Đánh giá tài liệu tiếng Anh chuyên ngành trong chương trình cử nhân Ngôn ngữ học ứng dụng ở một trường đại học của nước CHDCND Lào - Nhìn từ góc độ sinh viên

THAI NGUYEN UNIVERSITY
THAI NGUYEN UNIVERSITY OF EDUCATION
FACULTY OF FOREIGN LANGUAGES EDUCATION

SONEPHET KEODUANGSAVAHT

MASTER THESIS

A Needs-Based Evaluation of ESP Materials Used in the Bachelor Program of
Applied Linguistics at LPDR University
Đánh giá tài liệu tiếng Anh chuyên ngành trong chương trình cử nhân Ngôn
ngữ học ứng dụng ở một trường đại học của nước CHDCND Lào: Nhìn từ góc
độ sinh viên
Specialty: Theories and Methodologies in Teaching English as a Foreign Language
Code: 62140111

Thai Nguyen, April 2022

THAI NGUYEN UNIVERSITY OF EDUCATION
FACULTY OF FOREIGN LANGUAGES EDUCATION


MASTER THESIS

A Needs-Based Evaluation of ESP Materials Used in the Bachelor Program of
Applied Linguistics at LPDR University
Đánh giá tài liệu tiếng Anh chun ngành trong chương trình cử nhân Ngơn
ngữ học ứng dụng ở một trường đại học của nước CHDCND Lào: Nhìn từ góc
độ sinh viên
Specialty: Theoretical and Methodology in Teaching English as a Foreign Language
Code: 62140111

Học viên thực hiện: SONEPHET KEODUANGSAVAHT
Lớp: Lý luận và phương pháp giảng dạy học bộ mơn tiếng Anh
Niên khóa: 2020 - 2022
Cán bộ hướng dẫn: TS. Nguyễn Thị Hồng Minh

Thai Nguyen, April 2022

ACKNOWLEDGMENTS

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First of all, I would like to express my sincere thanks to the Strengthening Higher
Education Project, SSHEP Project under the Department of Higher Education, Ministry of
Education and Sports, Savannakhet University in Laos for supporting me to continue my MA
degree in Thai Nguyen University in Vietnam.
Secondly, I would also like to extend my gratitude to acknowledge the valuable guidance
from my amazing advisors, Dr. Nguyễn Thị Hồng Minh who have patiently guided and
polished my thesis. Her valued feedback, critical expertise, and encouragement carried me
through the effort of writing this thesis. My deepest thanks also go to the entire lectures at the
English Language Program of the Postgraduate Program University of Thai Nguyen.
My deepest gratitude goes to my family who always supported and motivated me and
thanks to my lovely colleague at Savannakhet University who collected the data for my thesis. I
also extend my special thanks to my classmates, for the whole assistance, happiness, and loyalty.
Thanks to the unmentioned ones who have helped me to finish this thesis.

ABSTRACT
This study explores the student’s perception of the ESP materials used at Savannakhet
University. In terms of collecting data, questionnaires were carried out with 100 students. the

result showed that the majority of the participants were female (62%) between 20 – and 25 years
old. They were studying in the third year (56%) and have been studying English for more than
four years (59%). In general, the student's dissatisfied current ESP textbook which includes
general appearance, exercise, variety of activities, vocabulary, grammar, and material
availability. The students needed an attractive cover page, the layout design and objective should
be more impressive and relate to the student’s needs. The content should provide specialized
vocabulary, communication skill, and presentation skill, the number of exercises in each unit is
not available and need more outside class activity. Furthermore, the finding shows they need
some important textbook that can be useful in their future workplace. They needed materials that
provide different types of speaking activities, especially presentation skills. The textbook should
cover specialized and appropriate vocabulary items and grammatical structure and access to the
textbook easily.

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For the proposed change, the data showed that the new ESP materials
cover a variety of topics in terms of business, banking, meeting, working in the office, and the
tourism industry. Textbooks allow students a chance to do real projects and practice speaking
both inside and outside class. The textbook provided good writing and reading skills activities to
the learners. The content, exercises, and activities were appropriate and effective. The
participants strongly agree to learn writing and speak with professionals in a
real situation. Not only writing and speaking skills but also listening and
reading skills. They also need to learn and practice reading articles in
professional journals, and reading specializes in order.
Generally, the participants were satisfied with the new ESP materials.
They strongly agree with the exercises and activities provide in the new materials. The
exercises and activities were relevant, effective, and practical to the learners, and the topics to
learn were appropriate and effective. In other words, language skills were appropriate and meet
the student’s needs, and the general appearance of the textbook was relevant and attractive to the

learners.

