In the Name of Allah

Republic of Yemen
Sana'a University
Faculty of Education
Department of English
M.ED Program

Designing a Suggested Syllabus Framework in the Light

of the Investigated Students’ English Language Needs
in the Faculty of Computer and Information Technology, Sana'a University

A Thesis Submitted in Partial Fulfillment of the Requirements for the Master's Degree in
Education, Curricula and Methods of Teaching English

Submitted by

Abdullah Qaid Saleh Al-Shoaibi

Supervised by

Main Supervisor: Co-supervisor:

Prof. Mohammad Abdu Al-Mekhlafi Dr. Fazee Khalid Al-Muslimi

June, 2016 / Sha’aban, 1437

Thesis Viva Voce Examination Certificate

II
III
 Dedication

This modest work is dedicated to, my dearest parents, whom I will miss forever. It is also to
my children Raad, Matar, Sahab, and Sama. In addition, it is to my dearest person in my
life, my wife, whom I will not forget forever.

IV
 Acknowledgments
In these few lines, I would like to express my feelings towards those people who
helped me in achieving this study. First of all, I would like to express my grateful thanks to
those whom I am indebted to, my supervisors, professor Mohammad Abdu Al-Mekhlafi a
member of the English Department, Faculty of Education, Sana'a University, Sana'a and Dr.
Fazee Al-Muslimi, the assistant professor in the English Department for their continual
encouragement, observation, patience and help throughout all stages of the study.
I would like to thank deeply Dr. Ismail Masaood Naji who helped me a lot and
facilitated everything for me and for his valuable academic guidance. Special thanks to Dr.
Ghaleb Al-Jafari, vice dean for the academic affairs of the Faculty of Computer and
Information Technology, Sana'a University, Sana'a, who helped me and provided me with
everything needed in my study. Special thanks to Dr. Anwar Al-Shamiri, the head of
Information Systems Department and to the Dr. Mokhtar Ghailan the head of Computer
Centre, former head of Information Systems Department who helped me a lot and facilitated
everything for me. I am also grateful to all professors who helped me in validating the open-
ended questions/informal interview, lists of the interviews questions and the close-ended
questionnaires.
I am also indebted for all those who helped me in administering the open-ended
questionnaire, the interviews and the close-ended questionnaires. Moreover, I would like to
express my particular thanks to the teachers and students of the Information Systems
Department who participated in this study. In addition, great thanks to the graduates of
Faculty of Computer and Information Technology, Sana'a University and
companies/institutions in Sana’a who accepted to be interviewed.
Special thanks to Dr. Faisal Al-Mekhlafi and teacher, Mohsen Al-Shara'abi, the two
members of Faculty of Administrative Sciences, Thamar University, who helped me in
computing the statistical analysis of the study.
Finally, special thanks to Mr. Ali Madar, the Head of the Registration Section at the
Faculty of Computer and Information Technology, Sana'a University, Sana'a, for providing
me with the information related to the Information Systems Department in his college.

V
 Abstract
This study aimed at investigating the English language needs of students in Information
Systems Department, Faculty of Computer and Information Technology as felt by students,
teachers, and graduates and companies/institutions in the field. It also aimed at designing a
suggested syllabus framework in the light of the students' English language needs,
investigated. The sample groups of the study were 59 students, 6 teachers and 8 graduates
and companies for the formal interviews and 229 students and 40 teachers for the close-
ended questionnaires. It was descriptive qualitative and quantitative study in which the
information were elicited qualitatively from related literature and previous studies and
official documents and by using the tools of informal interview and open – ended
questionnaire and quantitatively by using the formal interviews and close-ended
questionnaires tools. The study findings revealed that: 1. All the academic needs of active
vocabulary, listening and reading, and grammar rules were considered as Very important
respectively. 2. Writing and speaking skills needs were considered as Important,
respectively. 3. All the academic needs investigated should be included and taught in
English courses 101 and 102. 4. English courses should be made for specific and general
purposes. 5. Functional and notional, situational, content-based, or task-based syllabus of
English, or a combination of two or more of them was required to carry out different
activities at all stages of the students' academic studies, and 6. The suggested courses
framework of English courses 101 and 102 was displayed. The most important
recommendations of this study were showed as follows: 1. The curriculum designers,
administration of Faculty of Computer and Information Technology, the teaching staff of
Information Systems Department, English teachers and students of Information Systems
Department should be aware of the degree of importance of things that should be included
and taught in the English language courses, 101 and 102. 2. English teachers should be
trained well for English for Specific Purposes.

VI
 Table of Contents

Thesis Viva Voce Examination Certificate ……………..……………………………….……..…II

Dedication….................................................................................................................................. IV
Acknowledgments………………………….…………………………………………………….. V
Abstract ………….…………………..………………………………………….…......................VI
Table of Contents………………………………………………………………..........................VII
Lists of Tables and Figures………………………………………………………….…………….X
Lists of Tables…...……………………………………………………………...............................X
Lists of Figures…………………………………………………………………………………… X
Abbreviations …………………………………………………………………………………… XI
CHAPTER ONE: INTRODUCTION………………………………………………………….…..1
1.1 Introduction…………………………………….……..…………...…….…......2
1.2 Statement of the Problem….…………………………………….…………......4
1.3 Objectives of the Study …………………………………..…............................4
1.4 Study Questions……………………………….…………….......…………......4
1.5 Hypotheses of the Study …………………………………....………………....5
1.6 Significance of the Study …………………………………...…………...….....6
1.7 Limitations of the Study………………………………………..……………....6
1.8 Definitions of Basic Terms……………………………….….….......................7
1.9 Procedures of the Study…..…………………………….……...........................8
CHAPTER TWO: REVIEW OF LITERATURE AND RELATED STUDIES……......................9
2.1 Introduction…………….……..……………………………………................10
2.2 Section one: Needs………….…………..…...………….....………………….10
2.2.1 Definitions of the Notion of Needs……….…………………………………..10
2.2.2 Linguistic (Skills) Needs…..……………………….………..….…………….11
2.2.3 Needs of the Students as Elicited Through the Official Documents…………11
2.2.4 Needs Analysis….……………………….…..……..…….………………...…15
2.2.4.1 Needs Analysis and Needs Assessment…….…..…….…………...…………16
2.2.5 Approaches to Needs Analysis……..……..………..………...……………....18
2.3 Section Two: ESP and Syllabus ………………………..………….................20
2.3.1 Introduction………………..…………………………………...…………......20
2.3.2 Historical Survey of ESP …………......………………………...............…... 20
2.3.2.1 ESP: Definition and Characteristics …….….…...……………..……………..21
2.3.2.2 Types of ESP …..……………..……………….....……………................…...23
2.3.2.3 General and Specific English…………..…………...…………………….…..26
2.3.3 Syllabus……………………………...……………………………..…………26
2.3.3.1 Curriculum and Syllabus ……………...……………..……………….………27
2.3.3.2 Characteristics of Syllabus Design……………….…………………..…....…27
2.3.3.3 Types of Language Syllabuses……………………….………………...……..28
2.3.3.4 Syllabus Design Steps………...………………………………………...…....34
2.3.3.5 The Place of Needs Analysis in Syllabus Design …….…………………..….35
2.3.3.6 Designing a Syllabus….………………………...……………………….......35
2.3.3.7 Topics Obtained Through the Official Documents………….…………….….36
2.3.3.8 Characteristics of English Language Courses………………..…………….....38
2.4 Methodology ……………………………………....………………...…...….38
2.5 Courses Evaluation ………………………………………………..….….…..40

VII
 2.6 Review of Related Studies …….………………………………………..…..41
2.6.1 Studies Related to Non-Arab Countries ………….………………...………...41
2.6.2 Studies Related to Arab Countries…………………………………………....48
2.6.3 Summary and Conclusion…………….….…………….......…………………64
CHAPTER THREE: METHODOLOGY AND PROCEDURES……..………………………….66
3.1 Introduction………………………………………………...…………………67
3.2 Type of Study and the Study Method …………………………………….....67
3.3 Population and Sample.………………….……………………………...…....67
3.4 Pilot Study………………………………………………..……………...…....69
3.5 Formal Interviews……………………………...……………………….….…70
3.5.1 Aims of the Formal Interviews……………………...………………….….....70
3.5.2 Design of the Formal Interviews………………………………………….…..70
3.5.3 Validity of the Formal Interviews…………………………………………….70
3.5.4 Reliability of the Formal Interviews……….……………....……………........70
3.5.5 Conducting the Formal Interviews…………………………………….……...71
3.5.6 Analysis of the Formal Interviews…………………………………………....71
3.6 Close-ended Questionnaires……………………………..…............................72
3.6.1 Aims of the close-ended Questionnaires…………………………...................72
3.6.2 Design of the close-ended Questionnaires…………………………………....72
3.6.3 Validity of the close-ended Questionnaires………………………………......73
3.6.4 Reliability of the close-ended Questionnaires……………..............................74
3.6.5 Administrating the Q close-ended Questionnaires……………………….….74
3.6.6 Data collected Analysis through the Close-ended Questionnaires…………...75
3.7 Suggested Syllabus Framework……………...………………....................….75
CHAPTER FOUR: DATA ANALYSIS AND RESULTS DISSCUSSION….……………….....77
4.1 Introduction……………………………………………..…….……………....78
4.2 Analysis and Discussion of the Formal Interviews ………………………......78
4.2.1 Range of Agreement ……………………... ……………………………...….78
4.2.2 Interviews Findings of English Language Needs…………......................…...79
4.2.3 Summary of English Language Needs Concluded from the Interviews……...84
4.2.4 Interviews Findings of Suggested Topics/Lessons………...…........................86
4.2.5 Summary of the Suggested Topics Concluded from the Interviews………….88
4.3 Analysis and Discussion of the Close-ended Questionnaires….......................89
4.3.1 Range of Agreement……………………………………………….…...….....90
4.3.2 Section One of the Close-ended Questionnaires ………………......................91
4.3.2.1 Importance of the English Language Needs for only Categories…………….91
4.3.2.2 Importance of the English Language Needs Within Each Category…………92
4.3.2.3 Significant Differences Between the Students' and Teachers' Views
About the Importance of the English Language Needs……..…………….....99
4.3.2.3.1 Significant Differences Between the Students' and Teachers' Views
About the Importance of the English Language Needs for Categories
(Not among statements)………………...………………………..…………..99
4.3.2.3.2 Significant Differences between the Students' and Teachers' Views About
the Importance of the English Language Needs for Statements……………...99
4.3.2.4 Conclusion…………………………….……………………………………..100
4.3.3 Section Two of the Close-ended Questionnaires ……….…………….…….102
4.3.3.1 Importance of the English Language Needs for Statements of the
Suggested Topics………………………….…………………………….......102

VIII
 4.3.3.2 Significant Differences Between the Students' and Teachers' Views
About the Importance of the Suggested Topics/Lessons………………....…104
4.3.3.3 Conclusion….………………………..…………………………….………...105
CHAPTER FIVE: SUMMARY OF THE STUDY FINDINGS AND CONCLUSIONS………108
5.1 Introduction……………………………………………………………….....109
5.2 Summary of Aims, Questions, and Procedures…………………………..…109
5.3 Summary of Results………………………………………..………………..110
5.3.1 Findings of the Formal Interviews…………………………..……................110
5.3.2 Findings of the Close-ended Questionnaires…………………….………….111
5.4 Recommendation …………………………………………..……................112
5.5 Suggested Recommendations for Further Studies……………..…................112
References….……………………………………………………….…………….......................114
Appendices …………………………………………………………..…………..……………...126
Abstract of the Study in Arabic………………………………………………………………....188

IX
 Lists of Tables and Figures

Lists of Tables
Table 1: Product-oriented and Process-oriented syllabi (Adapted from White 1988, pp.
44-45)………………… ……………………………………..................................29
Table 2: Number and distribution of students’ community on study levels and teachers’
community numbers at ISD, FCIT, at Sana'a University…….…………………...68
Table 3: Number of questionnaires (distributed, returned, missed and cancelled and the
proportion of each one) …………………………………………………………...68
Table 4: Distributing statements on the categories of the questionnaires…………………..73
Table 5: Number of formal interviews cases (respondents)……………………..………....78
Table 6: Frequency and percentage of reading statements of formal interviews, section
one…………………………………………………………………………………79
Table 7: Frequency and percentage of writing statements of formal interviews, section
one…………………………………………………………………………………80
Table 8: Frequency and percentage of listening statements of formal interviews, section
one…………………………………………………………………………………81
Table 9: Frequency and percentage of speaking statements of formal interviews, section
one…………………………………………………………………………………82
Table 10: Frequency and percentage of vocabulary statements of formal interviews, section
one…………………………………………………………………………………83
Table 11: Frequency and percentage of grammar statements of formal interviews, section
one…………………………………………………………………………………84
Table 12: Arithmetic means, standard deviations, and the degree of importance for each
category of academic needs………………………………………………….……91
Table 13: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of reading needs…………………………...……...92
Table 14: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of writing needs …………………………………..94
Table 15: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of listening needs …………………………...……95
Table 16: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of speaking needs……………………………...….96
Table 17: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of vocabulary needs……………………………….97
Table 18: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of grammar needs…………………………………98
Table 19: Differences between students and teachers about the degree of importance of the
English language needs plus Levene's test with t-test (among categories)…….....99
Table 20: The summarized results of English language needs within categories….…….…101
Table 21: The summarized results of suggested topics/ lessons…...................................….106

Lists of Figures:
Figure 1: ELT purposes (Quoted from Jordan, 1997, p. 3 with adaptation)……..……..….24
Figure 2: ESP classification by professional area (Dudley-Evans and John 2002, p. 6)......25

X
 Abbreviations
CLT Communicative Language Teaching
CS Computer Science
Cs Companies
DOI Degree of Importance
df Degree of freedom
EAP English for Academic Purposes
ECP English for Computer Purposes
EGAP English for General Academic Purposes
EFL English as a Foreign Language
EGAP English for General Academic Purposes
EGP English for General Purposes
EL English Language
ELT English Language Teaching
EOP English for Occupational Purposes
ESAP English for Specific Academic Purposes
ESL English as a Second Language
ESP English for Specific Purposes
EST English for Science and Technology
EVP English for Vocational Purposes
FCIT Faculty of Computer and Information Technology
GE General English
Gs Graduates
I Important
IS Information Systems
ISD Information Systems Department
IT Information Technology
KAU King AbdulAziz University
KBI Kuwait Business Institute
KSA Kingdom of Saudi Arabia
MA Master of Arts
NA Needs Analysis
QI Quite Important
SAR Syrian Arab Republic
Ss Students
SD Standard Deviation
SPSS Statistical package of social Sciences
SU Sana'a University
TENOR Teaching of English for no Obvious Reason
Ts Teachers
TSA Target-Situation Analysis
VI Very important

XI
Chapter One: Introduction

1.1 Introduction
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Study Questions
1.5 Hypotheses of the Study
1.6 Significance of the Study
1.7 Limitations of the Study
1.8 Definitions of Basic Terms
1.9 Procedures of the Study

