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NEEDS ANALYSIS OF ENGLISH FOR TECHNICIANS: A CASE STUDY

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 LangLit
ISSN 2349-5189

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NEEDS ANALYSIS OF ENGLISH FOR TECHNICIANS: A CASE
STUDY
NG YIM SAN JULIE CHUAH SUAN CHOO
Universiti Sains Malaysia, Universiti Sains Malaysia,
Minden, 11800 Penang, Minden,11800 Penang,
Malaysia. Malaysia.

ABSTRACT
This paper reports on the needs and skills of technicians in the usage of the
English Language in their working environment. This was done with a group
of technicians at a factory manufacturing microchips and other electronic
parts located at the Bayan Lepas Free Industrial Zone, Penang, Malaysia.
The purpose of this research was twofold - to enable course designers to
formulate an appropriate “English for Technicians” course in order to meet
their job requirements and to obtain feedback from the technicians regarding
their expectations of the course. The findings of this study revealed that all
the four critical language skills are frequently used at the workplace,
especially listening and speaking. It was also found that the technicians
perceived themselves as ineffective users of the English language at the
workplace. They believed that some level of training would be beneficial to
improving their communication skills at work. It was also noted that
technicians had some special needs with respect to the usage of the English
Language which may not be covered in General English courses. This study
will aid the researcher in developing English for Specific Purposes (ESP)
Course. Based on the needs analysis from this study, a tailor-made course on
“English for Technicians” is possible.
KEYWORDS: Course Designers, General English, English for Specific Purpose (ESP),
Needs Analysis

Introduction
In developing an English course for technicians, it is of paramount importance to carry out a
needs analysis. Hutchinson and Waters (1987) assert that the approach to ESP should be
based on the learner's needs in their respective specialized subjects. ESP teaching should be
based on the principles of effective learning and teaching language for general purposes.
Hutchinson and Waters (1987) further state that in the past, the teaching of ESP was
primarily concerned with the linguistic aspects of the language. Now, it has shifted towards
developing communication skills and learning is very much directed by specific learner's
needs for mastering the language (pp.18-19).

Thus, it will be futile for course designers to design an ESP course without first studying the
needs of learners. The information for needs analysis must be collected from the learners.

Statement of the Problem

In Malaysia, General English has been taught to students in both the primary and secondary
school. In spite of having learnt English at school, more and more individuals feel inadequate

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using the English they have learnt when it comes to applying it at the workplace.
Subsequently, they are seeking to further improve their English language skills for
professional reasons. Hence, it is essential to provide opportunities to people who have
joined the workforce to use English language in a context at the workplace. They need
English for Specific Purposes (ESP) rather than using General English in daily life.
Considering that General English aims to equip learners with a general proficiency in
English, it may not in many cases prepare learners to function in specific working situations.
For this reason, designing an English Course for Specific Purposes at the workplace would be
appropriate in order to cover the language needs especially for people working in a
productivity oriented industry so as to be able to perform particular job-related functions. For
example, a doctor needs to understand the language used in the medical field to relate
information correctly while an engineer needs to convey his ideas and views using specific
terms which are not used in daily ordinary situations.

It is common knowledge that even though students spent 11 years studying English as a
school subject in Malaysia, this does not equip them to use the language at the workplace
because the English they have learnt in schools is General English and not English for
Specific Purposes (ESP). Therefore, an ESP course may come in handy or rather timely,
introducing the kind of English language used at the workplace. From this study, technicians
related that they have to master terms specific to their requirements, and must be able to
communicate with subordinates, peers and superiors at the workplace. They described
themselves as ineffective users of the English language at the workplace.

Conceptual Framework
Robinson (1991) identifies ESP course design as the product of a dynamic interaction
between a number of elements: the results of the needs analysis, the course designers‟
approach to syllabus and methodology, and existing materials (if any). She further adopts the
conceptual framework of White (1988: 325):ovals, Breen (1987: 270): rectangles, Allen
(1984: 256) in her book, “ESP TODAY: A practitioner‟s Guide”(1991) as below:

Figure 1 Bases for language syllabus design

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The framework above shows that the bases for language syllabuses are divided into product
(content) and process (method) syllabus. The product/ content syllabus consists of
language-forms as well as the notional-functional syllabus. The focus for language-forms is
an ordered set of language items graded by supposed difficulty of learning, while the
notional-functional syllabus are notions or concepts or functions. The skill-based syllabus
opts for the four traditional language skills, i.e. listening, reading, speaking and writing. As
for the process/ method syllabus, it is referred to as method of learning or rather task-based.
Under the same framework, Allen (1984) further identifies three basic syllabus types:

1. structural-analytic i.e. language forms

2. functional-analytic i.e. notional-functional and
3. non-analytic, i.e. process.