Key words: ESP, EAP material, material evaluation, ESP textbook evaluation

TABLE OF CONTENT

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CONTENT OF FIGURE

Figure 1: Needs analysis of ESP materials
Figure 2: CIPP Model for Curriculum Evaluation (Stafflebeam, 1993)
Figure 3: Factor Effecting ESP Course Design
Figure 4: A Material Design model
Figure 5: Materials Evaluation Process (Hutchinso&Water (1987)

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LIST OF TABLES
Table 4.1.1: Descriptive statistics of participants in the evaluation of the general appearance of
the ESP materials:
Table 4.1.2: Descriptive statistics in the evaluation of the layout and design of the ESP materials:
Table 4.1.3: Descriptive statistics in evaluation objective, content, exercise, and activity of the
ESP materials:
Table 4.1.4: Descriptive statistics in the evaluation of language skills provided by the materials:
Table 4.1.5: Descriptive statistics in the evaluation of vocabulary - grammar and materials
availability of ESP materials:
Table 4.2.1: Descriptive statistics of student’s needs for ESP materials:

Table 4.2.1 Descriptive statistics of the topic which students need to learn the most in new ESP
materials:
Table 4.3.1: Descriptive statistic of student’s perception for proposed change on new ESP
materials:

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CHAPTER I
INTRODUCTION
1.1.

Rationale of study
English for a specific purpose is designed for a particular group of people with specific

needs in particular contexts and entails teaching language, discourse, and relevant communication
skills by incorporating topics and underlying methodology of the target discipline or profession
(Maryam Azarnoosh, 2018). According to Amirian & Tavakoli (2009), ESP is viewed as a cover
term for teaching and learning English for multiple specific purposes: EAP, EOP, and others.
Similarly, Silva (2002) mentioned that ESP express learners’ specific purpose in learning a
second language and it is a response to learners’ requirements and the acquisition of language
related to communication outside the classroom, especially in their studies and future professions.
It examines the tasks that students require to perform professionally in English (Hadi Salehi,
2015).
In Laos, like in many other countries, English has become the language of a lot of
academic textbooks, and this has caused ESP courses to include the curriculum as a necessary
course in the universities. Even though ESP courses have become more comprehensive recently,
and growing demand for communicating through English for Specific Purposes, ESP courses are
still limited to learning specific words, grammar points, and translating text, which basically
disregards learners’ interests and needs and often leads to low motivation and then poor

performance later their future profession. Moreover, with the advent of globalization, students
must be able to listen, read and present English information orally and in writing in the field of
their studies. Despite the academic effort to strengthen the students’ language proficiency in their
special fields these students still show poor performance when they use English in their
profession. A reason for this can be the use of unsuitable material on the part of the teachers.
However, it is difficult to know what is important in choosing an English textbook but
administrators and institutes do not usually carry out a systematic textbook evaluation to inform
teachers of the optimal choice.
It is necessary to evaluate curricula as an important operation of curriculum development
to make better decisions in the process of curriculum development. Curriculum evaluation is the
decision-making process about the effectiveness of a curriculum the last and complementary
operation of the curriculum development process and evaluation presents the accession level of
the target determined (Mecit Aslan, 2017). Curriculum evaluation refers to the process of
7


collecting, analyzing, synthesizing, and interpreting information to aid in understanding what
students know and can do. It refers to the full range of information gathered in the school district
to evaluate (make judgments about) student learning and program effectiveness in each content
area (Tyler, 1949).
The present study is an attempt to evaluate English for specific purpose (ESP) materials
used in the bachelor's program of applied linguistics at Savannakhet University in Laos. It is
necessary and important to evaluate the curriculum to provide the basis for curriculum policy
decisions and feedback on continuous curriculum adjustments and processes of curriculum
implementation. Another goal of curriculum evaluation is to ensure that the curriculum is
effective in promoting improved quality of students learning.
In the present day, there are some ESP Materials used in the bachelor's program of applied
linguistics at Savannakhet University for instance English for commerce, English for business,
English for Tourism – Hospitality, and English for a successful meeting. It is to say that, this ESP
material provided great appropriate activities in terms of presentation, group discussion, joining

or organizing meetings, debating, and giving information about company profiles, tourism, and
hospitality. On the other hand, the course also focuses on grammatical structure, lexis, register,
study skills, discourse, and genre. The materials have provided the opportunity to discuss, write,
and analyze manipulate language salient structures and vocabulary. By the end of the course,
students will gain many different skills and knowledge.
However, it could be seen that the ESP material used currently in the bachelor's program
of applied linguistics at Savannakhet University was not specific to the need, interests, and
demands of the learners because the materials were created by non–native English speakers who
do not have much experience in designing the materials or curriculums. Therefore, those ESP
materials were not suitable for the current situation and/or society. The content of the ESP
textbook was too general, the activities were not appropriate to the topic given. Large numbers of
the students were not practical and master the course. Some of them had to retake the course in
the third semester. This is to say that English textbooks were the most important materials for
students. To elaborate on the learning process of the English language, it was necessary to
analyze the language contents, skills, related activities, and their sequence in English textbooks.
As the communicative approach had become the most favorable approach in the language
learning process, but still a lack of studies on using communicative approaches in designing
English language textbooks and to what extent it guides in designing curriculum content.
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It was important to develop relevant materials for target learners and evaluate the quality
of the materials, design up-to-date material and support the students’ needs.
1.2.

