Needs Analysis for Designing and Developing an EFL Teaching-Speaking Module for the Unique Linguistic Tapestry of Chinese Business English Undergraduates

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  • Author(s): Ke Hu (ORCID Ke Hu (ORCID 0000-0002-0192-0955); Asmaa AlSaqqaf (ORCID Asmaa AlSaqqaf (ORCID 0000-0002-2074-4328)
  • Language:
    English
  • Source:
    Problems of Education in the 21st Century. 2024 82(4):456-472.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: [email protected]; e-mail: [email protected]; Web site: http://www.scientiasocialis.lt/pec/
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Needs Assessment; English (Second Language); Second Language Learning; Second Language Instruction; Business English; Speech Communication; Oral Language; Student Needs; Undergraduate Students; Majors (Students); English for Special Purposes; Student Attitudes; Error Patterns; Self Efficacy; Communication Skills; Teaching Methods; Cooperative Learning; Language Proficiency; Intervention; Business Administration Education; Foreign Countries
    • Subject Terms:
      China
    • ISSN:
      1822-7864
      2538-7111
    • Abstract:
      Developing effective oral business English (OBE) curricula requires clearly understanding student needs. This study evaluated the speaking needs of Chinese English as a Foreign Language (EFL) undergraduates majoring in business English for specific purposes (ESP), aiming to inform the design of a teaching module that bridges the gap between current speaking abilities and the escalating demand for advanced communication skills in business contexts. A needs analysis questionnaire, reflecting the first phase of the ADDIE model (analysis, design, development, implementation, evaluation), was administered to 398 randomly selected participants using a quantitative, cross-sectional survey design. Results revealed that while students struggle with speaking errors and lack communication confidence, they favor interactive activities such as presentations, discussions, and role-plays. Concerns about current OBE pedagogy and materials highlight a need for more collaborative learning and teacher support. Statistical analysis using independent-samples t-test and one-way ANOVA showed no significant differences in speaking needs based on gender, age, years of English study, or English proficiency. However, a significant difference was reported between fourth-year and third-year students. This study offers some insights for developing more effective interventions to address the specific needs of Chinese business English undergraduates in Chinese ESP education.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1435653