Needs Analysis in the English for Specific Purposes (ESP) Approach: The Case of the Benemérita Universidad Autónoma de Puebla

Autor/inn/en	Trujeque-Moreno, Eva Estefania; Romero-Fernández, Abelardo; Esparragoza-Barragán, Alma; Villa-Jaimes, Carmen Judith
Titel	Needs Analysis in the English for Specific Purposes (ESP) Approach: The Case of the Benemérita Universidad Autónoma de Puebla
Quelle	In: MEXTESOL Journal, 45 (2021) 2, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	English for Special Purposes; Second Language Learning; Second Language Instruction; Student Attitudes; Mexicans; Foreign Countries; Task Analysis; Teaching Methods; Language Teachers; State Universities; Instructional Innovation; Educational Needs; Needs Assessment; Instructional Materials; College Students; Learning Experience; Positive Attitudes; Mexico + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Mexikaner; Ausland; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Staatliche Universität; Educational Innovation; Bildungsinnovation; Educational need; Bildungsbedarf; Bedarfsermittlung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent; Lernerfahrung; Mexiko
Abstract	Controversy about whether English for General Purposes (EGP) or English for Specific Purposes (ESP) should be taught at university courses has attracted the attention of language teachers and researchers in Mexican higher education during the last decade. However, moving towards ESP remains a complex task since EFL instructors and authorities are challenged to match what students need and want with the development of innovative pedagogical proposals. Therefore, this paper explored the English learning needs and perceptions of the 2014 cohort at a regional campus that is part of a public university in Mexico and how a group of EFL teachers worked with them. Both qualitative and quantitative data were collected using a mixed-method sequential approach. This needs analysis was developed in three stages over two years. During this time, needs were identified and Task-Based Language Teaching (TBLT) within the ESP teaching approach was adopted and implemented. The perceptions of 191 students were assessed through a questionnaire applied after the completion of four EFL classes. The results showed that students' perceptions were, overall, positive regarding their experiences in their EFL classes. This suggests that the approach used was useful, and the materials were appropriate to support their learning. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01