Aims and Objectives
The study aims to (i) identify strengths and weaknesses of the currently ESP materials

used in the bachelor's program of Applied Linguistics at Savannakhet University; (ii) analyze
students’ needs in ESP materials used in the bachelor program of Applied Linguistics; (iii)

proposing changes in the new ESP materials and (iv) analyzing students’ feedback on the propose
changes.

1.3.

Scope of study
The study was conducted at Savannakhet University (SKU), in Laos in the academic year

2021-2022. There was an examination of ESP materials used in the bachelor's program of applied
linguistics at Savannakhet University in Laos. In the present day, there were five ESP courses
used at Savannakhet universities such as English for Business, English for Commerce, English
for Tourism and Hospitality, English for Successful meetings, and English for negotiation.
However, in this study researchers were focused on only two courses, instance, English for
commerce and English for tourism and hospitality. The evaluation of materials was discussed
from the perspectives of students at the Department of English, Faculty of Linguistics and
Humanities, Savannakhet University.
It was highly significant to state that this study assesses the effectiveness of the textbook
based on eight main criteria: the physical appearance and format of the textbook, objective,
content, exercises, activities, the four skills, vocabulary, and grammar structure.
1.4.

Research questions
The study seeks to answer the following questions:

(i)

To what extent are ESP materials currently Used in the Bachelor Program of Applied

(ii)

Linguistics at Savannakhet University reflect students’ needs?
What adaptations are needed in ESP materials used in the Bachelor Program of Applied
Linguistics at Savannakhet University?

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(iii)

What are students’ viewpoints on the proposed changes in the ESP materials used in the
bachelor's program in Applied Linguistics?

1.5.

Significance of the study
This research was mainly discussed on evaluation of English for specific purpose (ESP)

materials used in the bachelor program of applied linguistics at Savannakhet University in Laos:
student’s perspectives. The research outcome and recommendations resulting from this thesis
were to help Lao tertiary English teachers enhance English teaching efficacy in the following
areas: English for commerce, English for business, English for tourism – hospitality, English for
successful meetings, etc. It may help them to identify and provide the potential for Lao English
teachers to improve their teaching strategies to improve students’ communicative competency in
ESP. Moreover, insights gained from this research may improve students’ experiences and
knowledge from the ESP class and apply it to work in the future, especially for the students who
prefer to work in the tourism industry, commercial and other companies.
Administrators (Savannakhet University) used the benefit of this research to prescribe the
policy and design up-to-date ESP materials for students. On the other hand, the result of the study
also shows the strengths and weaknesses of current ESP material to the curriculum designers or
developers. After that, they could design and developed the ESP material according to the

students' needs and also helped them to prescribe the contents and exercises which appropriate to
the students. Lastly, it may be the resource of reference for the researchers, curriculum designers,
and writers in developing their work in the future.
However, there was another important reason for materials evaluation. The reason was
possible to identify the potential effectiveness of language theories that were embedded in the
materials for different purposes such as selecting the materials appropriately and developing them
effectively.
1.6.

Definition of Terms
There were some key terms included in this research. To give more insight to the reader

and avoid misunderstanding and ambiguity toward the terms and misconception of the ideas used
in this research, the key terms were described as follow:
ESP is an approach to language teaching in which all decisions as to content
and method are based on the learners’ reason for learning (Hutchinson &
Waters, 1987).

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ESP Material is a book that provides the core materials for a language-learning course in which
a variety of issues are covered considering the learning requirements of the students and the
teachers within a course period (Tomlinson, 2011).
Material Evaluation refers to the process of seeking to establish the value of something and
gathering information to make a sound decision which is analyzed and reported to
stakeholders or interested parties (Jafarigohar, 2013).
ESP textbook evaluation is required to select an appropriate textbook that corresponds to the
need of the students and teaching or learning requirements (Cunningswirth, 1995).

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CHAPTER II
LITERATURE REVIEW
2.1.
2.1.1.

