Conclusion
This chapter presents the results of the analysis of
the learners and teachers' questionnaires as well as the interview.
The results reveal that teachers at the English department of INPED make a
needs analysis for the learners before designing any Business English course.
Thus , they are aware about their needs, wants, and purpose of learning.
Moreover, the results show that different instruments have been used in order
to meet the needs of the learners and design appropriate BE courses, among them
placement tests, questionnaires and interviews. Consequently, most of the
learners are satisfied and have had positive results at the end of their
Business English training period.
Chapter Four: Discussion of the
Findings
52
Discussion of the Findings
Introduction
After the analysis has been achieved on both the
questionnaires and the interview, the primary objective of this chapter is to
provide an objective interpretation of the findings issued from the
investigation. Chapter four discusses the results of the study in relation to
the research questions, as well as the literature review presented in chapter
one. It comprises four major sections which aim to provide answers to the
research questions and to confirm or refute the formulated hypotheses .The
first section is an overview about the current ESP situation at INPED. Section
two discusses the results obtained from the study about whether needs analysis
has been taken into consideration to design Business English courses in
INPED or not . Section three discusses the different instruments used
to identify learners' needs and wants. Finally, Section four outlines the
learners' satisfaction to ESP courses designed by the ESP teachers at
INPED of Boumerdes.
4.1 The ESP Situation at the INPED
The two questionnaires and the interview have helped us to
gather some important information about the current ESP situation at INPED.
First of all, the results of the teachers' questionnaire show
that the majority of the ESP teachers at this institution, that is 66.6%, are
between 30 and 40 years old, 16.7% of them are between 40 and 49 years old ,
and 16.7% are more than 50 years old (Table10) . From the teachers'
interview, we can notice that 66.7% of the teachers have affirmed
having had some training in ESP teaching before beginning to teach, however all
of them have claimed about the importance of training in ESP for an effective
teaching and learning process. According to them training helps to be equipped
with a variety of skills other than teaching methodology. Such skills may
include some basic knowledge of their students' subject area, course
designing, materials production, organizational skills, soft skills,
etc. For Dudley-Evans (1997) ESP teacher training should
53
Discussion of the Findings
concentrate on needs analysis in the context for which the
students are prepared. That is, the teachers should be trained on the way we
analyze the needs of the learners and design appropriate courses that are
suitable for their level as well as their goals of learning ESP. Cambridge
Professional Development Qualifications (2014) recognize the importance of
teacher training by stating that, «The most important factor
in the quality of students' learning is the quality of
teaching and school leadership. Teachers and leaders need to develop their
professional thinking and practice continuously throughout their
careers» (P.03). This means that it is important for the
teachers to be trained for an effective learning development. In fact
teachers influence the learners' abilities as well as the effectiveness
of the course.
In addition to that, the study confirms that 33.3% of the
teachers at INPED work with a license degree in English, 17.6% of them have got
a magister degree, and 50% have got other degrees such as PHD in translation
studies (Diagram 16). Moreover, the majority of them that corresponds to 83.3%
have been teaching ESP for more than five years (Diagram 17). Thus, they have
confirmed having the ability to teach ESP effectively by taking into account
all the necessary aspects of ESP teaching and course design.
For the learners, the questionnaire that has been distributed
for them shows that they are mostly adults. That is 56.7% are between thirty
and forty years old, 33.3% are more than 40 years old, and only 10% are between
25 and 30 years old (Table1) . This confirms what Dudley Evans and St. John
(1998) have said about ESP learners. They have stated that ESP courses
are usually designed for adult learners at «tertiary level» or for
work place situations. In addition to that, the questionnaire confirms
that most of the learners at INPED that corresponds to 83.3% have a middle
level in English and want to improve it (Diagram 4). Consequently, ESP learners
are familiar with the English language however they have some weaknesses that
they want to address. This goes in tune with what Sifakis (2003) has said
about learners in ESP. For him, «ESP learners are
adults who have a strong educational
54
Discussion of the Findings
background but have weaknesses in English. Thus, they are
highly motivated because their needs are catered to»
(P.6). This means that learners in ESP have already an
educational background that they want to improve. In fact, they are learning
the language in order to communicate professional information and to perform
some particular, job-related functions.
The statistics have shown that 100% of the ESP learners do
like the English language and have a favorable attitude towards English
language learning from the beginning of their training (Table 2). In fact, they
are very interested in learning business in English as 73.3% find it very
important for their domain or future career (Diagram 5), consequently, they are
motivated to learn business English.
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