading and writing skills, along with other language components, received considerably less attention This trend is clearly illustrated in Table 1.3, which accurately depicts the current state of English teaching and learning at WRU.
Table 1.3 Students’ percentage of the skills and language components need improvement
Skills & language components Responses Percents
Table 1.3 highlights that students are eager to enhance all four language skills, with a particular emphasis on listening and speaking However, it's essential to consider a broader perspective on students' needs As Potočar (1998) suggests, insights from teachers, who act as facilitators, and professionals, who apply their knowledge in real-world scenarios, are crucial Therefore, efforts have been initiated to analyze the needs of employees to gain a comprehensive understanding of language skill requirements.
Feedback from questionnaires completed by former students revealed a strong alignment in needs between the two subjects Over 90% of employees expressed a desire to enhance their skills through an additional English for Specific Purposes (ESP) course.
Table 1.4 Employees’ skills and language components need improvements
Skills & language components Responses Percents
100.00% listening speaking reading writing grammar vocabulary
Chart 1.1 Students’ and employees’ needs for improvements in contrast
A skill-based syllabus is essential for meeting students' needs, and the communicative approach is the most effective teaching method to enhance their communicative competence Student feedback indicates a lack of confidence and competence in productive skills, highlighting the necessity for communicative activities that activate their language knowledge and boost self-assurance Notably, 55.6% of employees use English for communication, and 79.6% express a desire for courses that improve both technical terminology and communicative skills Since this is an English for Specific Purposes (ESP) course, utilizing technical English as a medium for communication development is crucial, thus necessitating a content-based syllabus.
In conclusion, considering the situational context and the assessment of students and employees' needs, the most suitable syllabus type was an integrated approach that prioritized content-based learning while incorporating skill-based elements The teaching method utilized was the communicative approach.
Summary
This chapter offers a comprehensive overview of English teaching and learning at WRU, highlighting both its advantages and disadvantages It emphasizes the significance of learner autonomy as a key factor in student success and evaluates the needs of both students and employees The conclusion suggests that a skill and content-based syllabus, coupled with a communicative approach, is the most effective way to meet these needs.
Syllabus definition
Hutchinson and Waters (1987) assert that a syllabus can be defined in various ways, describing it as a document that outlines what is expected to be learned.
In his 1970 investigation, Taylor discovered significant differences in the size and style of course syllabuses among teachers, ranging from concise one or two-page documents to extensive ones exceeding one hundred pages, with varying levels of organization and legibility Despite this diversity, there is a general agreement on the definition of a syllabus, as summarized by Brumfit in 1984.
“A syllabus is the specification of the work of a particular department in a school or college, organized in subsections defining the work of a particular group or class
1 It is often linked to time, and will specify a starting point and ultimate goal;
2 It will specify some kind of sequence based on: a) sequencing intrinsic to a theory of language learning or to the structure of specified material relatable to language acquisition; b) sequencing constrained by administrative needs, e.g materials;
3 It is a document of administrative convenience and will only be partly justified on theoretical grounds and so is negotiable and adjustable; It can only specify what is taught; it cannot organize what is learnt; It is a public document and an expression of accountability”
Ronald V White (1988) shares his view with Brumfit suggesting that a syllabus should be defined narrowly as the specification and ordering of content of a course or courses According to Nunan (1988:5) there is some disagreement about the nature of the syllabus A narrow and a broad approach to syllabus design can be identified in books and paper on the subject Some language specialists, who adopt the narrow view, believe that syllabus (the selection and grading of content) and methodology should be kept separate Others who take the broader view question this strict separation Their belief is justified on the grounds that “with the advent of communicative language teaching the distinction between content and tasks is difficult to sustain” and communication is a process rather than a set of products
Syllabi should encompass more than just content selection and grading; they must also define and evaluate learning tasks and activities to enhance the educational experience.
It is essential to differentiate between "syllabus" and "curriculum" due to the common confusion surrounding these terms This distinction becomes even more pronounced when comparing British and American usage, as "syllabus" is typically employed in the United Kingdom to describe what is known as a "curriculum" in the United States.
In Britain, "syllabus" pertains to the specific content of a subject, while "curriculum" encompasses the overall content and objectives of an entire school or educational system Conversely, in the USA, "curriculum" is often used interchangeably with "syllabus" as understood in the British context.