1
 Chapter One: Introduction

1.1 Introduction
The computer and information technologies (CIT) play vital roles in development,
including the fields of politics, education, economics, culture, and so forth. They have
become the fastest growing field in the world, especially nowadays. Companies,
institutions, corporations, factories and other foundations need computers as necessary as
possible. The English language that computer professionals need in their career is not only
English for General Purposes (EGP), but also English for Computer Purposes (ECP), a kind
of English for Specific Purposes (ESP). Professional specialists of Information Systems (IS)
and other departments should be competent in English. The students should be equipped
with subject-specialist knowledge and specific English language of their chosen fields
during their study periods at higher learning institutions (Rahman, 2012, p. 4). In Yemen,
learning English occurs as part of the normal faculty curriculum. Typically, English is learnt
to either pass exams as a necessary part of one's education, or for a career progression while
working for an organization or a business with an international focus.
Faculty of Computer and Information Technology uses English as a medium of
instruction in all its programs and departments. As a result, students face a lot of problems,
difficulties and barriers that they have to tackle in English. It was realized by taking to a
number of students and teachers that students’ courses were neither new nor updated nor
provided them with the skills wanted.
Needs analysis may play an important role in developing the English program in any
faculty. Excellent needs analysis makes or brings out clear and efficient objectives.
Richards (1984, p. 5) suggests that
Needs analysis has three main functions: It provides a means of obtaining
wider input into the content design and implementation of a language
program; it can be used in developing goals, objectives, and content and it
can provide data for reviewing and evaluating an existing program.
In the academic year 1999/2000, mainly on May 23-24, 2000, Sana’a University
organized a workshop on teaching ESP and EGP courses in different faculties of it. In the
report of the workshop, the director of the workshop summarized the situation as follows:
The courses were designed to cater to the needs of students in various
faculties of the University. Thus they vary in nature and content from faculty
to faculty and from level to level…Some of the faculties either scrapped
certain English courses or reduced the contact hours considerably. These
courses are not receiving the care and attention they deserve which is why

2
 they are not producing the amount of learning they are expected to do.
(Sana'a University, 2000, Preface, p. 3)
In the light of the Investigated Students’ English Language Needs, a Suggested
Syllabus Framework has to be designed. It should contain an outline with a schedule of
topics, rich with skills required. The suggested topics will be generated from the concepts or
the topics given in the reviewed literature and previous studies, official documents, such as
the courses description of ISD, open-ended questionnaire, and informal interview, based on
the analysis of students’ English language needs. They should be recycled and related to
each other. After selecting the topics, they should be graded according to their usefulness,
teachability, easiness and relevance to students’ needs. Courses planning should probably
involve considering existing time frame; addressing and sequencing specific sets of needs;
planning units of study and selecting the course format (Dubin and Olshtain, 1986;
Richards, 2001). As the college is new and important, no studies in this faculty concerning
students' linguistic needs with reference to the present English program have been
conducted. Besides, this is one of the reasons that motivated the researcher to carry out his
study in the (FCIT). This study becomes very important because the students, the subjects
and English teachers in the FCIT and the work markets have felt that the present English
language program in the (FCIT) is not effective and needs have to be revised in the light of
students' needs and markets' needs.
In general, this study was an attempt to investigate the students' English language
needs in the Faculty of Computer and Information Technology, Information Systems
Department and to provide with the Suggested Syllabus Framework. Also, it was conducted
to provide with some suggestions and critique on how to develop the English requirements
to satisfy students' needs, subject teachers' needs and market needs. "An ESP textbook has to
suit the needs of a number of parties, students, teachers and sponsors (Hutchinson and
Waters, 1987, p. 97). English should be regarded and targeted as the most important factor
on which success in life relies greatly. To achieve their goals, students should be engaged in
a wide range of activities and operations to master and own this "key" to work. These
activities should be related to the job they intend to do later: That is what we call English
for Specific Purposes (ESP) (Saif, 2007, p. 5)

3
1.2 Statement of the Problem
Because of the revolution of knowledge and information in this century, especially
in the field of Computer and Information Technology, a needs analysis study is needed to be
done from time to time. It was also felt by the researcher that English courses of the faculty
most probably do not match students’ needs of English language for specific ISD purposes.
Therefore, the English program of the Information Systems Department should be
reviewed, adapted (modified), updated and developed according to students' needs
investigated in the ISD. Accordingly, this was to check that whether such needs match the
modern technology and requirements. Through discussion with the students of ISD about
their linguistic needs, it appeared that the level of students’ performance in English was
weak and they did not have the much knowledge of the language related to their
specialization. Being specialized in IS, students should study specific English courses 101
and 102 with terms that will help them in their future career.
As a result, this study intended to explore and highlight the students' needs in the
Faculty of Computer and Information Technology, ISD, as felt by students, teachers and
graduates and market people (companies/institutions).

1.3 Objectives of the Study

This study aims at:
1. Investigating the English language needs of students in Information Systems
Department, Faculty of Computer and Information Technology as felt by:
- Students?
- Teachers?
- Graduates and companies/institutions in the field?
2. Designing a suggested syllabus framework in the light of the students' English
language needs investigated.

1.4 Study Questions

This study tries to answer the following questions:
1. What are the English language needs of the students of the Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University
as perceived by:
- Students?

4
 - Teachers?
- Graduates and companies/institutions in the field?
2. Are there any statistically significant differences between students and teachers
about the English language needs of the students of Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University?
3. Are there any statistically significant differences between students and teachers
about the suggested designed English syllabus framework for the English courses
101 and 102 investigated in Information Systems Department, Faculty of Computer
and Information Technology, Sana’a University?
4. What is the suggested syllabus framework for the English courses 101 and 102 in
the light of the analysis of the students' English language needs investigated in
Information Systems Department, Faculty of Computer and Information
Technology, Sana’a University as felt by:
- Students?
- Teachers?
- Graduates and companies/institutions in the field?

1.5 Hypotheses of the Study

It was hypothesized that:
1. Students need all the four skills of English language with the same degree of
importance.
2. There is no statistically significant difference between students' and teachers' results,
regarding the students' English language needs.
3. There is no statistically significant difference between students' and teachers' results,
regarding the suggested topics/lessons of the suggested syllabus framework done in
the light of the analysis of the students' English language needs investigated.
4. ESP is not needed in the ISD.

5
1.6 Significance of the Study
The present study is significant in the sense that it:
1. Helps students in the FCIT know their needs, so that they can focus on the things
they need.
2. Makes teachers of English aware of the needs of their students in English language
as specialist in ISD.
3. Enables the curriculum planners/designers to choose the ESP needs that make them
design a suitable program.
4. Makes officials (Head of the department, Dean of the college, and so forth) aware of
the needs of students' (ESP), so they can make the suitable policy for students in the
college.
5. Helps companies and institutions to identify the investigated linguistic needs to
diagnose the unrecognized ones in order to give their officials the suitable in-service
training.
6. Makes the needs of undergraduates clearer for themselves, the teachers, the
authorities in the faculty and the university.

1.7 Limitations of the Study

This study is limited to:
 Levels II, III and IV regular students' needs in the Information Systems
Department, Faculty of Computer and Information Technology, Sana'a University.
 The teachers of English subject, in the Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University.
 The specialized teachers of the Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University.
 The graduates of the ISD and three companies/institutions in the field, in Al-Amana,
namely the IS in MTN company, Azal University, and the hospital of University of
Science and Technology.
 The linguistic needs of the undergraduates in the Information Systems Department,
2014 – 2015, second semester.
 The term Need is limited to the linguistic needs.

6
1.8 Definitions of Basic Terms

 To investigate: “To try to find out the truth about something such as a crime,
accident or scientific problem” (Longman, 2009 - 2015). For the researcher, it
means to find out and examine the detailed needs by interviewing and questioning
the subjects.
 English Language Needs: this term can be defined as "The gap between what is and
what should be" (Johnson, 1982). However, the researcher defined it as it stands for
the students' (undergraduates’) English language needs for academic purposes.
 Needs analysis: “It stands for asking questions about students’ needs and wants, the
expectations of institution, the features of the actual teaching situation".
(Dudley – Evans, 1998, p. 145). For the researcher, the needs analysis is to analyze
all the relevant information collected to satisfy the language learning requirements
of the Information Systems students.
 Academic needs: "…academic needs might be defined in terms of both language
and general learning skills such as understanding lectures in the target language,
taking notes, reading textbooks and so forth." (Dubin and Olshtain, 1986, as quoted
in Nagi, 1992, p. 1). For the researcher, the academic needs refer to the needs that
are going to be fulfilled through the study of specialized courses in ESP and skill
courses.
 Syllabus
- It refers to that a subpart of the curriculum which is concerned with a
specification of what units will be taught. (Allen, 1984, p. 6)
- It also means the specification of content for a single course or subject (Yalden,
1987, p. 72). For the researcher, it stands for the specification of content for a
single course or subject, as (Yalden1987, p. 72).
 Framework: “A set of ideas, rules, or beliefs from which something is developed, or
on which decisions are based”. (Longman, 2009 - 2015). For the researcher, it is the
ordered topics based on the investigated needs.
 Piloting: simply means trying it out before the actual administration to see what
problems arise. (Brown, 2001, p. 62)

7
1.9 Procedures of the Study
The procedures followed in this study were as follows:
1. Reviewing the related literature and previous studies related to this study.
2. Doing the pilot study. This was done by means of open-ended questionnaire and
informal interview, after judging their validity and the reliability for collecting
information for the formal interviews and close-ended questionnaires.
3. Designing the formal interviews and the close-ended questionnaires.
4. Validating the tools of formal interviews and close-ended questionnaires by jury
members’ specialists in the field of curriculum design and computer and information
technology.
5. Modifying the tools in the light of the referees' modifications.
6. Checking the reliability by handling the close-ended questionnaires to a small group
of the sample of the study, two weeks before the final delivering officially.
7. Administering the tools of the study above.
8. Analyzing the collected data.
9. Discussing the collected data.
10. Suggesting the suitable objectives/suggestions as well as suggesting the syllabus
framework.
11. Finally stating the conclusions, suitable recommendations and the further studies.

8
Chapter Two: Review of Literature and Related Studies

2.1 Introduction
2.2 Section One: Needs
2.3 Section Two: ESP and Syllabus
2.4 Methodology
2.5 Courses Evaluation
2.6 Review of Related Studies

9
 Chapter Two: Review Of Literature

And Related Studies

2.1 Introduction
It has been pointed out earlier that this study will investigate the English language
needs of the undergraduates in the Faculty of Computer and Information Technology,
Sana'a University, Sana'a. To achieve this objective, it is necessary to review the relevant
literature in ESP and EAP courses design including the process of conducting needs
analysis to elicit the found needs. This chapter is divided into two sections: the first is
Needs and the second is ESP and Syllabus. Then, Methodology, Courses Evaluation and the
Review of the Previous Studies will follow.

2.2 Section One: Needs

It deals with the pertinent literature in the area of theoretical background of needs
and needs analysis then a review of different approaches to needs analysis is given.

2.2.1 Definitions of the Notion of Needs

There is no clear-cut definition for needs, as it is a controversial one in the ESP field
in particular and in the ELT field in general.
It is known that the term “Need” is a very wide term that is difficult to be
defined. Different points of views and many theories attempt to define the
term need. Everybody has his own needs like the needs for food, air, water,
and safety. The term" need" is different from desires and wishes.
(Al-Muslimi, 2004, p. 13)
The needs considered by the learners may be in conflict with the needs considered
by the institution or the society. Berwick (1989) refers to the former as "felt needs" or
"expressed needs" and to the latter as “perceived needs”. According to him, if the felt needs
were considered when designing language courses, the learners would be highly motivated
to study. Dudley-Evans and John (1998, p. 123) described the needs as objective and
subjective. Hutchinson and Waters (1993, p. 54) have been classified needs into target needs
(as necessities, lacks and wants) and learning needs.
In this study, needs refer to the students' English language needs to use English for
Academic Purposes in the Faculty of Computer and Information Technology, Sana'a

11
University. This term may include the students' needs, necessities, wants, lacks, and so
forth, regarding the use of English language.

2.2.2 Linguistic (Skill) Needs

Many students do not realize the powerful significance of English language skills.
Many students enter the field of Computer Science with misconceptions
about the importance of communication skills. They often choose this field,
thinking they will end up with jobs working alone or with other “techies”
developing computer games, and not having to deal with people. These
students often do not realize the significance of reading, writing, and
speaking skills in Computer Science. (Beaubouef, 2003, p. 51)
English language skills are very important for learners. Affara (2006) reported that
All language skills are needed, the reading skill has been shown as the
paramount skill, and writing is viewed as a difficult skill that needs more
advanced learning. Listening and speaking are stated as the less needed
skills. Grammar and vocabulary were logically viewed as difficult areas of
language needs that need to be considered in any course design for those
students (p. 83).
As a result, all the English skills, listening, speaking reading, and writing are
important and needed.

2.2.3 Needs of the Students as Elicited Through the Official Documents

The official documents were considered as one of the most sources of information to
elicit the learners’ needs. The researcher referred to the found official documents and
elicited the learners’ needs. They were official reports, minutes of ISD meetings, minutes of
the faculty council meetings, syllabus description of the department, Information Systems
syllabus plan, different universities sites, university guide and faculty guide. They helped
for designing formal interviews and questionnaires.
English 101 and 102 are obligatory subjects in all faculties, except in the English
departments in the Faculties of Education, Languages, and Arts. The English course
description of 102 is also shared in the most part of it with English 101. Accordingly, both
of them focus on skills. ”The English language courses in Faculty of Computer and
Information Technology, Sana’a University, consists of two parts: English communication
skills and technical English” (Courses Syllabus Description, 2007-2015). According to the
English syllabus description, 2007-2015, ”The communication skills addresses the following
skills: spoken, listening, and writing skills of English language; the technical English is
concerned with the skills of reading technical texts as well as knowledge of terminologies

11
related to IT, computer, network and internet”. (Courses Syllabus Description, 2007-2015).
Unfortunately, they are not related to Information Systems as specific.
It is understood that the more focus is on reading more than the other skills. These
skills motivated the researcher to focus on while doing formal interviews and the close-
ended questionnaires. The following goals of English courses 101 and 102 in addition to the
course of communication skills helped the researcher to infer or deduce the students’ needs.
It is stated that the goals of English course 101 in the Faculty of Computer and Information
Technology in general are as follows:
 Familiarizing students with the language of Information Technology.
 Developing students’ basic vocabulary related to their academic studies.
 Preparing students to talk about issues related to Computer Science.
 Enabling students to write short statements about themes related to their studies.
(Course Syllabus Description, 2007-2015)
In addition, the goals of the English course 102 are the following:
 Improving students’ English communication skills: speaking, listening, and writing
skills.
 Enhancing students’ fluency as well as accuracy in English.
 Helping students be familiarized with some reading skills; while at the same time,
they indirectly are exposed to a large amount of English technical
vocabulary.
 Developing students’ awareness to three basic areas of texts: cohesive
devices within and at the boundaries of sentences, meaning of complex
phrases, and overall meaning of paragraphs and whole texts.
 Familiarizing students with some essential techniques such as scanning,
skimming and the backward drilling technique that can help them
understand when they read technical texts in particular. (Courses Syllabus
Description, 2007-2015).
The researcher viewed the goals above as general for all the departments of FCIT
with some specifications to both departments of IT and CS. This means that they were not
intended to be specific for ISD. The referenced book that is used for teaching the English
courses from 2007 until now is “InfoTech: English for Computer Users” by Esteras (2002).
In addition to English 101 and 102, students have a related course titled “Communication
Skills”. It is taught for the undergraduates of level II. The course “addresses the

12
communication skills such as seminar skills and presentation skills, and the four language
skills of listening, speaking, reading and writing”. (Courses Syllabus Description,
2007-2015).
The goals of the “Communication Skills” course are as follows:
 Developing the undergraduates’ efficient reading skill especially of technical
books, articles and reports.
 Developing their efficient writing skill especially of technical reports, essays
and assignments.
 Developing their fluency in spoken and written English.
 Developing their needed communication skills such as presentation skills
and seminar skills, writing reports, and so forth. (Courses Syllabus
Description, 2007-2015).
This course conditioned that students should study prerequisite courses: 1) General
English 2) technical English. Major topics covered in the course are:
 Efficiency and fluency in reading and writing technical English (English for
computers).
 Technical reading and writing.
 Academic functions, for example, definitions, comparison, and so forth.
 Paper/project writing.
 Presentation skills.
 Seminar skills (Courses Syllabus Description, 2007-2015)
According to the faculty guide, the faculty’s goals are as follows:
1. Preparing specialized personnel, in the fields of computer and information
technology, who can contribute to the development of society and meet the
requirements of the labor market locally and regionally.
2. Contributing to the development of human knowledge in the fields of computer
and information technology through the encouragement of scientific research
programs.
3. Providing scientific and technical consultation related to the fields of computer and
information technology and to contribute to the training of technical personnel for
the various sectors.