Theoretical Framework
English for specific purposes (ESP)
English for the specific purpose (ESP) is an approach to foreign language teaching and

learning in which all decisions as to content and method are based on learners’ reason for
learning. The material in ESP is more specific and depends on the subject matter that learners
need (Hutchinson & Water, 1987). ESP is specified for those who need a particular subject in
learning English. In addition, ESP provides certain subjects that learners will be interested in
during the learning process because ESP is the English materials, which are designed to meet
learners’ needs, interests, and demands. Dudley – Evans and St. John (1998) said that there are
some characteristics of ESP, they are ESP is designed for specific subject matter; ESP is used in a
particular teaching situation; ESP is mostly designed for adult learners who have advanced skills
in learning English (Tery, 2019).
ESP as an approach to language teaching through a “set of transferable generic language
and literacy skills that are seen to be applicable in the majority of academic and workplace
settings” (Paltridge & Starfield, 2013), is concerned with designing appropriate courses which are
based on learner need analysis, and follow by substantial processes of syllabus design; material
design, selection, and evaluation; classroom teaching; and also evaluation proceeding in a linear
fashion (Hutchinso & Water, 1987). As seen, evaluation, which in its very basic sense refers to
inquiring about something and eliciting answers, making judgments, replanning, and reacting
accordingly (Lynch, 1996), is one of the key components of ESP teaching. However, evaluation is
an inherently complicated and multifaceted process requiring a nuanced understanding of what

and how to evaluate, the means to collect and analyze information to evaluate, and also the means
to act and react to enhance what is being evaluated (Handan Celik, 2018).
In an ESP course, the focus is neither on the teacher nor on the student, but rather on the
learning situation, because what we want to discover is not the competence itself, but how
someone acquires that competence. In other words, what Hutchinson and Water mean is that the
learning process is complex. The instructors, the students, the syllabus, the sponsor, and the
12


content are all factors of the learning process. They are very important, but they are only factors.
ESP provides a way to make each factor accountable as well as complimentary, and it is also a
way to encourage students to become independent learners (Luis Guiller, 2009).

2.1.2.

Need-based evaluation of materials
In designing ESP material, we need analysis as the cornerstone of ESP

and leads to a focused course. Analyzing the specific needs of a particular
group of learners serves as an important starting point in ESP course design.
In principle, an ESP approach commences with a needs analysis learner
(Widodo, 2010). It will help select and prioritize what students need. The ESP
course design should be able to identify the target situation and carry out a
complete analysis of the linguistic features of the situation (Hutchinson and
Water, 1987). There are a few guidelines for conceptualizing an entire course.
Taba in Saragih (2014) states that the curriculum process includes seven
steps; diagnosing needs, formulating objectives, selecting contents,
organizing contents, selecting learning experiences, organizing learning
experiences, and determining evaluations. Concerning designing a language
course Graves (2000) points out that “designing a language course is as work

implementation”. The course designer task approaches start with the most
fundamental feature, the need analysis, and situational analysis. The course
designer must work through curriculum and syllabus construction; prepare
materials and finally modify the course according to the feedback (Angga
Taufan Dayu, 2016).

2.1.3.

Needs analysis on ESP materials
To design an effective ESP course, instructors require knowing the working conditions of

the learners as well as their language needs. They also require knowing the tasks that will be
performed in English by the students. The needs of the learners are central to the course design.
This phase of getting closer to the group’s actual situation is called needs analysis. The focus of
the needs analysis aims at gathering information about the learners as well as defining the target
situation and environment of studying ESP (Simion, 2015). The information about the
13


prospective learners is crucial during the design of the course. Dudley-Evans and St John (1998)
state the needs analysis in ESP helps determine the following information about the learners:
a) Professional information: tasks and activities they will be using English for;
b) Personal information: factors that may affect their learning (previous experience, cultural
c)
d)
e)
f)

information, reasons for attending the course, and expectations;
Language information: their current skills and language use;

The language lacks relation to their professional information;
Language learning information: what they need to learn;
How language and skills are used in the target situations identified in the professional
information;

g) Expectations about the course;
h) Environment information in which the course will be run.

Need Analysis in this study is focused on Need Analysis as proposed by Lowi in Miyake and
Tremarco (2005):
a) Target Situation Analysis of learners: the tasks and activities in which English is used
b) Wants, Means, and Subjective Need Analysis: personal information about learners
including factors that affect the way learners learn such as previous learning
experiences, cultural information, reasons for learning ESP, and its expectations.
c) Present Situation Analysis: Information about learners’ current skills of language use
d) Lack Analysis: the gap between Present Situation Analysis and Target Situation
Analysis
e) Learning Need Analysis: language learning information about the effective ways of
learning the skills and language
f) Linguistic Analysis, Discourse Analysis, and Genre Analysis: professional communication
information about knowledge of how language and skills are used in the target situation
g) Means Analysis: information about the environment in which the course will be run
The Need Analysis of ESP adopted in this research is figured out as the followings:

Target Situation Analysis

Want Analysis

Needs Analysis of ESP for

Learning Analysis Needs

Means Analysis

Present Situation Analysis Lack Analysis
14

Language Linguistice


Figure 1: Needs Analysis of ESP materials (Lowi in Miyake and Tremarco, 2005)
2.1.4.