In British English, there are two distinct terms: syllabus and curriculum, whereas in American English, the term curriculum is used exclusively Designers in the American context often use the terms syllabus and curriculum interchangeably, leading to some confusion in their application.
To distinguish syllabus and curriculum, Allen (1984: 61) suggests that
The curriculum encompasses a broad range of philosophical, social, and administrative factors that influence the development of an educational program In contrast, the syllabus specifically details the units that will be taught within that curriculum (Nunan, 1988: 6).
According to Candlin (1984), curricula focus on overarching concepts related to language learning, including the purposes, experiences, evaluation methods, and the dynamics between teachers and learners In contrast, syllabuses are more specific and grounded in the realities of classroom interactions, reflecting how educators and students implement a curriculum in their unique contexts (Nunan, 1988: 3).
Experts agree that a curriculum encompasses a syllabus, with the former having a broader application In Vietnam, this distinction is widely acknowledged by syllabus designers and language educators Typically, syllabuses are crafted based on curricula established by the Ministry of Education and Training At WRU, syllabuses focus on specific course content, while curricula pertain to overall educational programs.
A syllabus is defined as a detailed outline of a course's content and the sequence in which it will be taught, while a curriculum encompasses a broader educational program that specifies the program's goals, content, teaching methods, learning experiences, and assessment strategies to determine if the educational objectives have been met (Richards, J C & Platt, J & Platt, H., 1992).
A clear distinction exists between a syllabus and a course, as explained by Jane Willis and Sue Garton A "course" refers to a specific series of lessons delivered to a particular group of students, while a "syllabus" is a more abstract concept that outlines the overall framework without detailing individual lesson plans For instance, two educators may develop different courses using varied materials, yet both can adhere to the same syllabus.
Syllabus functions
A syllabus is essential for a language course as it offers a structured framework for assessment, textbooks, and learning time, making language acquisition more manageable It guides both teachers and learners by outlining objectives, methods, and the rationale behind the learning process Additionally, it serves as a standard for selecting or creating materials and establishes a clear foundation for testing.
According to Grunert, Judith (1997) a syllabus can be an important point of interaction between the teacher and the learners, both in and out of the class
A learning-centered syllabus is crucial as it not only includes essential information but also serves as a valuable tool to enhance active and effective learning According to Judith (1997), various functions of a syllabus can help clarify intentions, roles, attitudes, and strategies to foster purposeful learning.
• Establishes an early point of contact and connection between student and instructor
• Helps set the tone for your course
• Describes your beliefs about educational purposes
• Acquaints students with the logistics of the course
• Defines student responsibilities for successful course work
• Helps students to assess their readiness for your course
• Sets the course in a broader context for learning
• Communicates the role of technology in the course
• Can expand to provide difficult-to-obtain reading materials
• Can improve the effectiveness of student note-taking
• Can include material that supports learning outside the classroom
• Can serve as a learning contract
It is obvious that a syllabus is an important document in the teaching and learning process.
Syllabus types
Reilly (1988) identifies six distinct types of language teaching syllabi; however, in practice, these types often overlap and rarely exist independently Additionally, the syllabi are not completely separate from one another, highlighting the interconnectedness of different language teaching approaches.
1 "A structural (formal) syllabus." The content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught
A notional/functional syllabus in language teaching focuses on the functions performed during language use and the notions expressed through language This approach emphasizes practical communication skills, enabling learners to effectively convey meaning in real-life situations By prioritizing functional language use, educators can enhance students' ability to engage in meaningful interactions.
3 "A situational syllabus." The content of language teaching is a collection of real or imaginary situations in which language occurs or is used
A skill-based syllabus focuses on essential language abilities that contribute to effective communication These skills are crucial for language competence, allowing individuals to use the language proficiently across various contexts and situations.
A task-based syllabus focuses on complex, purposeful tasks that students need or want to accomplish using the target language These tasks are designed with objectives beyond mere language learning, yet they still aim to enhance second language proficiency, similar to a content-based syllabus.
6 "A content-based-syllabus." The primary purpose of instruction is to teach some content or information using the language that the students are also learning
The six types of syllabi or instructional content range from those primarily focused on structure to those centered on language use Language serves as a connection between form and meaning, with most instructional approaches highlighting one aspect of this relationship over the other.