13
 4. Establishing relationships with scientific coordinated institutions in order to
exchange experiences in the scientific and research fields. (translated by the
researcher, from Faculty Guide, 2014 /2015, p. 9)
The goals of the Department of Information Systems are:
1. Providing students with primary theoretical and practical principles and
concepts in the field of Information Systems.
2. Providing students with the necessary skills and tools in order to present an
active service for the Information Systems sector and to the society needs.
3. Enabling students to analyze, design and develop systems of high quality that meet
the institutions needs of the labor market locally and regionally.
4. Contributing actively in the research and in finding out the knowledge and modern
technologies in the field of Information Systems. (Faculty Guide, 2014/2015, pp.
41-2)
The elicited students' needs of English language that could be applied to ISD were
to:
 Deduce meaning and use of unfamiliar words through understanding contextual
clues, word formation, and so forth.
 Read for skimming and scanning.
 Read and write about technical texts, articles, reports, assignments, and so forth.
 Listen with comprehension to presentations.
 Present projects, reports, or topics orally.
 Talk about issues related to their specialization.
 Learn academic functions as making definitions, comparisons and so forth.
 Use all the skills in communication.
 Do the research projects.
 Use cohesive devices within and at the boundaries of sentences and paragraphs.
 Learn the computer terminologies.
 Learn and develop vocabulary related to their academic studies.
These elicited needs in addition to the needs obtained through the open-ended
questionnaire and informal interview were listed together and paraphrased. They will be
then given to jury members of formal interviews to be validated.

14
2.2.4 Needs Analysis

Needs analysis is needed for many purposes, such as designing courses and
developing objectives. Richards (1987) suggests that
Needs analysis has three main purposes: it provides a means of obtaining
wider input into the content, and it can be used in developing goals,
objectives, and it can provide data for reviewing and evaluating an existing
program. (p. 5)
Richards, Plat, and Plat (1992) describe needs analysis in broad terms as:
The process of determining the needs for which a learner or group of
learners requires a language and arranging the needs according to
priorities... [It] makes use of both subjective and objective information. (pp.
242-243)
Needs analysis is the corner stone of ESP and leads to a very focused course.
(Dudley-Evans and John, 1998, p. 122).
Fatihi (2003) defines needs analysis as a device to know the learners’ necessities,
needs, and lacks in order to develop courses that have a reasonable content for exploitation
in the classroom.
Affara (2006) considered the process of needs analysis as
The process of needs analysis becomes a vital prerequisite for any syllabus
and curriculum development. It offers the course designer the main lines for
the selection of language content of a particular group of learners.
Moreover, it connects the learners with their prescribed syllabus. (p. 20)
Takaaki (2006, pp. 1-9) viewed needs analysis as the systematic collection and
analysis of all relevant information necessary to satisfy the language learning requirements
of the students within the context of the particular institutions involved in the learning
situation. (Cited in Freihat and Al-Makhzoomi, 2012, p. 131)
According to Siribaddana (2010), needs analysis is the basis for a good educational
program and should be the foundation stone for any curriculum development activity. In the
subjective needs analysis, the most important thing is to collect information from learners in
order to guide the learning process.
In language learning context, learners needs can be analyzed as objective
needs and subjective needs or from two different directions like target needs
and learning needs. While objective needs are derived from various real life
language use situations and current language proficiency and difficulties of
learners, subjective needs derive information from affective and cognitive
factors such as personal confidence, attitudes, learning expectations and
learning strategies of learners. (Sasidharan, 2012, p. 13)

15
 The needs that are identified can be from many sources and the methods that are
used in deriving these needs can vary largely. Among these methods, identifying learning
needs will be an effective means of performing a need analysis and there are several types
of learning needs that should be assessed in different instances, such as:
1. Normative needs, that is, the expected standards in knowledge in relation to a
trained individual in a particular discipline;
2. Prescribed needs, that is, curriculum revisions can be thought of as being based
on prescribed, needs;
3. Perceived needs, that is, students' perception on what they want to learn;
4. Expressed needs, that is, what the students say that they want to learn; and
5. Unperceived needs, that is, needs which are not usually recognized by the
students as needing to learn. (Freihat and Al-Makhzoomi, 2012, p. 131)
According to Alastal and Shuib (2012, p. 5), “ Needs analysis is an essential first
step for designing appropriate language courses to help students absorb the knowledge in
their academic study”, So, it must be considered at any curriculum design “Needs analysis
must be considered during any curriculum restructuring as it is of a wider context than
other crucial curriculum components.” (Al-Saadi and Samuel, 2013, p. 27)
To sum up, needs analysis is the first important starting point for designing,
developing and evaluating ESP courses. Through needs analysis, it is easy to find out the
purposes for which learners need English (English for academic or vocational purposes, and
so forth) and order them according to their priorities. ESP courses are characterized by
1their content (English for Science and Technology, as an example) and by 2- the
awareness of the needs, according to Hutchinson and Waters (1987) who also asserted that,
the awareness of needs should be felt by all the parties concerned: designers, learners,
sponsors and teachers.

2.2.4.1 Needs Analysis and Needs Assessment

To differentiate between the needs analysis and needs assessment is as follows: A

needs analysis is the process for identifying the cause(s) of performance needs in order to
select performance improvement solution(s) (Kaufman, 1994, as cited in Messner, 2009, p.
3). However, a needs assessment is the process for identifying and prioritizing performance
needs (Kaufman, 1994; Rothwell and Kazanas, 2004, as cited in Messner, 2009, p. 4). In
other words, a needs analysis is concerning with identifying the causes and solutions of the

16
problem, while a needs assessment is concerning with determining the nature and
importance of a problem faced. Berwick (1989, p. 95) suggests that there are two types of
needs that a designer should take care of during the process of needs assessment, the
felt/expressed needs (needs expressed directly by informants) and the perceived needs
(needs elicited from teaching situation and from other people’s experiences).
The needs assessment leads to the needs analysis to determine the cause of the
performance problem and the appropriate solution that will close the gap in performance,
regardless of whether the solution is training (Kaufman, 1994). This means that the needs
assessment is a systematic process for determining and addressing needs, or "gaps" between
current conditions and desired conditions or "wants". The discrepancy between the current
condition and wanted condition must be measured to appropriately identify the need. The
need can be a desire to improve the current performance or to correct a deficiency (Kizlik,
2010). According to Graves (1996)
Needs assessment involves finding out what the learners know and can do
and what they need to learn or do so that the course can bridge the gap (or
some part of it). Thus, needs assessment involves seeking and interpreting
information about one’s students’ needs so that the course will address them
effectively. (p. 12)
According to Fulgham and Shaughnessy (2008), the needs assessment is a part of
planning processes, often used for improvement in individuals, education/ training,
organizations, or communities. It can refine and improve a product. Moreover, according to
Marshall’s Guide for Teaching Adult ESL Learners (2002), he said that it can help improve
the quality of policy or program decisions—thus leading to improvements in performance
and the accomplishment of desired results. The results of the needs assessment will guide
subsequent decisions - including the design, implementation, and evaluation of projects and
programs that will lead to achieving the desired results. At the beginning of the program, it
might be used to determine a course content, while during the program, it assures that
learner goals and program goals are being met and allows for necessary program changes.
At the end of the program, needs assessment can be used for planning future directions for
the learners and the program.

17
2.2.5 Approaches to Needs Analysis

The famous approaches to needs analysis are as follows:

1- Munby's Approach
Munby's communicative syllabus design (1978) is the most widely framework on
needs analysis. It is based on the target-oriented approach. It starts with the learner’s needs
and ends with the target competence. It is concerned with communicative syllabus design.
In this method, the instructors along with the learners are to be seen as managers of
learning. However, it was criticized. For example, according to West (1994, p. 9), it is
impractical, inflexible, complex and time-consuming. In addition, it does not include needs
that are dependent on human variables.
2- Chambers’ Approach (Target-situation analysis= TSA)
It was introduced by Chambers (1980). He argues that the starting point should be
the TSA, not like Munby's. In addition, he suggests another two factors in addition to the
learner: intermediate objectives (short and mid-term needs coming up during the course
design process to fulfill the communicative needs as identified by TSA) and constraint (the
limitations like time, money and the needs that are not specified by the TSA).
3- Richterich and Chancerel's Approach (Present-situation analysis =PSA)
The sources of information are the students, the tutors, and the sponsors. It suggests
a “dynamic process" in needs analysis as needs specification is perceived as a "continuous
process” thus reflecting learners' needs throughout the study program.
On the other hand, it has been described as complex, as it allows needs analysis to
be carried out from different perspectives, that is, great interdependence of decision makers
and decisions (McDonough, 1984).
4- The Diagnostic Approach
Allwright (1977) introduced the diagnostic approach. According to him, the learners
“are taught directly in terms of the particular problem diagnosis has revealed them to
have.” (Allwright, 1977, pp. 59-60)
5- The Goal and Process-Oriented Approach
Widdowson (1981) presented needs as those which are goal-oriented and process-
oriented. The goal-oriented needs are related to the ends of learning- the terminal behavior-
as Munby. The process-oriented needs are related to the means of learning or what the
learners need to do to acquire the language- the transitional behavior.

18
6- Language-centered Course Design
This is the simplest kind of course design process and is particularly prevalent in
ESP. The language-centered course design process aims to draw as direct a connection as
possible between the analysis of the target situation and the content of the ESP course.
However, logical and straightforward as it may seem, it has been criticized as it has
a number of weaknesses, like:
 It gives no acknowledgment to factors which must inevitably play a part in the
creation of any course.
 It reveals very little about the competence that underlies the performance.
(Hutchinson and Waters, 1987, pp. 66-68) ...
7- Skills-centered Course Design
It is founded on two fundamental principles, one theoretical, the other pragmatic.
Yet, in spite of its concern for the learner, it still approaches the learner as a user of
language rather than as a learner of language. The processes it is concerned with are the
processes of language use not of language learning. (Hutchinson and Waters, 1987, pp. 69-
70)
8- The Learning-Centered Approach
It was advocated by Hutchinson and Waters (1987). They suggest that there are
three factors balanced related to ESP course design: language description, needs analysis
and theories of learning. It focuses on the learner at every stage of course design. They drew
a distinction between learner-centered, which infers that ‘learning is totally determined by
the learner’, and learning-centered, which involves learning as a ‘process of negotiation
between individuals and society’, (which includes teaching, syllabus, methods, material,
and so forth.) (Jordan, 1997, p. 25).
This approach is the closest one in responding to the challenges posed by an ESP
course, where learner needs have to be met adequately with the language elements to be
learnt for efficient usage in the target situation. A learning-centered course syllabus focuses
on both the needs of the students and their learning process. As a result, the researcher
reported that this approach should be implemented when designing courses.
9- A Task-based Approach
Long (2005) advocated a task-based approach to needs analysis as well as with
teaching and learning as based on the argument that “Structures or other linguistic elements
(notions, functions, lexical items and so forth) should not be a focal point of teaching and

19
learning”. The focus here is on the learners. Tasks here are the units of analysis collected
and “Samples of the discourse typically involved in performance of target tasks.” (p. 3)
This approach should be implemented when designing a course, as it focuses on
both learners and linguistic elements.
The above approaches argue that needs analysis has to have information relevant to
the theories of learning. They shed light on the different variables included, like learners
and teachers. The learning-centered and the task-based approaches should be implemented
when analyzing the needs and designing specific courses.

2.3 Section Two: ESP and Syllabus

It presents the theoretical information related to ESP and Syllabus in details.

2.3.1 Introduction

ESP and EGP are very important to design any syllabus for a specific department.
For most teachers, textbooks provide the material content of lessons, the balance of the
skills taught, as well as the kinds of language practice the students engage in during class
activities to learn English. They are the foundation of instruction and the primary source of
information for students and teachers and serve as one of the main instruments for shaping
knowledge, attitudes and principles of our young learners. In recent years, there has been a
growing international interest in designing second and foreign language courses specific to
work-related needs or academic objectives of well-defined groups of learners (Saif, 2007, p.
72). The purpose of learning English in ESP contexts is to achieve the certain level of
English proficiency for a situation where the language is going to be used (target needs).
For students in the Information Systems Department, FCIT, Sana'a University, the
researcher will identify the target needs for learning English. Thus, in designing a syllabus
for this target group, their target needs must be there so that the students are capable of
performing the language needed in the target situation.

2.3.2 Historical Survey of ESP

The teaching of English for Specific Purposes (ESP) was flourished in the 1950s and
1960s. However, teaching ESP gained popularity in the 1970s. It was dominated by the
teaching of English for Academic Purposes (EAP); most of the materials produced, the

21
course descriptions written and the study carried out were in the area of English for
Academic Purposes. (Dudley-Evans and John, 1998)
Hutchinson and Waters (1987) identified three main common reasons to the all ESP
emergence: the demands of a brave new world, a revolution in linguistics, and focus on the
learner.
1- The demands of a brave new world
The progress in science, technology and commerce after the Second World War in
1945 as well as time, oil and money constraints created a need for cost-effective courses
with clearly defined goals.
2- A revolution in linguistics
It was the late 60s and early 70s, in which there were many attempts to describe
English for Science and Technology (EST). The development of English courses for
specific groups of learners has been grown up while language varies from one context to
another.
3- Focus on the learner
The importance of the learners has been emphasized and investigated. More
attention was given to the different ways in which learners acquire language and the
differences in the ways language is acquired by. Different types of learners need different
types of ESP, according to different fields of study.
The main focus of ESP has always been, and will remain, needs analysis, text
analysis and preparing learners to communicate effectively in the tasks prescribed by their
study or work situation. (Affara, 2006, p. 11)
On a whole, ESP courses are very important for the specific groups of students.
These courses should be designed to provide programs that are more comprehensive.