Curriculum Evaluation
Tomlinson's (2001) curriculum evaluation is an applied linguistics activity, through which

material developers, teachers, and administrators judge the effectiveness of materials that they
have used for the learners. Ellis (2011) focuses on micro – evaluation which is associated with
the effect of classroom tasks related to the material. It goes beyond impressionistic evaluation and
helps in determining the practicality of the task. How it works and how it can be improved for
future use. It also evaluates its appropriateness to the goals set for the learners, in addition to
constraints of a particular context (Kalsoom Jahan, Syed Kazim Shah & Sumera Shan Ahmad,
2019).
Curriculum evaluation is the process of assessing the value and competence of the
curriculum. Examining and evaluating the value and merit also include the elements and aspects
of the curriculum and the entire curriculum. In our curriculum, we deal with areas such as
measuring needs, goals, content, and methods and implementing the program. In addition, in
curriculum planning, designers, administrators (teachers), and students are in some way
connected with or affected by the curriculum (Mahboubeh Seyedi, 2017).
The effectiveness of a curriculum can be viewed from the aspect of quality, namely the

availability and readiness of curriculum components. While the success of quality can be seen in
the results of implementing the curriculum. One of the models used is the CIPP (Context, Input,
Process, Product) model is as feedback on the implementations of the teaching process and
learning outcomes that have been carried out and the result of this feedback becomes a
benchmark for further process improvement. The same opinion that the CIPP model has the
advantage of evaluating the context, input, process, and product stages to decision making
(formative role) and presentation of information on accountability (summative role) (Ahmad
Bashri, 2020).

Formative evaluation
Elaborating on formative evaluation, Sax (1980) explains that this can be done during the
instructional phase, allowing the teachers to know if students are meeting the instructional
objectives if the work is done on time and if there are any ways of improvement. Formative
evaluation is conducted to understand the processes, implementation, and working of the school,
analysis of instructional materials, structure of the learning task, and courses for future
improvements.
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Summative evaluation
Summative evaluation is the judgment of the merit of a complete product or program. It
provides evidence regarding satisfactory work or modification required and whether the desired
outcomes are attained (Wiersma & Gurs, 1990). While evaluating the quality of education at
schools, summative evaluation can be done at the end of the instructional program to check the
quality and quantity of learning and to compare the processes with the products to understand if
the objectives have been achieved or not (Shamsa Aziz, 2018).

CIPP evaluation model
The model was proposed by Stufflebeam in 1993. The CIPP Model (Context, Input,
Process, and Product) can be used for both types of evaluation, summative and formative. The

most important thing about this model is that it provides a holistic view of every element by
evaluating context, input, process, and output from every angle. With the help of this model,
evaluation can be done systematically, fulfilling the general needs of evaluation. The important
element which makes this model different from other models is that it focuses on the context for
the evaluation of teaching-learning and the development process (Shamsa Aziz, 2018).

Context evaluation
Context evaluation helps to access the needs and opportunities within a defined context or
environment (Stufflebeam & Shinkfeld, 2007). The objectives of context evaluation are to define,
identify and address the needs of the target population, identify the problems and assess if the
goals are responsive to the desired needs or not (Khuwaja, 2001). The different types of methods
for the evaluation of context include surveys, document reviews, data analysis, and interviews
(Stufflebeam, 2003).

Input evaluation
The purpose of this type of evaluation is to provide information for determining the
resources used to meet the goals of the program (Khawaja, 2001). The resources include time
resources, human resources, physical resources, infrastructure, curriculum, and content for
evaluating the quality of education at school.

Process evaluation
Process evaluation focuses on the running of the program and teaching-learning
processes. Implementation is the phase in which the inputs are used effectively to achieve the
16


desired aims, objectives, and goals of the product. The evaluator assesses the processes to
understand how the school is working and which processes are responsible for better working and
maintaining the quality of education. In this phase, implementation decisions are taken (Patil &
Kalekar, 2014). Processes of the school include systematic approaches, teaching-learning

activities, parent-teacher meetings, annual functions, and co-curricular and extracurricular
activities; it also includes students’ board examinations based on both summative and formative
assessments.