Nunan differentiates between product-oriented and process-oriented syllabi, stating that product syllabi emphasize the knowledge and skills learners should acquire through instruction, while process syllabi concentrate on the actual learning experiences According to Nunan (1988: 27), this distinction highlights the varying focuses of educational frameworks, with product syllabi prioritizing outcomes and process syllabi valuing the learning journey itself.
• Analytic and synthetic syllabi which consist of:
• And process syllabi consist of
Amreet Kaur (1990) makes syllabus types more various with
Language acquisition occurs gradually through intermittent exposure to new vocabulary in various contexts, emphasizing the importance of repeated experiences with specific language features This process is rooted in the concept of "cyclical" learning.
Many traditional language courses followed a "linear" syllabus, presenting new concepts sequentially and requiring thorough mastery of each point before progressing This approach often involved isolated learning points, demanding extensive practice before advancing to the next topic In contrast, a "spiral" syllabus revisits and builds upon previously learned material, promoting a more integrated and continuous learning experience.
Syllabus types vary significantly, and syllabus designers play a crucial role in selecting components that reflect their beliefs about language and learning For those who embrace communicative approaches to language teaching, the key question shifts from identifying necessary linguistic elements to understanding what learners want or need to achieve with the target language.
Syllabus design often involves choosing between different types, but these choices are rarely absolute, as one type usually serves as the primary focus while others play a secondary or supplementary role Consequently, many syllabus designers favor an integrated approach, recognizing that relying on a single type may not adequately meet students' needs or ensure course effectiveness.
In the context of English for Specific Purposes (ESP), syllabus designers prioritize both language functions and the experiential content that facilitates language acquisition (Nunan 1988: 11) Considering the teaching and learning dynamics of ESP at WRU and the specific needs of students, I propose an integrated syllabus that combines skill development with content-based learning, as justified in section 1.4.
The process of designing an ESP syllabus
Designing a language syllabus is a complex process that requires careful consideration of various factors Amran Halim (1976) identifies two main categories of variables: linguistic and non-linguistic Linguistic variables pertain to the relationship between the target language and the languages students use in their daily lives, while non-linguistic variables encompass a range of influences, including policy, social, cultural, technological, and administrative factors.
Syllabus design is a comprehensive process involved in creating a language program, as outlined by Maley (1984) He emphasizes that needs analysis is crucial for generating a structured sequence of teaching items, which must be aligned with a coherent methodology, appropriate techniques, and a consistent evaluation procedure throughout the syllabus (Kaur, 1990).
Syllabus design is a systematic process that includes several key steps: conducting a needs analysis, setting goals and objectives, choosing the appropriate syllabus types, developing the syllabus through content selection and organization, determining methodologies, creating materials, and implementing evaluation strategies.
“A needs analysis is the process of determining the needs for which a learner or a group of learners requires a language and arranging the needs according to priorities” (Richards and Platt, 1992: 242)
When designing an English for Specific Purposes (ESP) course, conducting a thorough needs analysis is essential to identify the specific motivations for learning the language, as highlighted by Hutchinson and Waters (1987) This process helps to clarify the precise goals that students aim to achieve through English, as emphasized by Robinson (1991).
Mackay and Mountford (1978) highlight the critical role of needs analysis in developing an English for Specific Purposes (ESP) syllabus, noting that clear needs enable easier articulation of learning objectives and enhance course motivation Conversely, neglecting learners' needs can result in irrelevant content that disheartens students and diminishes their motivation and confidence in language acquisition.
Sysoyev P (1999) highlights the necessity of analyzing the target student group at the outset of the course development process, noting that many issues in L2 classrooms stem from teachers neglecting learners' interests and disregarding them as valuable sources of information With the rise of communicative language teaching (CLT), there has been a significant shift towards learner-oriented instruction in L2 methodology Consequently, needs analysis has become a crucial component in tailoring courses to meet the specific interests of different student groups.
Sysoyev P suggests that students offer more valuable insights to teachers beyond merely expressing their needs, advocating for the term "students analysis" instead of "needs analysis." He emphasizes that this analysis can yield two types of information, with the first reflecting the learners' perspectives.