2.3.2 1 ESP: Definition and Characteristics

Sinha and Sadorra (1991) argue that there is a lack of a very clear-cut definition of
ESP that will clearly characterize the various contexts of ESP. Many definitions of ESP
have been contributed by many ESP practitioners. Referring to some of these definitions of
ESP is very useful. ESP can be viewed as an approach to language learning based on learner
needs where the teaching materials should be directed to cater for these needs. (Al-Thawr,
1996, p. 12)

21
 According to Strevens (1988), ESP consists of ELT, which is designed to meet
specified needs of the learner, related in content, centered on language appropriate to those
activities in syntax, discourse…in contrast with ‘General English.’ ESP may be restricted as
to the learning skills to be learnt; and may not be taught according to any pre-ordained
methodology. (1988, as cited in Adhubyani, 2004, p. 10). Dudley-Evans and John (1998),
who modified Strevens (1988) definition of ESP, made the most comprehensive definition
of ESP. They used absolute and variable characteristics to define ESP
1. Absolute characteristics:
- ESP is designed to meet specific needs of the learner;
- ESP makes use of the underlying methodology and activities of the disciplines it
serves; ESP is centered on the language (grammar, lexis, and register), skills,
discourse and genres appropriate to these activities.
2. Variable characteristics:
- ESP may be related to or designed for specific disciplines.
- ESP may use, in specific teaching situations, a different methodology from that
of General English.
- ESP is likely to be designed for adult learners, either at a tertiary level institution
or in a professional work situation. It could, however, be used for learners at
secondary school level.
- ESP is generally designed for intermediate or advanced students. Most ESP
courses assume basic knowledge of the language system, but it can be used with
beginners. (pp. 4- 5)
Crystal (2003, p. 108) defines ESP as ‘A course whose content is determined by the
professional needs of the learner’. ESP could be defined as a course designed for specific
learners with specific needs.
The greatest contributions of ESP to language teaching is its emphasis on needs
analysis for designing a course. Affara (2006, p. 20) showed that "Need analysis is the main
stage in ESP course design by which the learners’ needs are determined".
An ESP course involves specialist language, especially terminology and content
(Robinson 1991, pp. 4-5). Sometimes ESP may be taught according to pre-ordained
methodology (i.e., ESP is not restricted to any particular methodology, although
communicative methodology is often felt to be the most appropriate) (Strevens, 1988,
pp. 1-2). One more important characteristic of ESP students is that their level of English

22
tends to be intermediate or above (Dudley-Evans and John1998, cited in
Gatehouse 2001).
Liaw (2002) suggest that ESP learners are mainly at the tertiary level of education
and have already received some basic ESL or EFL education. To them, English is a medium
for learning other subjects. “A good ESP course book should prepare learners for using the
language in real-life situations by setting tasks that are likely to occur in their professional
environment.” (Petrova, 2008, p. 11)
English for Specific Purposes (ESP) is known as a learner-centered approach to
teaching English as a foreign or second language. It meets the needs of (mostly) adult
learners who need to learn a foreign language for use in their specific fields, such as
science, technology, medicine, leisure, and academic learning (Tahir, 2013, p. 106). ESP
courses should be updated to go with the modern changes.
The demand for ESP has led some higher education authorities and
administrators in many countries to claim that ESP should replace EGP, the
long-existing practice of English language teaching in many universities,
and thus become the mainstream of college English education…. Therefore,
EGP is basic language learning to be studied before, but not during college;
College English should be more advanced, more specialized, and match
students’ majors of study, particularly in technological universities where
students are trained to perform on-the-job; and finally, compared with EGP,
ESP is more effective in increasing students’ learning motivation because it
relates to their fields of study and caters to their needs. (Bracaj, 2014, p. 41)
It can be said that ESP should replace EGP in the universities as EGP was
taught before the university.

2.3.2.2 Types of ESP

As English is needed for different purposes, different types of ESP thus appeared.
According to Jordan (1997), the global language skills are central to all the language
purposes and has been divided into three categories: English for Specific Purposes, English
for General Purposes and English for Social Purposes. For ESP, it has two main strands:
English for Occupational/ Vocational/ Professional Purposes (EOP/ EVP/ EPP) and English
for Academic Purposes (EAP). This study is based on EAP (see the figure No. 1 below for
more details).
In the diagram below, the term ‘Computers’ appears under EAP. The material under
EAP gives practice in reading textbooks, note-taking and so on. (Jordan, 1997, p. 4).
According to Jordan (1997, p. 4), EAP has two divisions: English for General Academic

23
Purposes (EGAP) and English for Specific Academic Purposes (ESAP). According to
Widdowson (1983), he considers EGAP courses with education (They aim to develop a
general capacity or set of procedures to cope with a wide range of needs) and ESAP courses
as more concerned with training (they involve the development of certain skills and
familiarity with specific schemata). Moreover, Dudley-Evans and John (1998) say “The
difference is that ESAP courses focus on the actual tasks that students have to carry out
while EGAP courses select more general contexts” (p. 42). They add that “EGAP refers to
the teaching of the skills and language that are common to all disciplines; ESAP refers to
the teaching of the features that distinguish one discipline from others.” (p. 41). EAP needs
both its general component (EGAP) and its specific component (ESAP). (Dudley-Evans and
John, 1998, p. 51).
Figure 1: ELT purposes (Quoted from Jordan, 1997, p. 3 with adaptation)

Note: TENOR means the teaching of English for no obvious reason.

Academic needs refer to the needs that are going to be fulfilled through the study of
specialized courses in ESP and skill courses. Therefore, students need to be academically
prepared to be proficient in their current study and future career or work. EAP is taught
generally within educational institutions to students requiring English in their studies, as in
this faculty. The first recorded use of the term ‘English for Academic Purposes’ appeared in
1974 (Johns, 1981); by 1975 it was in more general use. The published proceedings of the
joint SELMOUS-BALL Seminar at Birmingham University in 1975 on ‘The English

24
Language Problems of Overseas Students in Higher Education in the UK’ were entitled
‘English for Academic Purposes.’ (Jordan, 1997, p. 1)
There are many types of ESP. Two main branches of ESP can be identified are
'EAP' (English for Academic Purposes) and 'EOP' (English for occupational purposes) or
what can be called instructional and instrumental respectively (Strevens, 1988) .According
to a recognized classification by Dudley-Evans and John (2002, p. 6), ESP can be divided as
follows in the figure below:
Figure 2. ESP classification by professional area. (Dudley-Evans and John, 2002, p. 6,
cited in Huhta, 2010, p. 16)

This classification of Dudley-Evans and John divides ESP into academic and
occupational mainstreams. English for science and technology (EST) (As this study is
mainly concerned with) is a considered a subcategory of EAP (Huhta, 2010, p. 16). EAP
involves academic study needs (often at the university context and the focus is on reading or
listening as a basic skill), while EOP involves work-related needs and training (Robinson,
1991).
As a result, Dudley-Evans and John’s classification (2002) may be appropriate for
academic teaching. (Huhta, 2010, p. 16). The researcher sees Dudley-Evans and John’s
classification (2002) as important for academic teaching; but for workplace communication,
the classification by Jordan (1997, p. 4) might work better.

25
2.3.2.3 General and Specific English

The content of English language should not be highly specialized:

Effective ESP courses typically exploit some samples of authentic language
use and encourage genuine communication. Also, their content is relevant to
the students’ purposes but need not be highly specialized. (Petrova, 2008,
p. 12)
According to Affara (2006), “Focus should be given to both general and specific
English to enable students use technical computer terms correctly.”(p. 83)
English is both needed as ESP and as EGP in the Faculty of Computer and
Information Technology. However, some researchers think that the EGP will not be used,
because ESP will dominate all the courses, especially in specializations.
In the future, there will be no more General English used but only English
for Specific Purposes as the widely used approach in all fields of study. ESP
is practically used to teach Science and Technology. It is mainly prepared to
fit all disciplines through well-designed programs to improve the students'
ability to communicate in English about their specific fields of study. It
focuses on using English effectively in specific academic fields such as
business, international studies, English linguistics, literature, chemistry,
biochemistry, physical education, and so forth. ESP shows great flexibility to
include all these new technological and vocational disciplines so that, it suits
even those short-term specialties, which sometimes do not require more than
a two-week training period. (Saif, 2007, pp. 25-27)
To conclude, English for Specific Purposes should dominate the suggested courses.

2.3.3 Syllabus

Many different definitions of the syllabus were appeared. Prabhu's more specific
definition of syllabus as the "Specification of what is to be learnt" (1987, p. 89). Another
opinion is that "A syllabus is a document which says what will (or at least what should) be
learnt” (Hutchinson and Waters, 1987, p. 80). Further definition is that
A syllabus is a coherent plan for a course of study, providing a map for both
teachers and learners which specifies the work to be accomplished by
students based on explicit objectives. (Hyland, 2007, p. 54)
A syllabus in general is a plan drawn beforehand to clarify the way and specify
topics for all who benefit from.

26
2.3.3.1 Curriculum and Syllabus

In the past, researchers could not differentiate between syllabus and curriculum, as
they come from the same field, general education. Later on, definitions of 'syllabus' vary
between very general definitions that are similar to some of the definitions of 'curriculum',
and very specific ones.
They are used with several meanings, so the terms made researchers with a
confusion. A number of different definitions appeared according to the educators'
philosophical tendencies, linguistic and psychological assumptions and according to their
beliefs about learning in general. Look at the definitions below.
The term "curriculum" … In a more restricted sense, it refers to the course of
study or content in a particular subject, such as the mathematics curriculum
or the history curriculum. It is, therefore, used as a synonym of what in
British universities and schools is sometimes referred to as the "syllabus" for
a given subject or course of study. In recent years, however, the term
"curriculum" has come to refer not only to the subject matter or content, but
also to the entire instructional process including materials, equipment,
examinations, and the training of teachers. (Stern, 1983, p. 434)
The New Oxford Dictionary of English (edited the year of 2001) shows that they both
mean “The subjects comprising a course of study in a school or college". Therefore, the course is
the ultimate goal of both curriculum and syllabus.
Etymologically, the syllabus means a "label" or a "table of contents." The Merriam-
Webster Dictionary defines syllabus as a summary outline of a course of study. It should contain
an outline, and a list of topics, and many more items of information that students need to know in
a course. A syllabus is a device of communication between the teacher and the students. It aims at
achieving the actual current and future needs for learners. Longman Dictionary of Contemporary
English (edited 2000) defines the syllabus as “a plan that states exactly what students at school or
college should learn in a particular subject”. However, the same dictionary defines curriculum as
“the subjects that are taught by a school, college, etc., or the things that are studied in a
particular subjects”.

2.3.3.2 Characteristics of Syllabus Design

The researcher, here, views that this syllabus should contain an outline, and a
schedule of topics, many more items of information, and so forth. However, the basic
objective of a syllabus is to communicate to students on what the course is about, why the
course is taught, where it leads, and what will be required of the students to complete the
course with a successful level. Two criteria can be applied in deciding what information to

27
include. First, to include all the information that students need to have at the beginning of
the course; and second, to include all the information that students need to have for
developing their skills.
The course design should include the following points:
 Needs assessment, including formal and informal instruments.
 Learning styles analysis.
 Specific, measurable and achievable goals and objectives.
 Collecting relevant to major materials.
 Deciding on topics and exercises that are suitable to the learners.
 Organizing the material according to the students’ needs and time available.
 Planning effective classroom strategies to enable adult students to achieve goals and
objectives.
 Opportunities for independent self-study, outside the classroom. (Saif, 2007, p. 74)
The syllabus content should be useful, teachable and easy.
…. in order to support learners to adopt an enthusiastic approach, it is
necessary to take into consideration the individual characteristics of each
learner and provide students with various aspects of diversity, such as the
subject matter being learned, its usefulness, and the degree of difficulty.
(Hiromori, 2009, as cited in Alshumaimeri, 2013, p. 29)
The designers should take all the characteristics above when designing any syllabus
to be effective and acceptable based on needs investigated.

2.3.3.3 Types of Language Syllabuses

Several distinct types of language teaching syllabi have appeared in the twentieth
century and now still exist; and according to the syllabus designers, these different types
may be implemented in various teaching situations. The changing of the language theories,
the learning theories, methodology and philosophical tendencies made the syllabus design
change too.
Before speculating about which type could be considered best suited for an ESP
course, a brief overview of available options might be useful. Traditionally a distinction has
been drawn between product oriented and process-oriented syllabuses. According to Nunan
(1988, p. 12), the product oriented syllabus is the end itself. In other words, these syllabuses
are based on the awareness of what the learners will know or will be able to do at the end of
a specified period of study. Nunan (1988) reported that

28
 Product syllabuses are those in which the focus is on the knowledge and
skills which learners should gain as a result of instruction, while process
syllabuses are those which focus on the learning experiences themselves.
(p. 28)
This means that the product syllabuses emphasize on the skills and knowledge
which learners should gain as a result of instruction, while the process-oriented syllabuses
focus on a series of actions directed towards some end that is teaching-learning process.
They focus on how the development of learners’ competences occurs.
In a similar way, White (1988, p. 44) divides all the existing syllabi into two types:
Type A and Type B. Type A emphasizes on the subject matter and are ultimately linguistic
in nature, while Type B emphasizes on the process and relies more on pedagogy and
psychology. White (1988, pp. 44-5) summarizes the distinction between the two types as
follows:
Table 1: Product- oriented and process-oriented syllabi (Adapted from White 1988,
pp. 44-45)
Type (A): Product-oriented Type (B): Process-oriented

 External to learner.  Internal to learner.

 External directed.  Internal directed or self-fulfilling.
 Determined by authority.  Negotiated between learners and teachers.
 Teachers as decision maker.  Learner and teacher as joint decision makers.
 Content = what the subject is to the expert.  Content = what the subject is to the learner.
 Content = a gift to the learner from the  Content = what the learner brings and wants.
teacher or the knower.
 Objective defined in advance.  Objectives described afterwards.
 Subject emphasis.  Process emphasis.
 Assessment by achievement or by mastery.  Assessment in relation to learner’s criteria of
success.
 Doing things to the learner.  Doing things for or with the learner.

Product-oriented (or Type A) syllabi include grammatical (structural), lexical,

notional-functional and situational syllabi, while the process-oriented (or Type B) syllabi
include task-based, content-based, learner-centered and the proportional syllabi. There are
also skill-based syllabi, which White places somewhere in between his Type A and Type B
syllabi. Many ESP course participants suggested task-based and situational syllabi to be
suitable. The task-based syllabi can develop the skills necessary to fulfill the ESP course
participants' job-related tasks in English, while the situational syllabi can cope with the
language in specific working situations.

