1. Midterm Report Presenter: Eunice Lai Instructor: Patricia Su Date: 19 th April, 2012

2. On Specialized English Testing- How to Design a Specialized English Reading and Writing Test for Business Administration Undergraduates

3. Introduction Specialized English testing belongs to testing language for specific purpose (LSP) which is a special case of communicative language testing (CLT). Specialized English testing is new and underway in China. There are many problems to be explored in this field.

4. Purpose of the study The focus of the study is how to design the specialized English reading and writing test for business administration undergraduates (SERWTBAU). The focus of the study is how to design the specialized English reading and writing test for business administration undergraduates (SERWTBAU).

5. Research design of present study 36 Business Administration department in Yibin College is selected to be received specialized English reading and writing training for one semester. The teacher who is in charge of the training has taught Business Administration English course for more than ten years and has plentiful teaching experience. Teaching contents are based on needs analysis. 36 Business Administration department in Yibin College is selected to be received specialized English reading and writing training for one semester. The teacher who is in charge of the training has taught Business Administration English course for more than ten years and has plentiful teaching experience. Teaching contents are based on needs analysis.

6. Subjects and Instruments Participants 227: 30 specialized English teachers 156 graduates, 36 undergraduates 5 specialists Instruments Questionnaire Observation Interview The prototype test paper of the SERWTBAU SPSS12.0

7. Results and Discussions Taxonomy on the Target Language Use tasks The following most representative and familiar ones are sampled to be involved in the expected SERWTBAU. 1) Read reports and write analytic reports 2) Read information, notices and advertisements of activities or products and write notices, public information, memos or notes about them. 3) Read journals or magazines 4) Read charts, pictures and data analyses.

8. Content of the test Six tasks in the SERWTBAU. Task 1 is reading advertisements and matching correct descriptions. Task 2 shows readers some charts and corresponding descriptions about sales from TV and air-conditioner. Task 3 is to let test takers read one passage and complete one chart based on provided information. Task 4 is to read a passage and answer two questions. Task 5 is report analyses. Task 6 is to write a memo. Six tasks in the SERWTBAU. Task 1 is reading advertisements and matching correct descriptions. Task 2 shows readers some charts and corresponding descriptions about sales from TV and air-conditioner. Task 3 is to let test takers read one passage and complete one chart based on provided information. Task 4 is to read a passage and answer two questions. Task 5 is report analyses. Task 6 is to write a memo. More language competences are required in task 3, task 4 and task 5. They are relatively difficult. Regarding task 6, test takers are required to write a memo based on provided information. It is relatively easy.

9. Data analysis on formal piloting The highest score of the formal piloting is 58, the lowest score is 10 and the mean score is 39.8. The standard deviation is 10.02. The total score of the formal piloting is 60. Reliability coefficient is 0.89. The highest score of the formal piloting is 58, the lowest score is 10 and the mean score is 39.8. The standard deviation is 10.02. The total score of the formal piloting is 60. Reliability coefficient is 0.89.

10. Results More language competences are required in task 3, task 4 and task 5. They are relatively difficult. Regarding task 6, test takers are required to write a memo based on provided information. It is relatively easy. More language competences are required in task 3, task 4 and task 5. They are relatively difficult. Regarding task 6, test takers are required to write a memo based on provided information. It is relatively easy. From the test takers’ perceptions on test form, test content, test rubrics, test length and time, it is can be seen that test takers show positive attitude towards the construct validity of the SERWTBAU. From test takers’ point of view, they think the SERWTBAU can demonstrate their specific purpose language ability. From the test takers’ perceptions on test form, test content, test rubrics, test length and time, it is can be seen that test takers show positive attitude towards the construct validity of the SERWTBAU. From test takers’ point of view, they think the SERWTBAU can demonstrate their specific purpose language ability.

11. A case study of incorporating ESP instruction into the university English course

12. Introduction This paper aims to investigate whether or not participants of the ESP course have shown a greater improvement in English proficiency based on test scores and whether or not there is any difference in their attitude toward the percentage of the university ‘freshman English’ course materials devoted to a specific area of study between participants and non- participants.

13. Method 40 science students Experimental group (ESP class) 40 engineering students Control group (EGP class)

14. Method They were administered the Michigan English Placement Test (MEPT-1) at the beginning of the first semester and the same proficiency test at the end of the second semester (MEPT-2). The students were also given a questionnaire survey. Measuring the perceived English needs for university freshman students at the end of the second semester.

