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Bridging the Gap: An ESP-Based Needs Analysis of Environmental Sciences Students in Pakistan

Introduction

Bridging the gap: an esp-based needs analysis of environmental sciences students in pakistan. Analyzes English language needs of Environmental Sciences students in Pakistan for ESP. Reveals challenges in scientific writing, oral communication, & technical vocabulary. Recommends customized ESP courses.

Abstract

This study aims to explore the English language requirements of the Environmental Sciences students at the University of Gujrat (UOG) through a needs analysis in the context of English for Specific Purposes (ESP) theory. Moreover, it investigated the extent to which the existing English language courses at UOG satisfactorily address the needs of Environmental Sciences students. It employs a mixed-method approach including questionnaires and interviews. One hundred and twenty students were approached for the quantitative phase of the study (questionnaires), and twenty students for the qualitative phase (semi-structured interviews). Descriptive statistics were analyzed on quantitative data using SPSS. Findings indicate that students have difficulty with scientific writing, oral communication, and technical vocabulary, and both teachers and students need a discipline-specific ESP course. The study recommends creating a customized English for Specific Purposes (ESP) program and highlights the need for collaborative teaching methods along with ESP-specific teacher training.

Review

This study, "Bridging the Gap: An ESP-Based Needs Analysis of Environmental Sciences Students in Pakistan," presents a highly relevant and well-structured investigation into the English language requirements of a specific student cohort. The abstract clearly outlines the study's objective to explore the ESP needs of Environmental Sciences students at the University of Gujrat and to assess the efficacy of existing English language courses. Grounded firmly in ESP theory, the research addresses a critical practical issue in language education, particularly in contexts where specialized English proficiency is paramount for academic and professional advancement. The utilization of a mixed-methods approach, integrating both quantitative questionnaires and qualitative interviews, is a notable strength, promising a comprehensive and triangulated understanding of the identified needs. The findings indicate significant difficulties experienced by students in areas such as scientific writing, oral communication, and technical vocabulary, all of which are indispensable skills for environmental science professionals. The conclusion that both students and teachers are in need of a discipline-specific ESP course highlights a clear gap in the current curriculum. While the abstract provides the sample sizes for both quantitative (120 students) and qualitative (20 students) phases, a full paper would benefit from further detail on the specific instruments used, such as the types of questions in the questionnaire or interview protocols, to fully appreciate the breadth and depth of data collected. Nevertheless, the identified areas of linguistic challenge are entirely consistent with the demands of specialized fields and strongly justify the proposed interventions. The recommendations stemming from this needs analysis are highly actionable and offer a clear path forward for the institution. The proposal for a customized ESP program, complemented by collaborative teaching strategies and ESP-specific teacher training, provides a robust framework for enhancing language provision at UOG. This research not only offers valuable, evidence-based insights for the University of Gujrat but also serves as a useful model for other universities facing similar challenges in preparing specialized students with the requisite English language skills. Its contribution to the field of ESP lies in demonstrating a systematic and practical approach to needs analysis, leading to concrete, evidence-informed solutions that can effectively bridge the identified language gap.

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