Product evaluation
Product evaluation includes the outcomes of the school. The focus of the product is not on
the students’ achievement of grades but on the skills, attitudes, knowledge, learning, and abilities
they attain which the students are going to use in life to benefit society. The school aims to make
students productive so that they can stand on their feet in society (Scriven, 1994).
Objective
Mission
Goals

INPUT





CONTEXT

Skills
Values
Attitudes
Result s

PRODUCT







PROCESS









Resources
Infrastructure
Curriculum
Content

Teaching – learning process
Co – curricular activities

Figure 2: CIPP model for curriculum evaluation (Stafflebeam in 1993)
According to figure 2, there are four dimensions studied for quality evaluation at the
school level which focus on the aspects of educational objectives, mission, and goals, including
the different dimensions of context, input, process, and product. Context refers to the needs and
opportunities that define the goals and objectives based on which the outcomes are attained. Input
involves the resources, infrastructure, curriculum, and content needed to implement the teachinglearning processes. The process includes the teaching-learning processes, evaluation, and
activities; it includes all the processes that are necessary for the implementation of different
activities and their formative evaluation. Product evaluation involves skills, values, attitudes, and
17

results that are needed to identify the outcomes and effectiveness of the educational program
(Stufflebeam, 2003).
2.1.5.

Materials design and adaptation

Material Design
In designing ESP materials, we need analysis and cornerstone of ESP and lead to a
focused course. Analyzing the specific needs of a particular group of learners serves as an
important starting point in ESP course design. In principle, an ESP approach commences with a
needs analysis learner (Widodo, 2010). It will help select and prioritize what students need. The
ESP course design should be able to identify the target situation and carry out a complete analysis
of the linguistic features of the situation (Hutchinson, 1987). There are a few guidelines for
conceptualizing an entire course. Taba in Saragih (2014) states that the curriculum process
includes seven steps; diagnosing needs, formulating objectives, selecting contents, and
determining evaluations. Concerning designing a language course Graves (2000) points out that
“designing a course is a work implementation”. The course designer task approaches start with
the most fundamental feature, the need analysis, and situational analysis. The course designer
must work through curriculum and syllabus construction; prepare material and finally modify the
course according to the feedback (Angga Taufan Dayu, 2016).
According to David Carver, an ESP course should be based on three elements; first, it has
to offer authentic materials, then it requires purpose relate orientation, which means that a
reasonable simulacrum of reality in which practitioners can get involved in communicative tasks
that replicate real situations is mandatory, and last but not least, it should be defined by self direction, i.e. learners are to become active users.
To cover all the areas that might play an essential role in the process of course
elaboration, the ESP teacher should be ready to ask some questions and gather information in the
field to create an important database for further development. The inquiries to be made are:
1. Why do the students need to learn?

2. Who is going to take part in the process (teachers, students, sponsors, experts in the field,

etc)?
3. Where is the learning process going to take place? Does the location provide any potential or
impose limitations?
4. When is it set to take place? Is there a time limit to be taken into consideration?
5. What does the student need to learn? What aspects of the language would be more

appropriate under the given circumstance?
18


6. How will the learning be achieved, i.e. what theoretical background will be chosen to fuel the

WHO, WHY, WHERE, WHEN?
methodology that is meant to be used?
analysis
The diagram following (Figure 3) encompasses Needs
the entire
element that above mentioned
questions referred to.
Nature of particular target and learning situation
WHAT?
Language description

HOW?
Learning theories

Syllabus

Methodologies

ESP
Course
Figure 3: Factors affecting ESP course design
In what concern the syllabus design, teachers presently have to prospect of being
bombarded with a great number of the ready-made coursebook, however, has been designed to
ease the teachers of their worries of searching for authentic materials. They offer trainers the
possibility to select activities that meet the needs of the learners, but at the same time force them
into becoming “slaves” of the published textbooks, this plethora of resources reduces “individual
instructors’ motivation to construct their course content with the focus on the immediate learners’
context and particular needs”. The above-quoted points of view imply that ESP practitioners
should use the textbook as an alternative option, the suggested procedure being that of teachers
collecting “empirical needs – assessment data” to create and adapt the material to meet the
specific needs identified, this material being select to be able to “equip the students to deal with
authentic examples of specialist discourse”.
The four main elements that should be taken into account when teachers start writing or
designing their materials are the input, content focus, language focus, and the task. The diagram
below (Figure 4) emphasized how they influence one another and contribute to the creation of a
framework that may accommodate various aspects of the language being taught.
19


INPUT

CONTENT

LANGUAGE

TASK

Figure 4: A materials design model
This input may refer to a text, dialogue, cassette, or video – recording. The content
presents the information, the subject matter that both teachers and students are dealing with;
language is the one that facilitates the transmission of information and has to be appropriate for
the student's level of knowledge and expertise in handling a foreign language, while the task
should be designed in such a way to offer the possibility of putting into practice the content
meant to be transmitted. To create a more comprehensive picture, Hutchinson and Water expand
the above-mentioned model with two other elements, namely the student’s knowledge and
abilities (the basis on which he/she adds a new layer of information and the pace at which it is
internalized), and any additional input that the teachers are ready to provide to facilitate a better
understanding and practice