29
 Saraswathi (2004, p. 51) also classified syllabi in terms of the relationship between
the items into two types.
1. Linear syllabus: When the structural units are isolated, it means they are not directly
related to each other.
2. Spiral or cyclical syllabus: When the items, have already been learnt, occur and are
reintroduced in relation with other units at a greater depth each time. Accordingly,
natural learning process is spiral.
All the actual language teaching syllabuses are almost combinations of two or more
syllabus types. As a result, one type of syllabus usually dominates, while other types of
content become subsidiary may be combined with it.
In general, the distinction between syllabuses is not clearly-cut. The classifications
of White (1988) and Nunan (1988) are still the most comprehensive ones. According to
them, the various types of syllabi are included under the product oriented and process-
oriented. They are as follows:
1. Product-Oriented Syllabuses
Four important types of product-oriented syllabuses are still in use. They are as
follows:
I. The Structural Syllabus (Grammatical Syllabus)
It is traditional and widely used, and is probably still till now. It is designed around
the language grammatical rules. Here, the selection and grading of the content is based on
the complexity and simplicity of grammatical rules. According to (Nunan, 1988; Richards
and Rodgers, 2001), the language items are introduced in steps from simple to the more
complex in an additive way to enable learners to master the whole structural system of the
target language. Language consists of a finite set of items (rules) which can be combined in
various ways to make meaning. The language items are not introduced as whole, but
separately. It introduces and requires the mastery of one item at a time before moving on to
the next, according to McDonough (1984, p. 21).
It has been criticized by many designers and educators. For pursuing a grammatical
order to sequencing input is difficult. It also focuses on only one aspect of language, namely
grammar, and ignore the others. Finally, recent research suggests that there is a
disagreement between the grammar of the spoken and of the written language; raising
complications for the grading of content in grammar based syllabus.

31
(II) The Situational Syllabus
It focuses on situational needs rather than the grammatical units, functions, notions,
and so forth. Here, the organizing characteristic is a list of real-life situations, such as at
school, at the airport, and so forth, reflecting the way language is used in everyday life, that
is, outside the classroom, not inside it. It focuses on the language that will use in real
communicative situations by learners. Here, the language structures are taught in contexts as
whole rather than as separated or isolated items. Richards and Rodgers (2001) report that
In Situational Language Teaching, structures are always taught within
sentences, and vocabulary is chosen according to how well it enables
sentence patterns to be taught. (p. 42)
It was criticized by many specialists as Richards (2001) who summarized the
criticisms as follows:
 Little is known about the language used in different situations, so selection of
teaching items is typically based on intuition.
 Language used in specific situations may not transfer to other situations.
 Grammar is dealt with incidentally, so a situational syllabus may result in gaps in a
student’s grammatical knowledge.
(III) The Notional-Functional Syllabus
According to Al-Shamiry (2005, p. 108), it began in Europe during the 1970s, when
the council of Europe was asked to design a syllabus for adult learners. Nunan (1988)
reported that the term “function” might be described as the communicative purposes for
which language is used, while the term ‘notion’ refers to the meanings and concepts to be
expressed through language. According to ( Hope, 2013, p. 3), the needs of the learners will
have to be analyzed on the base of communication need. Functional Functions are such as
identifying, reporting, correcting, describing, and so forth, while notions are such as
duration, quantity, location, and so forth. Functional/Notional Syllabus is used to teach
English for Specific Purposes. So, ESP is seen as a cover term for teaching and learning
English for several specific purposes: English for Academic Purposes (EAP), English for
Occupational Purposes (EOP), and so forth.
However, it was criticized that there are difficulties of selecting and grading the
functions and form. Widdowson (1990) argues that inventories of functions and notions do
not necessarily reflect the way languages are learnt. He also argued that dividing language
into discrete units of whatever type misrepresents the nature of language as communication.

31
(IV) Lexical Syllabus
It emphasizes developing the learner’s proficiency with lexis or words and word
combinations rather than other elements, such as grammar, functions-notions, situations,
and so forth (Richards and Rodgers, 2001, p. 132). It is organized around suitable lexical
items dependently, corresponding to learners’ needs in their real life situations.
As this syllabus has received more attention, some specialists suggested a number of
vocabularies for courses of each level studied. For example, Hindmarsh (1980) and Nation
(1990) suggest the target number of vocabularies for General English program should be as
follows:
 Elementary level: 1000
 Intermediate level: + 2000
 Upper Intermediate level: + 2000
 Advanced level: + 2000 and more. (cited in Al-Shamiry, 2005, p. 113)
Al-Shamiry (2005, p. 113) suggests the target numbers of vocabularies as
approximately 3300 new active vocabulary items for equipping Yemeni preparatory and
secondary students with sufficient amount of English vocabulary.
2: Process-Oriented Syllabuses
Four important types of process-oriented syllabuses are still in use. They are as
follows:
(I) Task-Based / Procedural Syllabus
Skehan (1996) defines "task" as activities carried out, using the language, to achieve
an objective in real-like life situation. He reports:
Tasks…. are activities which have meaning as their primary focus. Success
in tasks is evaluated in terms of achievement of an outcome, and tasks
generally bear some resemblance to real-life language use. (p. 20)
Task-activities, such as drawing maps, following directions, following instructions,
and so forth. Nunan (1988, 2001) and Breen (2001) have proposed two types of tasks as the
basis for syllabus design. They distinguish between real-world tasks “communicative or
target-like tasks” and pedagogical tasks “metacommunicative or learning tasks”.
However, ordering and grading of content of task-based syllabus are not wholly
significant for the syllabus designer. In addition, evaluation is difficult here. Moreover,
educators argue that it does not encourage the language accuracy as the language fluency
development.

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(II) Content-based Syllabus
It focuses mostly on the content, that is, the subject matter, which is used as the only
criteria of organization. According to Al-Shamiry (2005, p. 114), “It is usually organized
around themes and topics which contains information that will be acquired during the
teaching-learning process”. Mohan (1986) believe that this syllabus facilitates learning and
makes language more meaningful, as it provides topics relevant to the learners’ needs and
reflects real life situations. According to Krahnke (1987, p. 10), in content-based language
teaching, the primary purpose of the instruction is to teach some content or information
using the language that the students are also learning. The language learning occurs
incidentally to the content learning. An example of content-based language teaching is a
science class taught in the language the students need or want to learn. However, it does not
give an acceptable criterion for the selection and gradation of grammar, functions, and so
forth. It also needs very qualified and able teachers to teach the language as well as the
subject matter of the content.
(III) Learner-Led Syllabus
It was proposed by Breen and Candlin (1984). It focuses on the learner, how learners
learn language. Learners’ interest and motivation will grow and they are believed to
participate in implementing syllabus design. However, it is criticized that it does not guide
the teacher or give him support, when required. In addition, it seems radical and utopian,
because the direction of the syllabus is oriented by the learners’ responsibility.
(IV) The Proportional Syllabus
It was suggested by Yalden (1987). It is organized around "overall competence” and
it consists of a number of elements within the main theme playing a linking role through the
units. This theme is designated by the learners. It is spiral. Language is sequenced leading to
the recycling of language.
To sum up, syllabus design has passed through different processes to improve the
teaching-learning process. Unfortunately, no one of the different frameworks applied, and
can be seen as an ultimate solution and as a sole choice. Therefore, a multi-dimension
syllabus will be the best solution for designing an integrated syllabus.
…In this type of syllabus, (He means multi-dimension syllabus) a
combination of items such as grammar, vocabulary, functions, situations,
tasks, and different language skills could be chosen and they have to be
organized and sequenced in a way that maintains the coherence and
continuity of the syllabus content. (Al-Shamiry, 2005, p. 119)

33
 On a whole, any syllabus, including an ESP syllabus, should be multidimensional. It
should be organized around different aspects such as topics, structures, notions, functions,
skills or learning tasks. It should be both process and product oriented. A good syllabus
should be recycled and accommodate all the needs of different students. The most important
prerequisite for creating an efficient syllabus is the selection and grading of the content that
will be relevant for the courses participants, on whom the English language needs are
investigated.

2.3.3.4 Syllabus Design Steps

During the twentieth century, many specialists of syllabus design have developed
many various syllabus designing frameworks. Nunan (1988) suggests a syllabus design
process. He argues that:
..The starting point can be an analysis of the language, information about
the learner, beliefs about the learning process itself or a combination of
these. The key question in relation to a linguistic perspective is: "What
linguistic elements should be taught?" From a learner perspective, the key
question is: "What does the learner want to do with the language?" Finally,
from the learning perspective, the key question is: "What activities will
stimulate or promote language acquisition?” (pp. 25-6)
Richards (2001) suggests a number of different levels of designing a syllabus such
as developing a course rationale, describing entry and exit level, choosing the course
content, sequencing the course content, planning the course structure as well as preparing
the scope and sequence plan. On a document, Hope (2013) suggests Steps for Planning a
Syllabus as follows:
 Develop a well-grounded rationale for your course.
 Decide what you want students to be able to do as a result of taking your course,
and how their work will be appropriately assessed.
 Define and delimit course content.
 Structure your students’ active involvement in learning.
 Identify and develop resources.
 Compose your syllabus with a focus on student learning.
Al-Shamiry, (2005, pp. 95-102) reports the general steps of the curriculum
development process, which have been accepted by most of the curriculum development
and syllabus design specialists and were summarized as follows:
1. Needs Assessment

34
 2. Formulation of goals and objectives
3. Selection or Development of a Curriculum Framework
4. Selecting learning Content
5. Organizing the Content
6. Evaluation

2.3.3.5 The Place of Needs Analysis in Syllabus Design

It is known that, in the ESP courses, needs analysis is the first step to be taken and
emphasized before deciding the content of the course. This can be traced from the most
widely accepted model of curriculum process, Taba's model (1962).
Step1: Diagnosis of the needs
Step2: Formulation of objectives
Step3: Selecting the content
Step4: Organization of the content
Step5: Selection of learning experiences
Step6: Organization of learning experiences
Step7: Determination of what to evaluate and means to evaluate.
Many ELT practitioners (like Yelden (1987) worth noting when proposing models
for syllabus design. For them, needs analysis is the first step to be taken. According to
Yelden, (1987), if the needs analysis are carried out, the objectives for a given language
course will become much clearer.

2.3.3.6 Designing a Syllabus

Designing a syllabus is to decide what will be taught and in what order it is.
According to language teaching, syllabus design, like curriculum, has been influenced by
the concepts and theories of language and language learning that a designer has. Different
syllabuses, items of second language programs, and institutional curricula can take various
forms, represent various theories of learning, and be realized in various ways.
Syllabus design requires selection of items to be learnt and graded.
Syllabus design concerns the selection of items to be learnt and the grading
of those items into an appropriate sequence. It is different from curriculum
design. In the latter, the designer is concerned not just with lists of what will
be taught and in what order, but also with planning, implementation,
evaluation, management and administration of education programs.
(Harmer 2001, p. 295)

35
 For designing a syllabus, approaches of designing are needed. The specialists of
syllabus design such as (Wilkins, 1976; Nunan, 1988; White, 1988) and so forth distinguish
between two major trends '' synthetic'' and ''analytic''.
1- The Synthetic Approach
It views language as discrete elements interrelated and dependent on each other.
Thus, the syllabus designer has to break down language into its simple isolated forms to be
taught, step by step, to form the whole structure of a language. Wilkins (1976) reports that:
A synthetic language teaching strategy is one in which the different parts of
language are taught separately and step by step so that acquisition is a
process of gradual accumulation of parts until the whole structure of
language has been built up. (p. 2)
In other words, it assumes that language should be presented step by step in an
additive way.
2- The Analytic Approach
This type of syllabuses focus and emphasize on the learners' needs analysis; and for
meeting these needs, the content of the syllabus has to be organized in a suitable way. It
views language as a means of communication.
This approach views language as a means of communication that has
meaning in its whole form, which cannot be conveyed through its isolated
parts. Thus, syllabuses based on this approach are organized around the
purposes for which the language is required, not around grammatical
isolated parts. (Al-Shamiry, 2005, p. 91)
The focus here is on the meaning rather than the form, as it concentrates on
communicative needs. In these syllabuses, learners are presented with chunks of language,
according to their communicative needs, which may include structures of varying degrees
of difficulty. As a result, grammatical structures take place beyond the communicative use
of the language.

2.3.3.7 Topics Obtained Through the Official Documents

The topics of suggested syllabus framework were taken from the English course 101
and English course 102. There are eight modules in those courses. Each module consists of
some topics ended with grammar rules. The eight modules are as follows:
Module 1: It is about Computers Today and consists of four units/ topics: Living in a digital
age, Computer essentials, Inside the system and Buying a computer. The relative pronouns
were accompanying this unit.

36
Module 2: It is about Input/ Output Devices and consists of five units/topics: Type, click
and talk!, Capture your favorite image, Display screens and ergonomics, Choosing a printer
and Devices for the disabled. The superlative form of adjectives was accompanying this
unit.
Module 3: It is about Storage Devices and consists of three units/ topics: Magnetic storage,
Optical storage and Flash memory.
Module 4: It is about Basic Software and consists of three units/ topics: The Operating
system, Word processing and Spreadsheets, and databases. The correct determiners with
countable and uncountable nouns were accompanying this unit.
Module 5: It is about Faces of the Internet and consists of four units/ topics: The Internet
and email, the Web, Chat and conferencing, and Internet security. Forming different types
of questions was accompanying this unit.
Module 6: It is about Creative Software and consists of four units/ topics: Graphics and
design, Desktop publishing, Multimedia, and Web design. Conditional sentences were
accompanying this unit.
Module 7: It is about Programming/ Jobs in ICT and consists of three units/ topics: Program
design and computer languages, Java, and Jobs in ICT. Practicing the use and pronunciation
of the -ed form of verbs was accompanying this unit.
Module 8 is about Computers Tomorrow and consists of four units/ topics: Communication
systems, Networks, Videogames and New technologies. Using phrasal verbs, adverbs,
writing a For and Against essay and predictions about future trends were accompanying this
unit.
Many topics were also collected from the jumbled and separated sheets of courses
description of the ISD, in the FCIT, SU, in addition to those of the Department of ISD in
Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah,
Saudi Arabia, as its description of courses ordered and organized neatly. For more
information on the latter, see this site: http://www.kau.edu.sa/files/0/KauGuides/Faculty of
Computing and Information.pdf
They were deduced and put in the second section of the close-ended questionnaires,
since the first section was designed for English language needs. These topics were then
given to lecturers of the ISD to delete the ones, neither suitable, nor related to the
department. Two of the arbitrators advised the researcher to add this phrase “An
introduction and the most important basics in” before large topics in each point in the
close-ended questionnaires. That phrase means that it is a comprehensive introduction

37
which comprises the topic/ sub-topics definitions, terms related to it, important basics and
the types.

2.3.3.8 Characteristics of English Language Courses

English language courses 101 and 102 have to be authentic, inspiring and catch the
students’ interest. If textbooks fail to convey these aspects, neither teachers nor students
will have enough strength or energy to work with these textbooks (Al-sowat, 2012, p. 354).
Celce-Murcia (2001, p. 417) argues that textbooks are for students. To meet their needs, the
textbooks must have not just the English language or communication skills content
demanded by the curriculum, but they must also fit the needs of students as learners of
English.
Course content is an important resource, the foundation of instruction and the
primary source of information for teachers and students to learn English. The contents
included in the English textbooks should be useful, meaningful and interesting for students.
While no single subject will be of interest to all students, materials should be chosen based
on what students in general are likely to find interesting and motivating. (Saif, 2007, p. 80)
Further, the course materials should be slightly higher in their level of difficulty than
the students' current level of English proficiency to allow them to learn new grammatical
structures and vocabulary and offer a challenge which provides the necessary motivation for
learning. They should have clear instructional procedure and methods.
These courses make it possible for teachers and students to review and prepare their
lessons. They also save terms of time and money, can allow for adaptation and
improvisation, and help learning and teaching.