Possession encompasses learners' current proficiency in their L2-ESP, their field knowledge in both L1 and L2, their motivation, and the various learning methods they have encountered Additionally, it reflects the goals that learners aspire to achieve, which has traditionally been referred to as their desired outcomes.
Effective needs analysis in English for Specific Purposes (ESP) should incorporate insights from former students who are now in the workforce, as they have a clearer understanding of the essential skills and knowledge required While current students can express their learning preferences, it is the experiences of alumni that truly highlight the necessary competencies for success in their fields Thus, gathering feedback from former students is crucial for accurately identifying the learning needs of prospective ESP learners.
To effectively understand students' needs and prior experiences, various methods can be employed at both university and high school levels, including questionnaires, surveys, group discussions, and individual conversations Sysoyev P highlights the importance of these approaches in gathering valuable insights.
While students' data is crucial, it should not be excessively relied upon Teachers should not solely focus on students' preferences; effective teaching requires consideration of curriculum, institutional guidelines, and standardization Nevertheless, analyzing student data is beneficial when developing new courses, as it aids educators in aligning necessary and desired elements for setting goals and objectives, conceptualizing course content, selecting teaching materials, and assessing the course.
According to Jeremy Harmer (1991), the design of a syllabus is significantly influenced by the specific needs of the students it serves For instance, the syllabus for agronomists would differ greatly from that of waiters To effectively address these needs, it may be necessary to limit the content of the syllabus; for beginners, this could mean simplifying the language, while for post-graduate science students, the focus might be primarily on reading skills.
Potočar (1998) illustrated the process of conducting a needs analysis, emphasizing that both students and teachers, as well as professionals in various fields, can provide valuable insights into educational needs He viewed teachers as facilitators of learning and recognized that employees, drawing on their experiences as former students, can share practical applications of their acquired knowledge.
Figure 2.1: Needs analysis within the curriculum development process (Potočar 1998)
Examining needs from various perspectives enhances their recognition and definition, leading to a more objective data foundation In alignment with Potocar's perspective, this thesis conducted needs surveys focusing on three subject types, capturing employees' opinions regarding their needs.
2.4.2 Formulation of goals and objectives
Formulating goals and objectives for a particular course is an important step because it allows the teacher to create a clear picture of what the course is going to be about
Goals in language learning are essential as they represent the long-term objectives of a course, encompassing aspirations such as securing future employment or effectively communicating within the target language community According to Graves (1996), these goals should extend beyond mere knowledge and skill acquisition to foster a positive attitude towards both the language and its associated culture, as emphasized by Harmer (1991).
A skill and content-based syllabus and communicative approach
A skill-based syllabus focuses on essential language competencies that learners need to effectively use the language It categorizes linguistic skills—such as pronunciation, vocabulary, grammar, and discourse—into broader behavioral types, including listening for main ideas, writing coherent paragraphs, and delivering effective oral presentations According to Reilly, the primary aim of implementing a skill-based syllabus is to enhance learners' practical language abilities.
Skill-based instruction primarily aims to teach specific language skills, while also fostering general language competence Additionally, learners may acquire incidental knowledge as they practice and apply these skills.
A content-based syllabus is structured around specific themes and topics, drawing from well-defined subject areas such as science, social studies, or specialized fields like mechanical engineering and medicine This approach is particularly prevalent in English for Specific Purposes (ESP) courses, as highlighted by Nunan (1988), who emphasizes that language serves as a medium for conveying ideas rather than being an independent subject Additionally, scholars like Mohan (1986) and Brinton (1989) advocate for the content-based syllabus, reinforcing its effectiveness in language education.
Content makes linguistic form more meaningful;
Content serves as the best basis for teaching the skill areas;
It addresses the students’ needs;
It allows for integration of the four skills, and;
It allows for use of authentic materials
Syllabus designers encounter significant challenges when creating a content-based syllabus, particularly in selecting and grading themes, topics, and content A key issue is determining the basis for assessment—whether it should prioritize content knowledge or language proficiency I believe that assessment should emphasize language learning, as students are enrolled in a language course Consequently, tests must effectively evaluate students' ability to apply their language skills to comprehend content or produce relevant language work in their field of study.