In view of these, course designers do not have to strictly adopt one particular syllabus type,
but should try to integrate them in order to mount a sensible teaching programme.

“It is generally agreed upon the fact that E.S.P. is an approach meant to teach
adult learners who need a strictly limited range of lexis, expressions and
functions to use only in their specific professional or vocational environment.”
(http://www.angelfire.com/ma4/u5/cc/esp.html)

The statement above differentiates General English language from English for Specific
Purposes (ESP). No doubt, employees in any organizations may have already learnt the
English language earlier during their school days, the words and sentences learned in ESP
courses are specific to a particular field or discipline. For this research, the course to be
designed is intended for the language training of technicians. Hence, employers are
encouraged to employ ESP courses for their employees. This would help employees who
may face problems with the English language in their specific field, to work more efficiently
and effectively in their organizations. Furthermore, an ESP course is only needed for short
term purposes, for example, 3 months or 6 months. The syllabus is designed and shaped to
satisfy learners‟ needs, meaning to say, it is student-centred.
As such,
ESP is clearly a magic tool that teachers can manipulate effectively to
eventually bring up the sharing of views through rational discussions.
It fosters expertise and specialized curricula among ESP practitioners
especially if they adopt English for Specific Purposes Interest Section.
(http://www.angelfire.com/ma4/u5/cc/esp.html)

Definition of Terms

I. English for specific purposes:

1. ESP is an approach to language teaching in which all decisions as to content and
method are based on the learners‟ reasons for learning.
(Hutchinson & Waters, 1987)
2. ESP: teaching a specific genre of English for students with specific goals. In sum,
ESP is English for vocational purposes, where the word vocation is used loosely to

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include education and all kinds of employment.
(http://www1.beiwaionline.com/tutor/2003collection/wangxuedan.htm)

II. Technician:
A person who is trained or skilled in the technicalities of a subject
(http://www.dictionary.reference.com)

Needs Analysis
One of the key concepts in teaching ESP is need analysis which is very important in
designing an ESP curriculum. This is evident when Hutchinson & Waters (1987) look at
target needs in terms of necessities, lacks and wants. They further explain that “necessities”
is a type of need determined by the demands of the target situation, that is, what the learner
has to know in order to function effectively in the target situation. To determine “lacks”, the
course designer must know what the learner knows already, so as to decide what the learner
lacks, while “wants” deals with subjective and cognitive factors. In fact, Marija Potocar
(2004) is also convinced that not only students, but also teachers and people already
employed in different professions would have interesting things to say about students’
needs. Potocar states, “When viewed from different perspectives, needs can better be
recognized and defined, and thus provide a more objective data base.” Not going far from
Hutchinson & Waters and Potocar, Widdowson (1981) clarifies that,
The first point to be noted, perhaps is that the expression “learner needs” is open to
two interpretations. On the one hand, it can refer to what the learner needs to do
with the language once he or she has learned it. This is a goal oriented definition of
needs and relates to terminal behavior, the ends of learning. On the other hand, the
expression can refer to what the learner needs to do to actually acquire the language.
This is a process-oriented definition of needs and relates to transitional behaviour,
the means of learning. (Widdowson H.G., 1981)

As such, it is definitely necessary to identify the learners‟ needs before course designers are
able to devise a teaching course with confidence and certainty.

Moving on from the concept above, Wright (1992) is of the opinion that in order for training
in ESP to achieve optimal success, there must be a much closer relationship between the
company and its ESP supplier. Therefore, neither the company nor the ESP supplier should
stand alone in the whole business of ESP. Wright (1992) adds that,
In general, in order to allow the greatest possible scope in using the course in
training specific groups, the courses should be modular. This means that they should
contain a general course syllabus plus many isolated practice activities for different
skills, which trainers can use or not, depending upon the needs of particular groups
of trainee.