2.4 Methodology
The methodology of needs analysis has been theorized by Long (2005) in an
authentic way in his article “Methodological Issues in Learners’ Needs Analysis.” He
argues that:
There is an urgent need for courses of all kinds to be relevant to the specific
group of learners and to the society at large. In most of the needs analysis
surveys in the teaching of English as a second language, semi-structured
interviews or questionnaires with little or no inside knowledge of the course
concerned were used as tools to base the findings. The views of the
respondents alone may not be authentic as it forms only one aspect of the
study. (p. 19)

38
 Affara (2006) considers three Methodological Considerations: the Content-based
instruction (CBI), Task-based learning (TBL), and Cooperative learning.
1. Content-based Instruction: It focuses on learning something rather than learning the
language. It can also raise students’ motivation and maintains a rapid growth in
foreign language skills…
2. Task-based Learning: Prabhu (1987) speculates that students were just as likely to
learn language if they were thinking about a non-linguistic problem as when they
were concentrating on particular language forms….
3. Cooperative Learning: It can be defined as a variety of concepts and techniques for
enhancing the value of student-student interaction. These principles and techniques
are used by teachers for structuring peer interaction in cooperative learning groups.
It is believed to promote thinking and creativity in many ways.
According to Hutchinson and Waters (1987, p.19),"Methods of ESP teaching are
associated with the urgent needs and objectives of learners in a particular context… ". The
selection of language teaching method has been baffling educators for a long time and none
of them is totally 100% approved to be dominated in all aspects of teaching.
Different approaches are put forth, each claiming to be superior to the other.
But most methods prove to be insufficient when it comes to real teaching-
learning situations. Larsen and Freeman (2000) classifies language teaching
approaches into nine categories: Grammar-Translation Method, Direct
Method, Audio-Lingual Method, Silent Way, Total Physical Response,
Community Language learning, Suggestopedia, Communicative Approach,
and Natural Approach. No single method can be perfect by itself. The
teacher has to amalgamate different approaches intelligently to suit local
needs and to fulfill the desired goals of the learners, taking into account
their proficiency levels. (Sasidharan, 2012, p. 32)
In general, as there are several methods of teaching, it can be said that each context
needs its own type of methodology. As a result, teachers should be more flexible to change
the methodology to suit the needs of their learners by adopting an eclectic approach. Using
eclectic approach with focusing more on using the more enlightened principles of the
Communicative Approach and with little Grammar Translation, may well be the suitable
combination for many learners.

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2.5 Courses Evaluation
A course evaluation is the last important stage in curriculum design. There are two
types of evaluation, for teachers to evaluate their courses for the purpose of improving and
promoting them and their effectiveness. They are implicit evaluation and explicit one.
Implicit evaluation takes place during the semester, when learners’ participation and
motivation give clues to the teacher on how their learning progresses. However, explicit
evaluation may take place at the end of the course or after students have experienced it
using questionnaires, interviews, surveys, talks, and so forth. Teachers can ask the students
to express their opinion towards the subject matter, instructional methods, activities,
teacher’s role and so on in a well-structured feedback sheet. (Saif, 2007, pp. 85-86)

41
2.6 Review of Related Studies
This part is intended to review and to give the researcher an idea about the results of
the previous studies done before and are carried out to investigate the English language
needs and to design the English syllabus framework for academic purposes. They are listed
according to their dates from the oldest to the latest study in each of the following two parts:
studies related to non-Arab countries and studies related to the Arab countries as follows:

2.6.1 Studies Related to Non-Arab Countries

Mackay (1981) reported on a project to design a Special Purpose English language

course for undergraduates in the Faculty of Veterinary Medicine and Animal Production,
Mexico University. The aim of the project was to provide the following undergraduates of
animal scientists and veterinarians with the variety of English language skills that were of
most professional use during their studies. Two structured interviews were conducted to
identify the students' language needs. The findings of the study proved that only reading
skill emerged as a real need as it increases the quality of their academic and professional
knowledge significantly.
Flowerdew (1995) described a project to design a job-seeking skills package for
undergraduates and postgraduates, by means of a case study, at Hong Kong University of
Science and Technology. It was carried out for helping the students with job-seeking skills,
such as writing job application letter, interview techniques, and so forth. The designers
followed an application of an eclectic model of needs analysis which used a combination of
both Munby’s (1978) and Hutchinson and Waters' (1987) approach to needs analysis, that is
to say combining language-centered and learning-centered in course design. A list of micro
activities was obtained from an analysis of job advertisements. Writing skills (e.g. letter-
writing) and speaking for communication purposes were regarded as the most important
skills. (Cited in Al-Thawr, 1996, pp. 24-5)
Amézaga (2006) made a study on ESP: Identification of the linguistic foreign
language needs in the business world, at University of the Basque Country, Spain. It was
about a contrastive analysis of the linguistic needs of Spanish export enterprises, as seen by
business professionals, Business College teachers and students, with regard to the use of
foreign languages. In view of the results collected, the writing skill appeared to be one of
the major aims to be pursued in the teaching of foreign languages in Business Colleges.

41
 Romo (2006) detailed the designing and implementation of an English for Specific
Purposes (ESP) curriculum to prepare English learners to become certified nursing
assistants at Utah Valley Regional Medical Centre (UVRMC) in Provo, Utah. About 40
non-native speakers of English were employed. They worked as housekeepers and had
interest in learning English and consequently acquiring new skills they could use in better
jobs to improve the quality of their lives. UVRMC allowed two graduate students at the
Department of Linguistics and English Language at Brigham University to design and
implement an ESP course. This report covered the linguistic needs analysis of the
participants and situational analysis of UVRMC, the designing of goals and objectives, the
syllabus, the teaching of the syllabus, some material development, and the assessment of
language learning.
Cowling (2007) gave a detailed description of the needs analysis (NA) and
suggested a few topics in the development of a set of English language intensive courses of
training for the workplace at a large Japanese industrial company, Mitsubishi Heavy
Industries (MHI). It had many industrial units and uphold exchange overseas. The
respondents were section staff, language teachers and a group of first to third year staff who
would be dispersed to the field in the fourth year. An interview and open- ended
questionnaire were used to collect the data for this study. Then, the intensive course was
delivered for three days, three times a year for a period of three years. Hence, all new
trainees of students had to finish a total of nine three-day course in their first year at MHI. A
few suggested topics such as meetings, business telephoning skills and business
presentation skills were set to be focused on.
Cowling developed two syllabi: the notional-functional syllabus and the content or
task-based syllabus from the data gathered. The notional-functional syllabus would take into
account the following modules: business introductions, hosting business visitors, business
telephoning, placing business orders and describing business trends. This set up would
allow for a topic (such as ‘Business Telephoning’) under which more than one
communicative function could be grouped (‘Answering a call’, ‘Transferring a call’ and
‘Taking messages’). The content-based syllabus would cover the following modules:
describing products and services, business presentations, business meetings and business
negotiations. The results suggested that the syllabus should be able to serve where
participants could utilize their existing common English knowledge into industry
circumstances and supply authentic examples of language. Cowling concluded that needs

42
analysis was able to meet the requirements and a useful English training was provided for
the company business workings.
Venkatraman and Prema (2007) conducted a study to find out the English language
needs of engineering students at Shanmugha Arts, Science, Technology, and Research
Academy (SASTRA) University, India. In addition, the study was also aimed to discover
the students’ expectations regarding their English teachers. A needs survey was
administered to 254 engineering students and it was found that these students had ranked
listening (listening of comprehension and scientific texts) and professional speaking skills
(job interviews and group discussions) as the most required language skills and sub-skills. It
was also reported that 98.9% of the students agreed that teachers of English in engineering
colleges need a specific set of competencies, other than those of General English teachers.
Based on the findings, the researcher proposed designing a modern curriculum in English
and communication studies for engineering students and a competency-based training for
English teachers in order to provide more audience-targeted instruction in EST.
A study conducted by Atai (2009) on the academic language needs of Computer
Science Engineering students of Iran based on English for Specific Academic Purposes
(ESAP) programs. The participants agreed that ‘writing skills’ and ‘Language components’
are important for undergraduate learners of Computer Science engineering. The
undergraduates perceived some difficulties with some sub-skills of reading, writing,
speaking, listening, using general bilingual dictionaries, and translating subject-specific
texts from Persian to English.
Chostelidou (2010) elaborated on a needs analysis project, which was conducted in
the Greek tertiary education. The project aimed to recognize the needs of a target group of
learners and to introduce needs-based course design. The need for a flexible approach to
ESP syllabus design with an emphasis on both the receptive and productive skills was
stressed. As a result, the needs-based syllabus design was anticipated to reflect the
participant needs in terms of skills at both macro and micro levels.
The study of Eslami (2010) incorporated respondents’ perception of the importance
of challenging areas in EAP programs in Iran. 693 EAP students majoring in different
academic disciplines and 37 instructors participated in this study. The results showed
discrepancy between the perceptions of EAP learners in different academic fields and
between learners and instructors. The results of the study held the view that the students
need to improve their general proficiency in English.

43
 Hwang and Lin (2010) investigated the academic English needs of 378 medical
students and 24 faculty members in Taiwan. They distributed a questionnaire to both
groups. The participants from both groups ranked reading skill as the most important skill,
followed by listening, speaking and writing. They also emphasized that the language
materials should be related to the medical field, and should be in particular relevant to
medical reading.
Khajavi and Gordani (2010) investigated the Iranian MA Students’ Perceptions of
their Academic English Language Needs, Abilities and Problems. A mixed method design
of questionnaire and interviews was used in the study. An academic skills questionnaire was
administered to 260 randomly selected MA students from six faculties namely humanities,
engineering, psychology, sport sciences, management and science at Isfahan State
University in order to determine which of the four English language skills (reading, writing,
speaking, or listening) were most essential to the academic needs of students. In addition,
the study looked at what academic sub-skills students expected to need in order to
successfully complete their studies and a self-assessment of their ability in using English in
the academic setting. The results of questionnaires and follow-up semi-structured interviews
revealed that speaking skill has been rated as the most important skill. Furthermore,
graduate students indicated a greater need for writing abstracts and giving presentations in
seminars. Generally, the study indicated that the present practice of EAP in the curriculum
was not consistent with the perceived needs of students. It was hoped that the findings of
this study would shed light on syllabus design and curriculum development for EAP
programs in Iran
Salehi (2010) conducted a study for investigating the English language needs of
engineering students. A questionnaire was administered to 225 Sharif University students
from various engineering fields. The results indicated that translation skills was considered
inappropriate. Meanwhile note-taking skills were considered unimportant in their future
careers. Besides, technical writing was considered very important, however, it was found
that the skill had been totally ignored in the English curriculum in the university.
Gass (2012) made his paper on needs analysis and situational analysis: designing an
ESP curriculum for Thai nurses based on a needs and situational analysis of the target
group. The tools of questionnaire, situational analysis observation and nurses’, patients’ and
hospital’s director’s interview were used. Their predominant needs included speaking and
listening skills and vocabulary related to the field. The objectives of the Study was to design
a learner-centered specialized English curriculum to improve the Thai nurses

44
communicative skills. According to the results, there were important topics to be addressed,
such as making appointment, using expressions of time, accents, telephone skills, giving
advice, giving instructions, checking understanding, explaining drug interactions and
administering medication.
Rahman (2012) explored the needs for reading skills among fifty undergraduate
students in the field of Computer Science at Putra University, Malaysia. The study was
based on the three fundamentals to explore language needs; Target Situation Analysis,
Present Situation Analysis and Learning Situation Analysis. The findings revealed that a
majority of the undergraduate students of Computer Science discipline found difficulties in
reading skills mainly in skimming for the gist of the subject matter written in English,
scanning to extract specific information of subject matters written in English and decoding
meaning of the subject matters written in English. The researcher concluded by proposing
an English language course, named “English for Computer Science” that suits the target
needs of undergraduate students to develop their reading skills in English language for their
specialized discipline at the university.
Sanmugam (2013) carried out paper reports on Exploring the linguistic needs of a
Malaysian Polytechnic engineering students across three majors, specifically; civil,
electrical and mechanical engineering. Through the implementation of a needs analysis
questionnaire to 120 students in Communicative English classes, the findings revealed that
listening skill was perceived as the most important skills by the students followed by
speaking, writing, and reading respectively. Concerning students’ lacks in the English
language sub-skills, it was found that giving spoken presentations, listening to spoken
presentations, reading technical manuals, following lectures and participating in discussions
are their main concerns. In terms of training needs, it was found that students are keener in
receiving training in speaking and listening comprehension. Pertaining to the students’
views on the usefulness of the English language course, it revealed that students have mixed
perceptions. Concerning the students’ English language course preferences, it was found
that the students preferred to learn Communicative English and English for Specific/
Occupational purposes.
The following recommendations were suggested: 1. The current Communicative
English syllabus could be revamped by giving more emphasis to listening comprehension
skills. 2. Students’ level of proficiency should be considered when preparing or designing
materials. 3. The materials related to engineering field should be incorporated in the course
in order to cater to the students’ field of specialization, and 4. English language lecturers

45
should be equipped with specialized training/skills in order to meet the needs of engineering
students.
Simpson (2013) made a study on designing a scenario-based syllabus for young
learners based on a documentation developed within the European Union. This article
aimed to show how to use the Common European Framework of Reference for Languages
(the CEFRL) to effectively design a scenario-based syllabus and complementary materials
suitable for young learners, regardless of location. A scenario-based approach was founded
on the notion that the learner is the one who does the learning and the teacher’s role is
merely to facilitate this learning process. Nevertheless, learning requires some formal
system of structure. The Scenarios provided an adequately structured framework for getting
young learners actively involved in the learning of a second language. A scenario-based
syllabus might offer motivating units of work for young learners while also removing many
of the barriers to flourishing second language learning
Bracaj (2014) recommended using ESP for learning. He said that
More and more universities all over the world are offering ESP courses to
meet the global need as well as to meet students’ future career needs. (p. 41).
He also added this
Students who have studied English for Specific Purposes during their
universities years, would be easy for them to adapt to their work conditions
and would be easily employed in their fields. (p. 42)
The study of Kaharuddin, Yassi, Arafah, and Saleh (2014) aimed at improving the
quality of teaching Initial English Speaking Skills, at the Hasanuddin University level,
Indonesia by aligning the students' needs and the expectations of the lecturers, and
graduates (a needs analysis) in designing a standard syllabus and developing teaching
materials. It was also intended to give contributions to the development of theory in
syllabus design since it provided different views and syllabus design frameworks from pre-
existing syllabus design frameworks for a language program. Its aim was to design a
speaking course syllabus. A mixed method was used to carry out this research with three
systematic steps:
 Step One (Preliminary Phase: A needs analysis (NA) was administered by involving
137 respondents (116 students, 10 lectures, and 11 graduates) who were selected
using purposive sampling technique. The data were gathered through needs analysis
questionnaire which were analyzed by using descriptive approach.
 Step Two (Development Phase): The information of the needs analysis was then
used to formulate the aims and the objectives for selecting course contents,

46
 designing syllabus, developing materials and reviewing the materials. Two experts
reviewed the prototypes of the teaching materials by using checklists
 Step Three (Review Phase): It was initiated by trying out the teaching materials in
the classroom by selecting three units randomly.
Three English lecturers and fifteen freshmen students who were randomly selected
were involved. To find out the effect of the teaching materials towards the students'
progress in speaking, questionnaires and tests (pre-test and post-test) were used. The
findings of the first step revealed that the syllabus designers needed to give the priority to
vocabulary, pronunciation drills and grammar in each unit or lesson respectively. Twelve
topics were then selected for vocabulary, pronunciation, and nine topics (Twelve sessions)
for grammar. They were based on the analysis of the respondents' perceptions according to
the level of importance. For vocabulary and pronunciation, they were classroom, cooking
and food, days and daily routine, Future, Meeting people, Work chores, Occupation,
Money, Time, Clothes and color, free time and Family. Concerning grammar, they were as
follows: Pronouns, Adjectives, Prepositions, Adverbs, Article, Be/ verb (2 sessions), Action
verb (3 sessions), Singular and plural and Possessive noun. Regarding the second step, the
major topics were ordered according to how they were presented in the classroom. The
course design was provided and called communicative competence-based syllabus design
with its framework. This design integrated three types of syllabus, content-based syllabus,
structural syllabus, and competency-based syllabus. Regarding the third step, the writer
employed a summative evaluation, which is checking of what has been learnt at a specific
point in time at the end of a unit, or course. It is based on cumulative learning experiences,
tests for achievement, and mastery of specific performance objectives. The evaluation
procedures were adopted from Kirkpatrick's (1996) four level model of summative
evaluation.
Hall and Cook (2015) made a study on the English language needs and priorities of
young adults of 18–24 year old in the European Union as perceived by students and
teachers. The study aimed to answer how the respondents perceived young adults’ English
language needs and priorities, in particular in relation to appropriate models of English,
online communication and cultural and linguistic identity. The project involved the
collection of both quantitative survey data gathered through an Europe-wide questionnaire
for teachers and students, and a qualitative interview and focus-group data from three
specific European Union contexts: Germany (a founder member), Romania (a later
acceding member) and Turkey (a candidate member).