Communicative Language Teaching (CLT) is an approach that prioritizes the development of learners' communicative competence over mere linguistic proficiency Originating in the late 1960s and 1970s, CLT emerged as a progressive alternative to traditional structural and audio-lingual methods According to Brown (2000: 266), CLT is defined by four interconnected characteristics that underscore its focus on effective communication in language learning.
(1) Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence
(2) Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes
Fluency and accuracy are essential, complementary principles in communicative techniques To maintain meaningful engagement in language use, fluency may sometimes take precedence over accuracy.
(4) In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts
In a content-based syllabus, English serves as a medium for effective communication, making the integration of the communicative approach a highly beneficial combination.
Summary
Chapter 2 refers to syllabus design focusing on syllabus functions, syllabus types and the process of designing an ESP syllabus A syllabus is defined as a description of the content of a course of instruction and the order in which it is to be taught The procedures of designing a syllabus have been presented step by step A skill and content-based syllabus along with the communicative approach has also been discussed The literature review is actually the foundation for the findings and recommendations in chapter 4.
Research design
To gather data from various sources, a combination of quantitative and qualitative methods was utilized This included document analysis, classroom observations, distribution of questionnaires, and conducting interviews All data collection methods were executed in Vietnamese to ensure the accuracy of the information obtained.
Research methodology
3.2.1 Description of population and sample
I agree with Potocar (1998) that insights into students' needs can come not only from students themselves but also from teachers and professionals in various fields Consequently, the research focused on three distinct groups to gather diverse perspectives.
Group 1 consisted of 53 second-year Hydraulic Construction students at WRU, selected for their completion of EGP and ESP courses, which provided them with valuable insights to share.
Group 2 comprised 56 employees who previously studied Hydraulic construction at WRU These engineers, aged between 23 and 35, are currently employed in various institutes and companies specializing in Hydraulic construction in Ho Chi Minh City.
Group 3 at WRU comprised six teachers, including three English instructors and three specialists in hydraulic construction All of the specialized subject teachers earned their Ph.D degrees internationally, showcasing their expertise in English for Specific Purposes (ESP).
Data for the study was gathered using questionnaires distributed to both students and employees, along with interviews conducted with teachers Additionally, relevant documents and notes from class observations provided valuable insights for the research.
While larger sample sizes generally yield more accurate findings, I chose to distribute questionnaires to only 60 students for two main reasons First, having taught them for two years, I possess a solid understanding of their backgrounds and situations as an "insider." This familiarity makes it unnecessary to inquire about aspects we already know Second, I aimed to compare the needs of undergraduates and former graduates, ensuring equal representation for more reliable results Ultimately, 53 valid responses were collected after excluding 7 inappropriate ones The survey was conducted in January 2007, immediately following the completion of their ESP course, to capture their fresh and comprehensive opinions on the syllabus.
The undergraduates were given 6 questions concerning:
• Their own judgements of language skills and components;
• Their language skills and components need improving;
• Time budget and time allocation;
• The suitability of the texts;
• Their expectations for a better course
(See Appendix 3 for further reference)
The former graduates were given 8 questions concerning:
• The importance of English in their jobs;
• The frequency of using English;
• The purposes of using English;
• Kinds of English needed for their jobs;
• Benefits from the ESP course they learnt;
• Their expectations in another ESP course;
• Areas or fields they need to be more specialized;
• Their suggestions for a better ESP course
(See Appendix 4 for further reference)
The interviews were conducted informally with three teachers in charge of the course and three teachers of specialized subjects In the interviews, the following aspects were mentioned:
• Their comments on the syllabus: strengths and weaknesses;
• Time budget and time allocation;
• Their suggestions for a better course design
(See Appendix 2 for further information)
Investigation
3.3.1 An evaluation of the current syllabus design
In order to improve the syllabus under study, it is essential to give it an overview from different perspectives on all stages necessary to have it designed
The initial phase of syllabus design, particularly the needs analysis, has often been overlooked, possibly due to its time-consuming nature or the belief that it is unnecessary Editors and designers may have assumed that, with input from specialized subject teachers, they understood the requirements of civil engineering students for their future careers Consequently, the existing syllabus was developed primarily by gathering materials for English for Specific Purposes (ESP).
