Aligning English Instruction with Beni City Higher Education Agronomy Students’ Academic and Professional Needs: A Needs Analysis Study
DOI:
https://doi.org/10.47941/ejl.3723Keywords:
English for Specific Purposes (ESP), Needs Analysis, Agronomy Students, Academic English, Professional Communication, Syllabus DesignAbstract
Purpose: This study investigates the English language needs and expectations of agronomy students in higher education in Beni City. It aims at determining whether students’ needs are primarily general linguistic or academic and professional in nature, with the ultimate goal of informing English for Specific Purposes (ESP) syllabus design.
Methodology: A Needs Analysis Approach was adopted, combining quantitative and qualitative data collection tools. Questionnaires were used to elicit students’ perceived needs, expectations and target language use situations. The study involved agronomy students across three academic years.
Findings: The findings reveal that agronomy students strongly expect English courses to support academic reading, scientific report writing, field-based communication and interaction with agribusines and international stakeholders. These needs are predominantly academic and professional rather than general or grammar-focused. Failure to address these needs leads to low engagement and extrinsic motivation.
Unique Contribution to Theory, Policy and Practice: The study contributes to ESP theory by reaffirming the centrality of learners’ felt needs in syllabus design. At the policy level, it challenges the continued use of General English curricula in specialized programs. Practically, it provides empirical evidence to guide the development of needs-based English courses for agronomy students.
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