47
 The findings offered a clear evidence that young-adult students and their teachers in
the three contexts shared generally similar attitudes towards English. They accepted both
different native English language varieties and non-native English as a lingua franca for
communication; they recognized the need for English language proficiency for employment
and study; and they emphasized the importance of English in online communication,
perhaps the most notable use of English in young adults’ current non-academic and personal
lives, while also noting evident differences between ‘classroom English’ and ‘online’ or
social English.
Kourieos (2015) investigated the language skills that maritime students need in
order to perform effectively in both their academic and professional contexts, with the aim
of designing an ESP course, tailored to the needs of this particular discipline. Data were
obtained through questionnaires, interviews and a group discussion from maritime students,
subject-specialists and human resource managers working in locally-based shipping
companies. The results depicted that more emphasis should be put on developing students’
communicative competence in English. At the workplace, oral communication skills were
identified as valuable for obtaining employment, for successful job performance and for
developing and maintaining business relationships. Well-developed writing skills were also
perceived essential for students to achieve coherence, accuracy and elaboration of ideas
when asked to write professional reports, formal e-mails and assignments or to answer exam
questions. Pedagogically, for ESP course designers and instructors, the current study
proposed a framework to needs analysis, and offered insights into making the
teaching/learning process beneficial for all stakeholders. It was the researcher’s hope that
the outcomes of this study could serve as a valuable reference when developing new ESP
programs or revising existing ones. Exposure to course-related topics and authentic
materials like documentaries, online news, and journal articles was required. Reading
authentic articles and reports was perceived as very important.

2.6.2. Studies Related to Arab Countries

Tawfik (1984) examined the English language needs of Iraqi undergraduate medical
students in their preliminary year at Al-Mustaniriyia University, Kofa Faculty of Medicine.
The purpose of this study was to design an EST reading skills course for those students. The
study sample was 114 students. He reported that the subject teachers' perception was on
emphasizing the usual four skills. Reading was considered to be the most important one

48
(79% of them reported that they had real difficulty in reading English textbooks) followed
by listening, speaking and writing respectively.
A large-scale investigation was conducted by Zoughoul and Hussein (1985) at
Yarmouk University, Jordan. The study was an attempt to explore the present needs for
English at the University as viewed by a sample of 1147 of students and 90 faculty
members. Two separate questionnaires were developed to investigate three major areas: the
extent of English language use at the University, perception of the students' language
abilities and perception of the students' English language needs. Data were analyzed to
calculate frequencies and means.
The findings indicated that a knowledge of English was a decisive factor for success
because the majority of courses were taught in English and had English books.
Examinations, reading reference books and taking notes were reported to be fulfilled in
English. Students and faculty agreed that the most needed skill for success at the university
level was listening comprehension. But, whereas the faculty ranked reading, writing and
speaking next, the students ranked speaking as the second needed skill then reading and
writing in that order.
For designing a reading course for the first year students of the College of Earth
Sciences, King Abdulaziz University, Saudi Arabia, Mustafa and Nelson (1986) carried out
a needs analysis as being the first essential step in designing ESP courses. They suggested
two stages to be followed: first stage was that the course designers would ask the Faculty
what they wanted, while the analysis of the present situation (e.g. course length, student
entry level and rooms availability … and so forth) were conducted simultaneously. The
faculty reported that students should be able to read English academic texts and references
related to their specialization.
The second stage is to examine the English use in the faculty to get an idea of the
required terminal behavior. It was reported that there were different uses of English in the
Faculty ranging from courses which used Arabic in giving instructions with certain terms in
English to courses given entirely in English (for some of the instructors, English was a
second language). Reading comprehension was the most needed skill found.
After running the English courses, the designers conducted informal discussions
with the learners in an attempt to assess the learners’ reaction to the courses. It was found
that there was a dissatisfaction because of the Lack of explicit grammar. Furthermore, some
of the weaker students appreciated the explanation in Arabic.

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 Al-Attili (1986) made a study to determine and design teaching material that will
meet the needs of the Kuwait Business Institute (KBI) students in general and Computer
Science students in particular. In his study, he employed different techniques to gather
information, such as, questionnaire in addition to structured interview that was used when
necessary, text analysis of KBI computer textbooks and classroom lectures and classroom
discourse analysis. The sample consisted of three groups, 150 KBI graduates, sixty full time
teachers of all disciplines and ten bodies with branches using computers. These bodies
would potentially employ KBI graduates. He believed that using different research tools and
involving all the concerned parts would enrich the study.
The questionnaire, which consisted of three versions for the three groups involved,
was divided into the following five sections:
1. Personal (to elicit personal information from the respondents).
2. English language skills and level of proficiency, which are required by graduates.
3. Tasks to be accomplished in English.
4. In-service training needs.
5. General (e.g. the present proficiency level of graduates).
He showed that the need for both EAP and EOP courses was unmistakably indicated
by his study. The results also showed that the English needs of the KBI graduates were
listening to lectures, following practicals, reading texts, handouts, instruction and writing
down notes, papers and examinations. According to him, similar needs existed for English
for occupational purposes as well. In addition, social English was needed within the KBI for
communication between the lecturers and students.
Bin-Tayeh (1996) explored the language needs of medical students in Sana'a
University as perceived by medical undergraduates, lecturers, and graduates. The results
emphasized that reading and writing were mostly needed in both academic studies and
professional commitments.
Abdullah (1999) investigated the language needs of secondary school graduates
wishing to join the Medical Faculty at Aden University. The findings showed that the
needed subjects are of medical English (ESP) and GE to enable them to use the language in
communicative situations. According to him, the results also revealed that the English
language course offered by the Institute of Languages did not meet the students' language
needs. Based on the findings, the researcher proposed a pre-sessional medical English
course.

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 Homadi (2003) carried out a study to investigate the Trade and Commerce students’
needs for English, to evaluate the teaching materials currently taught in commerce, and to
find out about the evaluation system, students’ level and the teaching instructions at Sana’a
University, Sana’a. Four instruments were used in this study: a level-finding test, an
informal discussion, structured interviews, and questionnaires. The research showed that
there was a considerable gap between students’ background in English and the level of the
ESP courses taught. It also showed that students were aware of the importance of English.
Students reported that English was more important for practical aspects than it was in study
situations. That is, students needed to improve communication skills for professional
purposes. The research also revealed that ESP teachers need in-service orientation courses
in both ESP and in ELT. It recommended that intensive courses in English should precede
the teaching of ESP courses in order to provide students with a concrete background in
English. The research also recommended that the teaching program should be changed as an
initial step towards improvement, according to the rapid changes and developments in
business environment.
Adhubyani (2004) carried out a study to investigate the English language needs of
the undergraduates in the Electrical Engineering Department (EED) in the Faculty of
Engineering (FE) with reference to the present English language program (2002/2003). The
researcher developed three main data collecting instruments. Interviews and observations
constituted the qualitative part of the study, and questionnaires constituted the quantitative
part. The findings of the qualitative part were used mainly to construct the questionnaire
items. The sample consisted of both students and teachers. The findings revealed that there
was a positive attitude towards learning English language, as it is the official language of
instruction in the EED and as it is the international language of Science and Technology all
over the world. The findings also revealed that Grammar, Writing and Listening, were
ranked as Very important. Vocabulary, speaking and reading were ranked as Important, and
occupational needs as Quite important. He talked about the course framework that was used
there. He explained its purpose, duration, material and assessment. ”The overall aim of this
program of four courses is to equip students with a set of skills for pursuing their
engineering studies in English….” (Sana’a University, Language Centre Guide, 1987, p. 8).
Those courses were of two year’s length. They were originally a mix of published
selections, but mainly from study skills of reading (Davies, 1985), consisting of twelve
chapters distributed for four semesters. The course design was not flexible but fixed-laid
down in advance of the course. The syllabus followed a functional approach. All the

51
exercises focused on lexical and grammatical points. The assessment was summative, not
formative, and the tests were norm-referenced.
Al-Muslimi (2004) conducted a NA of English majors' academic and professional
needs in the English Department, Faculty of Education, Sana’a University. He used
interview and questionnaire tools to collect data. The sample of the interviews was 28
students of the department, and all members of the other two groups (inspectors and
teachers of the department) and the questionnaires sample was all the fourth level students
in the English Department, 29% of the teachers of English in Al-Amana schools, 22
inspectors of English in Al-Amana Educational Office, and all teachers of the department.
The results indicated that all the participants agreed upon 64 statements as Important
academic and professional needs of English undergraduates. The results also showed that
the undergraduates need to study more grammar, and language functions. The findings of
both the interviews and questionnaires also showed that language skills are the most
important needs in the program in which undergraduates are in urgent need for.
Shuja’a (2004) investigated the English language needs of both students and
companies of the students of Commerce and Economics/Administrative Sciences in the
universities of Sana’a, Taiz, Aden, and Hodeida and of the job market represented by over
than 50 companies there, where the universities are located. Questionnaires, group
discussions, and interviews were used. The findings confirmed the significance of English
in the workplace. According to him, both spoken and written English command skills are of
very importance for successful business transactions. Skills pertinent to listening and
following instructions, reporting orally to superiors, participating in meetings, receiving,
and making telephone calls are mostly used and needed. Writing skills as correspondents
(e.g. formal letters, faxes, and e-mails), written documents (e.g. contracts, tenders, insurance
claims and covers, reports) are also more needed. Moreover, learning needs are identified as
Important (pp. 266-7). All the groups of informants were in favor of improving the courses
in order to equip students with English communication skills necessary for their success in
future jobs. Based on these and other findings, an attempt to specify the goals and
objectives of Business English courses at the University level in Yemen was made. Then,
Task-Based Learning (TBL) approach to the design and teaching of Business English was
suggested and justified; an example of writing skill was also provided. Finally, some
components of an improved Business English program were suggested. They were skills of
listening, speaking, reading, writing, grammar and vocabulary.

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 Al-Fadly (2004) aimed at identifying language needs of medical students at
Hadhramout University of Science and Technology as perceived by both the students and
their teachers. The study also aimed at offering some suggestions for the improvement of
English language courses at the Faculty of Medicine. Both students and teachers agreed that
listening and speaking skills are the most important skills in medical studies, on contrary to
Bin-Tayeh above. Accordingly, the researcher suggested that improving medical
undergraduates' communication skills (listening and speaking) should be given more
attention in designing their English language program.
Abdullah (2005) carried out another study to find out the language needs of ESP
learners for practical English communication of first-year students at the Medical College of
Aden University. Two instruments were used, one in the form of a questionnaire (consisting
of 22 items) was administered to one hundred student informants, and the other was a
structured interview (of 22 items) was conducted on ten teacher informants who were
actually involved in the teaching of the concerned students. The findings revealed that the
implemented ESP materials did not match their entire present and future needs. He
proposed schemata for a medical English course. He defined the objectives (general and
academic), constituents of the course book and the course features. The course book was in
the form of Eighteen Units and in a capsule form of a textbook (six units of supplementary
grammar in the medical context). The course book comprised three varieties of English and
were as follows:
 Registered English variety: This type provided the learners with the academic needs,
which help them to cope up with requirements of the medical studies.
 Semi-medical English variety: This constituent was prepared to match the
prerequisites of the practical work, hospital settings and occupation (practical
needs).
 Ordinary English variety: This kind of English was presented to help the learners
to function effectively in different social settings that is to meet the requirements of
the sociolinguistic needs.
In addition, a textbook of supplementary grammar in the medical context was
proposed to be prepared to promote the course book in order to improve the students’
writing in the situation of medical reports, researches, examination papers and even small-
scale research projects. This was because the tertiary students at this stage need high

53
accuracy of grammar. Communicative, functional-notional, genre-based and integrated
skill-based approaches were proposed to be introduced to select the topics.
The research of Abu-Rizaizah (2005) was to have an overview of the needs and
thereby design an English for Special Purposes (ESP) writing course outline, for a group of
engineers working in the Saudi Electrical Company. Regarding the second aim, the
questionnaires were distributed between the targeted group (engineers) and authentic data
analysis was taken from engineers working place. The aims of the course were to promote
engineers ability to write different types of reports. The objectives of the course were to:
 Recognize the organization of different report genre.
 Write a full report with 80% accuracy. Assess each other writing.
 Use the appropriate technical and semi-technical vocabulary.
 Use appropriate layout and punctuation. Employ the process of editing and drafting.
 Using linking devices, where appropriate, to produce cohesive text.
 Express a variety of functions in writing. Promoting writing fluency.
The findings revealed that the course content should include the most frequent
functions, structures, and lexis, and it should specify the type of genre. By the end of the
course, the engineers should be able to achieve the following functions (course objectives):
 Describe the condition of something, for example, piece of equipment.
 Give instructions or orders.
 Suggest actions to be taken.
 Clarify actions that have been taken.
The engineers should be able to use the following structures with a fair degree of
accuracy: present continuous, present simple, modals (shall, should), modals + passive
infinitive simple present passive, past simple and simple past passive. The course would
cover technical and semi-technical vocabulary. There would be specific vocabulary input
such as areas that might be problematic or unknown to the engineers, for example spelling,
multi-word verbs, and compound nouns.
Moreover, Al-Khatib (2005) conducted a study in Jordan and it was intended to
examine the communication needs in English in tourism and banking, and to identify
workers' attitudes towards English and its use in the workplace. The findings revealed that
English communication skills were Very important for tourism and banking workers,
especially for tourism rather than banking. Students showed a great tendency towards
learning English in both fields to achieve different purposes and he emphasized including