Therefore, before designing an ESP course, much detailed investigation and research needs to
be carried out in consultation with the target group/customer. This paper reports on the
findings of a research that set out to identify the needs of a group of technicians, based on the
basic four skills of the English Language which could then be used to design an “English For
Technicians” course.

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Methodology
A survey was carried out with a group of technicians from the production section at a factory
in Penang. The method/ instrument chosen for this survey was a questionnaire. It dealt
primarily with the respondents‟ opinions through the present situation analysis and target
situation analysis. The questionnaire looked into the four basic skills in situations which are
specific to a typical technician. This survey investigated factors such as the frequency of use
of the language, the effectiveness in specific situations, and the perceived training needs of
the technicians. The information was analysed to determine the appropriate language training
design. A semi-structured interview was also carried out prior to the formulation of the
questionnaire. A manager and one of the technicians of the production department at the
factory were interviewed to obtain information about the nature of their work as well as
when they are required to use English while carrying out work tasks. The manager revealed
that none of his technicians held a university degree.

The methodology employed in this research was to obtain information regarding the
following two research questions:
1. Which English Language skills are frequently used by technicians at the
workplace?
2. What are the perceptions of technicians of their English Language ability?

Findings and Discussions

Data Analysis (Based on the questionnaire)

A. Biodata
A total of twenty respondents, both male and female technicians, responded to the
questionnaires. Four of the technicians work in the maintenance department, four in the front
line, six in the test line and the other six in the back end. 85% are males and 15% are
females. The respondents are from different ethnic groups with 15% of the respondents
Indians, 55% Malays, 30% Chinese and 5% Javanese. 5 % of the respondents are between
20- 22 years old. 25% of the respondents are in the age group of 27 to 30 years old. 70%
falls into the age group of 31 and above. 65% of the respondents have worked in the factory
for 10 years or more. 35% of the respondents have worked there between 1 to 10 years.

The data from the questionnaire also provides information of the respondents‟ academic
qualifications. 35% of the respondents are SPM holders, 15% are STPM holders, while 50%
are diploma holders from various colleges. This shows that all the respondents have
completed their secondary education, and it is assumed that they have quite a good base of
the English Language. However, the data collected reveals that they still need to further
improve the English Language for work purposes. As such, they are receptive to the
“English for Technician” course.

B. English language use At The Workplace and The Users’ Perception of Efficiency

LISTENING SKILLS

The first set of questions looks at listening skills.

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a. Survey Questions on Listening:
1. Listening to instructions given by superiors
2. Listening to technical problems
3. Listening to work updates
4. Listening to instructions on skill upgrades

From the survey, it is gathered that all of the respondents need to listen frequently to
technical problems as well as take instructions given by their superiors. This implies that
listening skills are frequently used, and it is mandatory that this skill must be acquired at the
workplace especially in specific technical areas. Listening to work updates as well as
listening to instructions on skill upgrades (training) is also needed at the workplace although
it occurs at a relatively lower frequency.

Assessing the technicians‟ perception on their own skill level with regards to listening, almost
all of them indicate that they are quite effective in this respect with only 5% indicating that
they are not efficient at all.

SPEAKING SKILLS

b. Survey Questions on Speaking:

5. Discussion on how to solve work-related problems

6. Speaking to operators on operating instructions
7. Communicating to visitors visiting the plant
8. Conduct technical training for operators
9. Explaining technical faults to superiors

From the research, the technicians are often required to use their speaking skills in
discussions of work related problems and to communicate to the production operators. They
are also required to conduct technical training to operators as well as explain technical faults
to their superiors though on a less frequent basis. It is noted that they seldom or never need to
speak to visitors to the plant, this role being mainly taken up by their managers.

Unfortunately, 90% of the respondents indicated that they are not efficient at all in this
respect, i.e. they do not perceive themselves as being able to speak effectively in the
situations mentioned above.

READING SKILLS

c. Survey Questions on Reading

10. Reading manuals
11. Reading machine parameters/ data
12. Reading operating instructions/ specifications

With respect to reading the ranking in terms of frequency is:

I. Reading operating instructions and specifications

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II. Reading machine parameters and
III. Reading manuals.

