Abstract:
English Language Teaching in KSA is divided into many need based segments at
different levels, such as General Purpose or Academic English at lower levels or English for
Specific Purpose at higher levels. Focus shifted from study of Language to Literature to its
commercial use in modern times. Industrial & Scientific Advancement gave boost to engineering
domain in KSA which required multinational work force and world class technology. Resulting
situation was the immediate need for local work force which knows both technology as well as
language that deals with multilingual world and global technology. Post ESL, ESP, though the
approach is not a new approach to Saudi as many research studies have already been conducted
in various domains, however, there has been an emerging need to have customized syllabus in
Engineering Domain that fits local needs.
The present study investigates the English language communicative needs of engineering
professionals in Riyadh area and their views on ESP mechanism in the country which provides
empirical data serving Saudi ESP context. The study has used the framework of needs analysis to
investigate the extent of English use in the careers of engineering professionals, the required
level of listening, speaking, reading and writing skills in different activities, and the perception
of engineering professionals towards their English language preparation during their previous
college study.
Three questionnaires were constructed and distributed to key stake holders who are
students, employees and HR managers in Riyadh. They represent different kinds of population.
The population consisted of students of College of Engineering - Majmaah University where470
copies questionnaires were distributed. Out of these 470 copies of questionnaires, they all came
back. 204 questionnaires were distributed to employees from different companies such as
Aramco, SABEC, etc. Interviews were also made with employees of ARAMCO and SABEC.
The findings reveal that English language is used extensively at the workplace and plays
an important role in the careers of engineering professionals. It indicates that the listening and
speaking skills seem more challenging as perhaps it does not give time to think or react in work
place immediate or specific situations. Writing seems challenging as well perhaps due to various
forms of genre or discourse. However, academic organization and education system seems to be
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giving more importance to technical vocabulary, reading and writing compared to listening and
speaking. English language courses that engineering professionals study seems inadequate in
relating the English language used in the work place. Students, employee, and HR Managers
showed unhappiness over the ESP mechanism which lacks coordination among policy,
curriculum, syllabus, and training and even collaboration between academic organization and
industry required for student‘s training, internship, or any kind of opportunity to make student
adapt to work place situations throughout the academic year. There is lack of opportunity of
having guest lectures from industrial trainers. Teaching does not have content to replicate exact
work place communicative situations and assessment does not check to what extent student is
ready for organizational communicative needs. Finally, KSA seems to be in need of common
platform for ESP stakeholders where problems can be discussed and solutions can be found.
More or less, facility such as CDC, placement center, or national skills inventory or information
related to policy, curriculum, and syllabus etc. seemed out of reach.