Material Adaptation
The need to adapt prescribed materials means overcoming several mismatches.
Mismatches could relate to the principles and objectives underlying the textbook and the
teachers’ assumptions, attitudes, abilities, and other learning–teaching conditions and the
timeframe suggested by the syllabus and the actual time constraints.
Most textbooks if used effectively imply materials adaptation. However, using materials
means making a change in them that matches the level and needs of learners. Matching levels and
need means keeping in mind the variety of learning situations and complexity of the teaching20


learning context. Surprisingly, adaptation is sometimes perceived as changes to be made only
when materials are “bad”. Materials were maybe good or bad in different ways. Interestingly, all
materials, however good they are need to be adapted. Good materials also need adaptation if the
material does not relate to the needs and abilities level of the learners. The following checklist
will help the teacher to assess the learners’ needs in terms of materials adaptation.
1.
2.

3.
4.
5.
6.
7.
8.

Will it be too difficult for my learners?
Will it be too easy for my learners?
Will it be reasonable for some of my learners?
How can I make the difficult parts accessible to my learners?
How can I make the easy parts challenging for my learners?
How much time should I spend on each lesson?
Is it necessary to spend more time on some lessons and less time on some other lessons?
Do I need to follow the lessons in the sequence in which they are presented in the text? Or
should I change them according to the needs and interests of my learners?

Strategies for materials adaptation
There are different kinds of adaptation materials strategies that teachers can use.
Simplification and gasification (Bhatia, 2003). Simplification is a procedure or type of
modification or rewriting activity that is adopted when the materials (text or task) are brought
down to the level of the learner. For example, a passage is rewritten by the teacher in a simpler
language so that it becomes easy for the learner to understand it. Traditionally, simplification was
more confined to sentence–bound elements to match the text more closely to the proficiency level
of a particular group of learners. However, the main application of this technique has been to
texts most often to reading passages. On the other hand, involves bringing the learner to the level
of the materials so that it becomes easy for him/her. Activities are introduced before introducing
the passage. The activities lead to the passage and prepare the learner to tackle the actual passage
better. The teacher may use either of these strategies or both depending on the need of the
situation.

2.1.6.

Materials evaluation
Materials evaluation is a dynamic process that is “fundamentally a subjective, rule of

thumb activity” why “no neat formula, grid, or system will ever provide a definitive yardstick”
(Sheldon, 1988). Sheldon argues that the criteria and the key questions central for setting up a
materials evaluation scheme partly depend on “the swings of linguistic fashion”. Rod Ellis (1997)
differentiates between two types of materials evaluations: a predictive evaluation and a
retrospective evaluation. A predictive evaluation is designed to make decisions regarding what
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material to use, whereas a retrospective evaluation is designed to examine materials that have
been used. Li (2004) summarizes three kinds of evaluation: (1) pre-use evaluation, (2) in–use
evaluation, and (3) post-use evaluation, measured in terms of learners’ performance. She
advocates giving more attention to in–use and post-use evaluation.
Hutchinson &Waters (1987) stated that in any kind of evaluation, the decision finally
made is likely to be better for being based on a systematic check of all the important variables. In
doing the evaluation materials, the writer probably gets a negative and positive impact. The
negative side of evaluation materials is the teacher probably spent a lot of expense, and time, and
probably got frustrated. On the other hand, the positive side of evaluation materials is; that they
can also help in justifying the request of the sponsors or other members of an ESP team for
money to buy materials or time to write them.
Hutchinson &Waters (1987) stated that“evaluation is a matching process: matching needs
to available solutions”. To match the needs and solutions, the matching should be done as
objectively as possible. It means that teachers have to look at the needs of students and the
solution separately. In the final analysis, any choice will be made on subjective grounds.
However, if subjectivity influences your judgment, it may blind you to possible alternatives. For
example, a teacher might reject a particular textbook, because the teacher does not like the picture

on the cover or dislike functional syllabuses but it does not mean that the book does not suit the
needs of parties. Thus, teachers should not let subjectivity too much influence their judgment in
the early stages of analysis when evaluating materials to be taught. The process of evaluation can
be divided into four major steps(see figure 26) :
1) Defining criteria
2) Subjective analysis
3) Objective analysis
4) Matching
The first two stages will be done in the course design stage. While the other two-stage is
done as the continuation of the subjective analysis where the teacher has to evaluate or develop
their material through objective analysis. Through this process, the teacher will be easier to know
how far the material matches the needs.

Materials evaluation process

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DEFINE CRITERIA
On what bases will you judge material?
Which criteria will be more important?

OBJECTIVE ANALYSIS
SUBJECTIVE ANALYSIS
Howcourse?
does the material be evaluated realize the criteria?
What realizations of the criteria do you want in your

MATCHING
How far does the material match you needs?