The first two activities are often carried out by the technicians as part of their job functions
and are quite specific to their needs in terms of terminology used. Reading of manuals
although not done as frequently is also a required function performed by 100% of the
technicians. Most of the technicians indicate that they are quite efficient in this skill area
with 20% indicating that they are not efficient in activity i and only 10% not effective in
activity ii and iii.

WRITING SKILLS

d. Survey Questions on Writing

13) Writing reports on equipment status (machine downtime / faults).
14) Writing communication logs
15) Writing memos

With respect to writing skills, 80% of the technicians revealed that they “sometimes” need to
write reports on equipment status and “seldom” write memos, but they “always” need to
write communication logs.

In their own perception, 85% of the respondents indicate that they can write communication
logs reasonably well whereas 80% have problems with report writing on equipment status
with 90% not being able to write memos effectively.

D. Language Training Needs

A survey was done on the technicians‟ need for training in the above four skills. The majority
indicates that they need training in most of the areas except:

1) listening to work updates.

2) speaking to operators on operating instructions.
3) reading operating instructions/ specifications.
4) writing communication logs.
5)
For the above, the majority indicated that “not much” or “no training” was required.

In an attempt to correlate the training needs, the researcher compared the frequency of use of
the specific skill (listening, speaking, reading and writing) with the effectiveness as perceived
by the technicians to prioritize the training required. The data was normalized and ranked.
This was then compared to the technicians own perceived needs. Discrepancies will be
investigated and rationalized. From the data, a training strategy can then be formalized.

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Table 1 Table of ranked normalized data on the group of technicians on the
communicative events.
Efficienc Perceive
y (Higher Frequency d
COMMUNICATIV -less Frequency X Ran Training Ran
E EVENTS efficient) of Use Efficiency k Needs k
Listening to
1 instructions given 0.73 0.84 0.61 5 1.0 1
by superiors.
Listening to
2 0.73 1.00 0.73 4 0.80 7
technical problems.
Listening to work
3 0.71 0.53 0.38 0.60
updates.
Listening to
4 instructions on skill 0.71 0.52 0.37 0.98 2
upgrades.
Discussion on how
5 to solve work-
related problems. 0.98 0.85 0.83 2 0.81 6
Speaking to
operators on
6
operating
instructions. 0.98 0.98 0.96 1 0.56
Communicating to
7 visitors visiting the
plant. 0.98 0.32 0.31 0.98 2
Conduct technical
8 training for
operators. 0.98 0.57 0.56 0.79
Explaining
9 technical faults to
superiors. 0.98 0.58 0.57 7 0.83 5
10 Reading manuals. 0.78 0.60 0.47 0.98 2
Reading machine
11
parameters/data. 0.78 0.70 0.54 0.80
Reading operating
12 instructions/
specifications. 0.80 0.74 0.59 6 0.60
Writing reports on
13
equipment status. 0.95 0.60 0.57 7 0.78
Writing
14 communication
logs. 0.76 0.98 0.75 3 0.28
15 Writing memos. 0.98 0.42 0.41 0.78

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In this analysis to assess training needs, the researcher ranked the product of language
efficiency of the technicians and the frequency of use. [Low efficiency would rank higher.
High frequency of use would also rank higher]. In this case, the researcher chose to rank the
7 top events.

Table 2 Initial ranking of the top seven events in descending order

1 Speaking to operators on operating instructions.
Discussion on how to solve work-related
2 problems
3 Writing communication logs.
4 Listening to technical problems.
5 Listening to instructions given by superiors.
6 Reading operating instructions/ specifications.
7 Explaining technical faults to superiors.
7 Writing reports on equipment status.

The feedback from the technicians was then analyzed. From the data, the ranked list for the
top seven events is as follows:

Table 3 Ranking of the top seven events based on feedback of the respondents
1 Listening to instructions given by superiors.
2 Listening to instructions on skill upgrades.
2 Communicating to visitors visiting the plant.
2 Reading manuals.
5 Explaining technical faults to superiors.
Discussion on how to solve work-related
6 problems
7 Listening to technical problems.

From the above, events common to both was tabulated. Events which did not occur in either
list are separately tabulated.

Table 4 Common Events

Discussion on how to solve work-related

1 problems
2 Listening to technical problems.
3 Listening to instructions given by superiors.
4 Explaining technical faults to superiors.