Neglecting students' needs led to the inappropriate setting of goals and objectives in the syllabus While the curriculum aimed to provide technical knowledge and enhance reading skills, students primarily wanted to improve their language skills Consequently, the established goals and objectives failed to align with the actual learning needs of the students.
- Syllabus type: content-based syllabus
- Time allocation: 45 periods allocated in the second semester of the second year
- Organisation of content and connection of the units:
Table 1.2 shows the order of content of the syllabus
Table 3.1: The order of content of the existing syllabus Unit 1: Water use and hydraulic
Unit 2: The science of strength of materials Unit 3: Preface
Unit 4: Engineering Unit 5: Types of dams
The coursebook lacks visual materials, offering only orthographic content for students The introduction does not provide a clear rationale for this absence, leading to speculation that sourcing images may be a time-consuming process.
In terms of sequencing, the units were organized in such a way that more general ones came first followed by more specific ones
At the conclusion of each academic term, students undertake a final written examination that emphasizes grammar (applicable only to basic English for Specific Purposes), vocabulary, and reading comprehension Notably, there are no oral or listening assessments required for students.
A survey revealed that 35.8% of students believe the total of 75 contact-hours for two English for Specific Purposes (ESP) courses should be increased Conversely, 60.4% of undergraduates found the current amount of contact time sufficient, with only one student considering 75 periods excessive.
Chart 3.1 Students’ opinions about number of contact hours
A survey of undergraduates revealed that over half expressed negative feedback regarding the extracts, with 37.5% citing language difficulty and 16.7% finding the texts too lengthy Additionally, 12.5% of respondents desired more information from the extracts Conversely, only 4.2% of students found the texts boring, while 16.7% considered them interesting These findings are visually represented in the accompanying chart.
40.00% i nteresting boring lack of information acceptable long suitable difficult
Chart 3.2 Students' comments on the extracts
A significant 86% of students expressed positive feedback regarding the teaching method, with 41% rating it as good and the remainder finding it acceptable Teachers implemented effective strategies in teaching English for Specific Purposes (ESP) by incorporating group work and oral presentations Students were organized into groups of five or six, tasked with presenting topics or extracts, which encouraged them to seek information from various sources, particularly online They enhanced their presentations by illustrating vocabulary with images, formulating questions, and creating exercises This interactive approach fostered engagement, allowing students to demonstrate their abilities and creativity, despite some minor drawbacks Overall, this method successfully motivated students in their ESP learning journey.
Chart 3.3 Students' comments on the current teaching method
3.3.2 The students’ profile and their expectation of a better syllabus
The WRU, a technical university, has a predominantly male student population, with over 80% of students being male This gender imbalance influences the English learning environment, as studies suggest that males may not be as diligent or proficient in language acquisition compared to their female counterparts.
Many hydraulic construction students in Vietnam exhibit "authority-oriented" learning habits, characterized by passivity and a reliance on teachers for explanations, as noted by Duong Thi Thuy Uyen (2000) This tendency to accept information without questioning or sharing personal insights highlights a significant issue with the teaching methods employed in Vietnamese universities.
Autonomous study is crucial for student success, yet many Vietnamese students remain unaware of its importance Recently, there has been a notable shift from traditional language learning methods to more communicative activities, as indicated by a learner needs analysis revealing that 92.6% of students aim to enhance their speaking skills This preference is echoed by former graduates, with 72.2% favoring a curriculum that combines communicative and terminological approaches Additionally, feedback from students and employees has contributed to this evolving perspective, highlighting a collective expectation for an improved syllabus that aligns with these changing preferences.
1 The syllabus meets the learners’ needs
2 The syllabus has updated content
3 The contents are practical and more specialized in hydraulic construction
4 The language is of reasonable difficulty
5 The time budget is increased
6 The syllabus provides meaningful activities and tasks
7 The syllabus helps develop learners’ language skills, especially speaking and listening
8 The textbook contains visual materials to motivate learners.
Summary
Chapter 3 has dealt with the methodology employed in the research paper and provided an overview of the current syllabus designed for Hydraulic Construction students The students’ profile and their expectations for a better ESP course have been investigated carefully In general, the students expected a course which helped them prepare better for their future employment through updated syllabus with practical and more specialized content The recommendations in chapter 4 are derived from these useful data.