Figure 5: The materials evaluation process Hutchinson &Waters (1987).
According to Duley – Evans and ST. Kohn (1998), in the evaluation process, evaluators
must take evaluation criteria into account before any evaluation take place. Criteria for materials
evaluation depend on what is being evaluated and why they need to be evaluated. William (1983)
suggests seven criteria such as general criteria, speech criteria, grammar criteria, vocabulary
criteria, reading criteria, writing criteria, and technical criteria. Moreover, Hutchinson & Water
(1987) also suggest four main criteria for materials evaluation any evaluators should concern, for
instance, the audience of the materials, the aims of the materials, the content of the materials, and
the methodology of the materials.
In this evaluation research, the four criteria including audience, aims, content, and
methodology suggested by Hutchinson & Water (1987) will adopt to see how much ESP
materials used at Savannakhet University match the aims and requirements of the course.
2.2.

Literature Review

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Sasan Baleghizadeh (2011) conducted the research on the evaluation of an ESP textbook
for the students of Sociology at Shahid Beheshti University. The finding reveals that the
participants do not happy with the textbook. They have a negative attitude toward the textbook.
They believe that the book was not in harmony with their English proficiency. Moreover, ESP
textbooks should arouse the interest of the students and be motivating. One of the techniques
which can be used to achieve this goal is to use pictures, illustrations, tasks, and authentic
materials. The materials should include discussion questions, prediction activities, skimming and
scanning exercises, and tasks that stimulate critical analysis and evaluation of what they have
read. Textbooks should provide the learners with activities that ask them to complete tables,
flowcharts, and diagrams. These activities draw the learners' attention to the most salient ideas in

the text. The content of the books should be related to the previous learning experience and
background knowledge of the learners. This is what scholars call meaningful learning. A suitable
textbook should cover necessary grammatical structures and be adequate in terms of quantity and
range of vocabulary. Besides, it should include pronunciation practice as well as issues of style
and appropriacy incorrect use of English.
Hadi Salehi, Ameneh Davari & Melor Md Yunus (2014) researched the Evaluation of an
ESP course of Qur’anic Science and Tradition. The result of the research found that the
learners preferred changing teaching methods to be more learner-centered
and encouraging students to become independent learners has been
neglected. The current book includes exercises such as language practice,
comprehension exercises, true and false, multiple-choice, comprehension
questions, and cloze tests to build and expand students’ knowledge of
vocabulary and improve their reading skills. Of course, these tasks stimulate
critical analysis and evaluation of what they have read. In addition, it includes
a part to answer some questions orally to improve students’ speaking ability.
No listening exercises have been provided. Similarly, this book has not been
equipped with charts, figures, tables, and colorful pictures. The textbook
materials should include discussion questions, prediction activities,
skimming, and scanning exercises. It is important to adapt activities that
encourage collaborative learning. Textbooks should provide the learners with
activities that ask them to complete tables, flowcharts, and diagrams. These
activities arouse the learners’ interest. This is what scholars call meaningful
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learning. Besides, a suitable textbook should include pronunciation practice
as well as issues of style and appropriateness incorrect use of English which
is missing in this book.
Thao Nguyen Thi Phuong (2017) Evaluation of ESP Effectiveness in Faculty of
Pharmacy, University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam. The findings

in our study reveal that ESP courses for pharmacy students at UMP are not
very effective, particularly teaching method did not attract many students’
attention. English competence of final-year students and pharmacists was at
a moderate level, most of them need to improve four basic language skills.
Additionally, ESP courses neither met the language needs of final-year
students and pharmacists for academic and occupational purposes even
though they had a low English use frequency, mainly for researching and
reading specialized materials. Nevertheless, many students’ passivity
significantly affected ESP course success. Consequently, teaching method
improvement and students’ motivation stimulation become two important
tasks ahead to be performed to enhance ESP teaching effectiveness.
Ultimately, the finding of the relationship between final-year pharmacy
students’ English use frequency, their English competence, and their
specialized orientation suggests that it is necessary to practice and enhance
English language skills learned from ESP courses with specialized
orientations.
Xayapheth (2017) conducts research on the Evaluation of curriculum
from the viewpoint of English in a Business setting at the National University
of Laos. He found that the overall achievement of the test students was far from sufficient to
work in real society. The problems affecting the student achievement on the test were found and
able to classify into three aspects as the following:
First, the final year students still had problems in English itself. The problems showed
that not only English in business, but the whole curriculum should be mobilized to solve.
Second, students could not acquire the content they had been taught. The reading texts
and a fax letter were taken from the textbook they had learned in year 4, but the rate of the right
answer was poor. Many students could not acquire the way how to close a letter. As a result,
present teaching of English for business purposes was proved to be unproductive. Therefore, it is
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