This chapter has discussed the results of the investigation
that have answered the three research questions of the study being asked in the
introduction. The results have come to the conclusion that the hypotheses
suggested are all confirmed. Indeed, Needs analysis has been taken into
consideration by the ESP teachers at INPED, and different instruments such as
placement tests, questionnaires as well as interviews have been used as
instruments in order to identify learners `needs and wants. In addition
to that, the results of the work have confirmed the reality about learners'
perception toward Business English learning at the INPED. That is, the
majority of the learners have been satisfied by the courses designed to them.
Finally, Our results have casted a new light on the true existence of Needs
Analysis on learners in Business English classes, precisely in the English
department of INPED at Boumerdes.
The present work had investigated the issue of the design of
ESP courses through Needs Analysis in the Algerian institution INPED at
Boumerdes. The main objective of the study is to check whether needs analysis
has been taken into consideration by the course designers in order to design
Business English courses or not . Moreover, the research has intended to find
out the different instruments that have been used in order to gather
information from learners about their needs and learning goals so as to design
suitable courses for them. Likewise, this work seeks to know learners'
perception towards business English courses and if they are satisfied
or not.
In the present work, the mixed method approach, that combines
both qualitative and quantitative approaches, has been used as a method of
investigation in order to answer the research questions of the work and gather
the appropriate data. A questionnaire that includes both closed-ended questions
and open-ended questions has been distributed to thirty Business English
learners, that have been selected randomly, at the English department of INPED
in order to identify their views about courses designed for their specific
purpose. In addition, a second questionnaire has been administered to six
teacher, plus a semi-structured interview for three others in the same place,
so as to collect information about the teaching and learning process in
relation with Business English course design and needs analysis. For the
qualitative data of the questionnaires and the interview, Qualitative Content
Analysis (QCA) has been used since it interprets and describes the open-ended
questions. Whereas the quantitative data of the two questionnaires have been
calculated and analyzed through the rule of three. The results offer a
perspective from which we answer our research problem.
Thanks to the data analysis tool, the empirical findings have
been synthesized and thus provide answers to the research questions that have
been advanced in the study. The final results of our investigation have
provided positive answers of the three research questions. First, our research
leads to the conclusion that the first hypothesis which states that Needs
Analysis has been taken into consideration by the course
designers is confirmed. That is to say the designers of courses analyze the
needs of the learners and put them into practice and this is according to the
answer of the teachers in question fourteen (14) where we have asked them
whether they analyze the needs of the learners before designing a course, as a
result 100% have said that they do. Moreover, the answer of question four(4) in
the interview how «is the program designed ?» confirms that
the course designers take NA into account by answering that they meet
in order to study the learners needs then they design the syllabus in relation
to those needs. Second, we have concluded that the instruments used to identify
the learners needs are mainly questionnaires, interviews, and placement tests ,
and this is the answer of the teachers to question seventeen (17) in the
teachers' questionnaire . Consequently, the second hypothesis
is confirmed. Finally, the last hypothesis which states that the learners are
satisfied by the Business English courses designed to them is confirmed. That
is to say ,their objective concerning the English they need in their occupation
is attained, and this is clear in question (13.14.15) where we have asked
questions concerning whether the learners are satisfied with the method,
syllabus and the activities presented to them. They have answered favorably.
In order for Business English courses to be well designed, it
is more advisable to consider Needs Analysis as an indispensable aspect of BE
syllabus design in order to link the present learners' specific needs with
their needs in their prospective employment. Needs-analysis involves not only
the learners but also all parties in the educational system and relevant user
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The objective of this questionnaire is to gather information
about the current situation of ESP course design, precisely in Business
English. course design at the INPED .
All information that will be collected in this study will be
treated confidentially .You are guaranteed that you will not be identified in
any report of the results of this study.