It can be noted from the last table that the common events were on listening and speaking
skills. Thus, for this group of technicians, training on speaking and listening skills would be
of higher priority compared to reading and writing skills. The ESP training would need to
emphasize speaking and listening skills. Appropriate training techniques would be workshop

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type training where participants get to use the speaking and listening skills, while the trainer
would act as the facilitator, skill assessor and coach. Classroom type training emphasizing on
comprehension and report writing would be of a lower priority for this group of technicians.
Table 5 Non-common listed events

List based on Frequency and Efficiency

1 Speaking to operators on operating instructions.
2 Writing communication logs.
3 Reading operating instructions/ specifications.
4 Writing reports on equipment status.
List based on Technicians Perceived Training
Needs.
1 Listening to instructions on skill upgrades.
2 Communicating to visitors visiting the plant.
3 Reading manuals.

There are some events which the technicians did not list as high on their training needs. There
are also some events which the technicians list high on their training needs, but are events
which occur infrequently, or where the technicians are relatively more efficient. This does not
imply these events are not important, just that in terms of need prioritization, these training
can be safely put off to a later time.

As an anecdote, though “Speaking to operators on operating instructions” are frequent events

and this is an area where the technicians indicated that they were not efficient, this was not
listed as one of their top training needs. In the actual work environment, the technicians were
able to get around this by using the Malay language (which is well understood by the
operators) instead of the English language. With their superiors, the language of
communication is more often in English.

Summary findings

The findings of this study reveal that,

1. All the four skills (listening, speaking, reading and writing) are frequently used at the
workplace. However, based on the analysis, training on speaking and listening should
be of higher priority compared to reading and writing for this group of technicians.
Based on the findings above, a workshop type training involving situations that are
similar to what the technicians would typically experience at the workplace would be
appropriate. This would allow the technicians to best practise their speaking and
listening skills.
2. While the technicians perceive that they would like to have some training on the
English Language for certain events, some of the training identified can be at a lower
priority due to a lower frequency of use or where the technicians are relatively more
efficient compared to the identified events.
3. Overall, it should be noted that the technicians are positively inclined to training in
most of the listed events except for a few where the present communication method is
deemed sufficient for their needs.

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CONCLUSION

On the whole, this group of respondents is considered as a homogenous group by gauging

their level of proficiency in English through their responses. All respondents possess positive
outlook and are generally motivated towards the language. Therefore, receptivity towards the
language program for them can be expected and would be a success if the program is
carefully planned. Feedbacks from the questionnaires have thrown some light on the
respondents‟ competence in the language.

The above findings disclose that the English language is indeed a tool for interacting with
superiors and colleagues at work. On that account, English language does play an important
role at their workplace. From the survey, it can be concluded that the technicians are quite
involved with the English Language though there is still room for improvement. Therefore,
an “English for Technicians” course specially designed with regards to their needs, lacks and
wants, would be an added advantage.

To sum the above, the respondents possess a positive outlook towards the language as a
whole based on the high score of the respondents‟ perceived training needs. They are willing
to follow the ESP program for technicians as a big part of their work involves interacting in
English with their superiors and colleagues. The data that concerns the respondents‟
background enables the teacher to identify their “wants” more specifically. For example,
from the answers given by the respondents, the teacher knows that their activities at work are
mainly involved with using the language in discussions, interaction, communication, reading
and some formal writing. Thus, it is obvious that they need to improve proficiency in all the
four skills. This should be a good indicator to the course designer to include and expose the
variety of reading comprehension abilities such as extracting information, and eliciting data
to the learners. Innovative teaching strategies must be thought up and exposed to this specific
group. This is a set of students who have attained some level of English proficiency but still
need to further improve their performance level.

Although there is considerable ambivalence on the degree of reliability and validity of the
results as an effective measurement of the respondents‟ actual proficiency, nevertheless the
analysis will be of help to the course designer in ascertaining the weaknesses and strengths of
the respondents in related language skills and attitude towards the language and the
appropriate training methodology.

Based on this conclusion, there is a need for an intermediate program for the employees of
this organisation to broaden their horizons, and increase their power of communication. The
content will be based on all four language skills, with prioritization identified by the mini
survey. Yet, the course development should be viewed as an on-going process, whereby the
teacher can make necessary changes to suit students‟ interests and needs, even as the course
is in progress.

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