Esp Needs Analysis English Language Communicative Programs As Perceived By Engineering Specialist Riyadh Area

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 iv|P a g e 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.