15. The role of the ESP teaching is to activate the learners’ science background knowledge in English. Special attention was given to science content, paragraph organization, sentence structure and lexical analysis; while the role of general English teaching is to enhance the foundation of general English skills. Building up vocabulary was an important component for both classes. Method

16. Results

17. Figure 2 shows that for the experiemental group, learners with a higher improved test scores in MEPT-2 when they were freshman indicated that they prefered a higher percentage of the ESP material incorported into freshman English course by the time they became seniors. Results

18. Figure 3 shows a different outcome for the control group. It shows that for the learners in this group, whose improved test scores in MEPT-2 when they were freshman was 5 points or higher, suggested that less attention be given to the ESP approach when they became seniors. Results

19. Conclusion Based on the results of this study, a majority of students who participated in the ESP program in the context of freshman English course support such a curriculum. There is still work needed to be done to improve basic English skills such as listening, speaking, reading and writing skills of the students who are in an ESP program.

20. A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students’ needs

21. Introduction This paper describes the initial phase of a needs analysis project which was developed in the context of Greek tertiary education with the aim to identify the needs of a target group of learners and introduce needs-based course design.

22. The aim and objectives of the study The basic objectives of this part of the research project were: 1.to identify the students’ prospective professional needs 2.to identify the students’ needs in terms of language skills and tasks 3.to record the students’ deficiencies concerning language skills 4.to elicit the students’ preferences with respect to learning styles, methodology, and teacher roles 5.to record the students’ suggestions for better ESP training The basic objectives of this part of the research project were: 1.to identify the students’ prospective professional needs 2.to identify the students’ needs in terms of language skills and tasks 3.to record the students’ deficiencies concerning language skills 4.to elicit the students’ preferences with respect to learning styles, methodology, and teacher roles 5.to record the students’ suggestions for better ESP training

23. The participants Participants395 students Gender38% male, 62% female Age20-22 years English level beginner (31%) upper intermediate (59%) advanced (9%) SchoolTechnological Educational Institutions (T.E.I) DepartmentDepartment of Accountancy CountryGreece

24. Research methods and tools A multi-method approach which involved both quantitative and qualitative research methods was adopted in the needs analysis project. Data were collected through the students’ questionnaire, which included closed- and open- questions and was administered to 395 students. Moreover, semi-structured interviews were conducted with 35 students in an attempt to gain more meaningful insights into the situation. A multi-method approach which involved both quantitative and qualitative research methods was adopted in the needs analysis project. Data were collected through the students’ questionnaire, which included closed- and open- questions and was administered to 395 students. Moreover, semi-structured interviews were conducted with 35 students in an attempt to gain more meaningful insights into the situation.

25. Data analysis The questionnaires were analyzed by using descriptive statistical methods.

26. Findings -The students’ questionnaire The learners’ needs and purposes for using the English language the purposes, for which the students need and expect to use the target language, were ranked as follows: “oral communication”; “reading and comprehending texts”; “listening and comprehension”; “producing written texts”.

27. -The focus of the needs-based course Concerning reading skills, the need for “reading subject-specific magazine or newspaper articles” (50.6%) and “reading textbooks or manuals” (42.8%) was established by a significant percentage of the participants. Findings

28. Suggestions The verbal data derived from the open-ended question ‘what are your proposals about improving ESP instruction in the T.E.I.?’ resulted, after processing, into the categories and sub-categories which are presented in table 1.

29. The students’ interview The data after being coded resulted in 57 codes which were grouped into 10 categories classified into three basic themes: a) ESP course: reasons for attendance and expectations b) the present situation: an appreciation of the ESP context c) suggestions for better training, presented on Table 2. The data after being coded resulted in 57 codes which were grouped into 10 categories classified into three basic themes: a) ESP course: reasons for attendance and expectations b) the present situation: an appreciation of the ESP context c) suggestions for better training, presented on Table 2.

30. Findings The findings of the study revealed the need for the development of a highly specific ESP language course with a clear focus on the target discipline, accountancy. There was also a call for the provision of ESP training which addresses the learners’ immediate needs as students and their long- term needs as professionals in the accountancy business. The findings of the study revealed the need for the development of a highly specific ESP language course with a clear focus on the target discipline, accountancy. There was also a call for the provision of ESP training which addresses the learners’ immediate needs as students and their long- term needs as professionals in the accountancy business.

31. Thank you for listening!