54
the communication needs of such the two workplaces. In addition, it was found that positive
attitudes of almost all of the respondents in both workplaces towards using the English
language were for achieving multiple purposes. Based on his results, Al-Khatib concluded
that in designing ESP courses for tourism and banking undergraduates, it was of great
importance to include workplace communication needs.
Al-Shamiri (2005) developed an English curriculum framework for the secondary
school stages in Yemen. In his study, he divided it into two stages; the information
gathering stage and the planning stage. The important data related to the curriculum
development process were presented in the information gathering stage. Undoubtedly, the
outcomes of the planning stage were the proposed English language curriculum framework
for the Secondary School Stage. This framework was based on the findings of the
information gathering stage. The proposed English curriculum framework contained a
description of the learners for whom the course was meant and their English language
needs. It explained the entry English language proficiency level of the learners, as well as
the target proficiency level of the course. Furthermore, it included the suggested general
aims of teaching English in Yemen and the aims of teaching English at the Secondary
School Stage. Likewise, the framework determined the general objectives of the First Grade
of the Secondary School Stage with the suggested content for this grade organized and
sequenced in a way that ensures the achievement of the aims of the course (p. 271). He
talked about the time available each week and the duration of teaching. The suggested
course content contained 20 units and each unit consisted of seven steps. It was based on the
communicative language teaching. The classroom activities should be real to develop the
student's communicative competence. The proposed curriculum framework looked at both
evaluation and assessment as important features of the educational process.
Affara (2006) investigated the language needs of the Diploma students of Computer
Programming at the Computer Centre, Aden University, as perceived by student and teacher
informants. It also suggested a language course framework for those students. Two
instruments were used: the questionnaires were distributed to 125 student and 10 teacher
informants and the language proficiency tests (involving the four language skills: listening,
speaking, reading, and writing) were distributed to those student. The results pointed out
that those students need both general and specified language that will enable them to
understand their content materials and to use the language for communicative situations. A
suggested framework of the course was illustrated in which new trends of language teaching
such as Content-based Instruction, Task-based Learning and Cooperative Learning were

55
recommended to be utilized in the ESP course of those students. The suggested syllabus
type of her framework was a task-based one, organized around tasks rather than in terms of
grammar or vocabulary. A variety of real and relevant learning tasks based on the students’
subject-matter content, such as tasks related to the practical programming process, had to be
organized to satisfy the requirements of this specialization. The suggested course content
would rely on a combination of integrating the subject matter and the English language
content. Her suggested framework of the course, after finding the needs, consisted of the
course objectives, syllabus, content, methodology and evaluation.
AL Najjar (2007) designed an ESP course for the students of the Faculty of Medical
Sciences at the University of Hodeidah. Interviews were used with students, teachers and
persons of the charge, while a questionnaire was used. An observation of classes and an
evaluation of the courses and textbooks were used. The results showed the following steps
for the preparation of ESP materials: the description of the main features of the materials,
the clarification the involved skills, texts with activities and integrated skills. Then, a
selection of topics was showed. Finally, the description of units (core course and the
discipline specific course of laboratory and nursing sections) was described. Ten units were
suggested for the core courses, two units for nursing section and two for laboratory section.
Saif (2007) developed a curriculum and a framework for ESP courses in Yemeni
Technical Institutes. It was based on a needs analysis of the target groups of the Technical
and Industrial Institute in Taiz. It consisted of six different streams, namely, Computer
Science (two majors: Maintenance and Programming), Electronics, Mechanics, Electricity,
Air-Conditioning and Refrigeration, and Car Maintenance. The needs analysis revealed that
the students’ predominant needs were grammar, syntax, speaking, as well as vocabulary
related to their specific majors. The study fell well within the framework of communicative
language teaching, which is currently becoming an international phenomenon. Mastering
the specialized vocabulary in specific related contexts was emphasized. Linguistic
structures such as passive forms, simple past, modals that indicate degree of certainty, as
well as nominalization of verbal nouns through suffixes such as -ation, -ity, and -ment
might be relatively more important in ESP courses. Certainly, linguistic structures that can
help describe and express cause, effect, result and conditionals had specific uses in different
ESP courses. He introduced a sample syllabus framework for students of Computer Science
there.
The suggested syllabus framework or the course-developing process in this study
started with (1) students analysis, which is followed by (2) formulation of goals and

56
objectives, (3) content, (4) selection of teaching materials, (5) planning the course, and (6)
course evaluation. It emphasized the role of organization for both courses content and
activities. It gave general ESP courses outline for all six majors in Taiz and drew the
objectives of the ESP courses. Achieving communicative interactive competence was
emphasized as the main goal of the course. The courses combined the four skills together
through the dimension of grammatical/lexical/phonological knowledge and focused on the
ability of students to master and operate the language in specific context related to their
majors. He introduced "English for Computer Science" as a remedial alternative course for
computer section students and ESP teachers in the Yemeni Technical Institutes. It is divided
into three sections due to the first three semesters where English is taught as ESP course in
the Technical and Industrial Institutes. Each part of the course is composed of fourteen
unites. In general, course designers and material developers should design or update the
required courses according to students’ needs investigated.
Abdulla (2008) investigated the language needs of the students of Information
Technology, Computer Software Application Technology, Electronics and Computer
Engineering Technology, and Graphic Design sections at Aden Community College (ACC).
Questionnaires were administered to ninety students, specialization and English teachers,
while the language proficiency tests were only administered to same students of the second
level of the computer sections. The results referred to the importance of general and specific
English to avoid restriction in language use. The methodology of the learning-centered
approach was used. The emphasis was on language skills (focusing more on reading
manuals, instructions, writing reports, solving problems and negotiating with their teachers
and customers), grammatical structure and vocabulary.
The suggested course should include activities that give the students challenging,
meaningful, and communicative exercises that are related to their academic studies and job
future such as finding and keeping a job, training procedures, tools and equipment, safety
and relationships between coworkers, employers and customers as well as writing letters,
reports and memos. An integrated syllabus with focusing primarily on the content-based
syllabus and task-based one was suggested. The suggested English courses for the Students
of the Computer Sections at ACC showed: a) The stated objectives. b) Components: general
English, specific English (instructional and operational) and Language focus (listening,
speaking, reading, writing, grammar and vocabulary). c) The design of training program:
the syllabus type, the syllabus content, selecting and developing ESP materials, material

57
authenticity, the syllabus methodology, syllabus evaluation and d) finally the suggested
teaching plan.
Al-Salami (2008) investigated the language needs of the students of Information
Technology, Computer Software Application Technology, Electronics and Computer
Engineering Technology, and Graphic Design sections at Aden Community College.
Questionnaires and language proficiency tests were the instruments used. The results of the
questionnaires and the tests raised the importance of English for vocational purposes (EVP)
for computing fields at the faculty. This means they need to use English appropriately with
focus on English for Specific Purposes (ESP) skills to cover the specific goals of their
specialization study and workplace demands. EVP skills included reading manuals,
instructions, writing reports, solving problems and negotiating with their teachers and
customers. The results have also referred to the importance of general and specific English
to avoid restriction in language use. According to her, the students of the computer sections,
particularly, need an English course to help them focus on specific skills related to job
needs and job functions - that is, performing interviews, conducting meetings, writing
letters, reports, memos and discussing problems at work - that they need in the professional
situation in which they operate, because students' needs could not be fully met by the
general materials used in those sections. Reading was the most important skill, as the
students need to read technical manuals, reports and memos.
Ahmed (2008) investigated the students' English language needs at the Industrial
and Technical Institute, Maalla, Aden as perceived by the learners and their teachers to be
the basis for designing ESP courses for the English program in the institute. The procedure
of investigation included a questionnaire administered to one hundred student informants
and interviews administered to four English teachers, ten subject teachers and two experts in
ELT and two technology expert informants. The results of the questionnaire and interview
revealed that learners need to expose themselves to both ESP and General English to use the
language in communicative situations. Furthermore, the current English language teaching
materials which were used in the Industrial and Technical Institute did not meet the needs of
the students at the institute.
Moreover, the teachers' perceptions of the students’ needs did not match the entire
needs of the learners. Based on the findings, both teachers and learners expressed that
General English and ESP materials are needed in learning the English language. The study
also revealed that all the four skills of English language; listening speaking reading and
writing are generally needed in the real study situation. Here, speaking and listening skills

58
were the most important skills the students need to develop. It recommended to use the
investigated profile of learners’ needs as the basis for designing a course for English
language program.
Adhubyani (2009) carried out a study to develop an English for Specific Academic
Purposes (ESAP) curriculum for the undergraduates of the Faculties of Dentistry in the
Universities of Yemen (FDUY) based on a rigorous investigation of their academic needs
He conducted semi-structured and open-ended interviews, to volunteers from the Faculties
of Dentistry in Sana’a University, Thamar University, lbb University and Aden University
as follows: 80 students of levels one through five, and 25 subject teachers and 15 EL
teachers, to collect data about the target situation needs and the learning needs. He
administered a questionnaire to 3l6 students (20% of l574) stratified sampling, 30 subject
teachers and 30 EL teachers. Investigating the target needs revealed that the dental
undergraduates needed English for a combination of purposes: for study, for examination
and for work (future need), and needed both spoken and written English for specific dental
academic purposes. Regarding learning needs, it was found that they had a positive attitude
towards learning English, as it is the medium of instruction in the Faculties of Dentistry.
The devised curriculum aimed at fulfilling the students’ needs and was designed
according to the findings of the data analysis of the interviews and the questionnaires in
addition to pertinent literature. Then, he provided the rationale, specified the objectives,
designed the course contents, developed methods of teaching, and established the
assessment and evaluation procedures. After that, he introduced the sample units (consisted
of 22 units). An integrated skills approach was adopted as real communication taking into
account the prioritization of needs.
The devised course had an integrated, multi-skills syllabus that linked topics
(principal organizing feature) with study skills, communicative functions, genres,
vocabulary, and grammar. Then, sample-teaching materials were devised. The other
syllabus such as functions, were still there. He found that the appropriate approach to follow
in the EL courses in Level One and Level Two should be ESAP courses concentrating on
dental tasks and professional communication skills, and they should provide General
English as a response to any needs arising. The researcher found this approach of Jordan
(I997) to be appropriate for the present situation as it is more flexible and gives more
freedom to the EAP practitioner. In addition, a pre-study intensive course was suggested as
a prerequisite course to level one EL courses for the low EL level students. Furthermore,
there could be short intensive courses for levels four and five about certain delayed needs.

59
 Al Kibsi (2009) made a suggested visualization (Framework) for developing Arabic
language course (a University requirement) in the light of students' linguistic needs of
Sana'a University. She prepared a list of linguistic needs for Education Faculty students,
Sana'a University through surveying former studies and researches, as well as surveying
other writings in the fields of teaching Arabic language, linguistic needs, and linguistic
skills. She distributed a close-ended questionnaire, consisting of 35 statements, on two
samples, the first one consisted of 360 students from different majors, and the second
sample consisted of all Arabic language instructors in Education Faculty. The results
showed that the suggested framework comprises the overall goals and objectives (including
–22- the most important linguistic needs investigated), the content, the strategies of learning
and teaching (The suitable teaching aids and techniques to view the content, helping
methods of teaching to implement the content and the educational activities accompanying
it), and the suitable methods of evaluation.
Mohammad (2009) designed a proposed program for teaching Arabic language for
non-Arabic speakers based on their needs in Yemen. He developed a questionnaire and
distributed it to the study sample, which consisted of 100 learners divided into two groups,
the first consisted of 50 students from Arabic language center affiliated to Aleman
University and the second consisted of 50 learners from Arabic language learning centers
and institutes in Sana'a. The study showed the needs of non-Arabic speakers for Arabic
language. Then, a general description of the proposed program was described. It included
needs, general and special objectives, content in its linguistic and cultural description,
teaching methodology and activities, applied teaching aids and evaluation.
Abdulhadi (2010) designed an ESP course for the personnel in the shipping
companies in Yemen. In chapter six, he made a plan of the units in the course book. It
aimed at discussing the four fundamental processes; identifying the objectives, designing
the plan of the course book, fixing the course methodology and developing the materials -
of an ESP course. The objectives of the course were defined there. The plan for the unit in
the course book expected to be covered in 40 hours and which could be taught in eighteen
days (three days a week).The task-based Language Teaching Approach of the course
methodology was used.
Another needs analysis study was carried out by Al-Tamimi and Shuib (2010) to
investigate the English language needs of petroleum engineering students at Hadramout
University of Sciences and Technology, Yemen. 81 students were selected and surveyed for
data collection purpose. It was found that although students reported listening, reading, and

61
writing sub-skills to be most frequently used, they considered almost all the language skills
to be important to acquire. Furthermore, most of the students surveyed felt that they cannot
use English effectively and they expressed the opinion that they will like continued
instruction and training to improve proficiency in all the language skills. As for the
questions pertaining to the relevance of the English language course, students reported that
the English language course did not meet their language needs and the time allocated to the
course was not sufficient to enable them to use the language efficiently. Moreover, it was
also found that the subjects preferred to take English for Occupational Purpose courses.
Thus, the researcher suggested that ESP teachers should take students needs’ into
consideration when designing English language courses by giving more emphasis to
speaking and listening skills, the duration and number of English courses should be
increased.
Thabet (2010) designed an English course framework for specific purposes after
evaluating the ESP Program of Faculty of Engineering and Information Technology, Taiz
University (a case study). The teaching materials of the academic year 2009/2010 were also
evaluated. The evaluations of the materials and admission tests were subsidiary means to
the overall evaluation of the program. It was an empirical, cross-sectional and exploratory
case study. He made a pretests and posttests for students, and developed the close-ended
questionnaires for second year learners and specialized lecturers elicited from observations,
semi-structured interviews and open-ended questions. At the beginning, a baseline
evaluation on needs analysis was carried out to examine the students’ needs in relation to
their English courses. He made a formative evaluation and then a summative one to
measure the outcome of the program on the students.
The findings of this study revealed that the entire program under investigation failed
to fulfill its primary objective in improving the students’ English language proficiency.
Therefore, the study presented a viable program or framework of the second year course.
The results of NA were translated into appropriate and unambiguous course goals and
objectives. The viable course framework thus encompassed the needs, clear goals and
objectives, teaching methods, materials, assessment and course evaluation processes.
Moreover, pedagogical recommendations and implications would help to upgrade that
program to the expected level of its entire stakeholders, viz. students and their sponsors,
teachers, the college authorities and so forth. It was a learner-centered approach. The
suggested course for one semester consisted of 10 units, comprising all the four skills
(integrated) in addition to grammar. The suggested course should be taught, evaluated in

61
addition to assessing students within 36 hours. The type of syllabus was a multidimensional
one. The notional-functional syllabus was the main one. The other subordinate syllabuses
(grammatical, skill-based and task-based) were still there. A list of suggested topics were
presented for further research.
Alastal and Shuib (2012) investigated the academic English language target needs of
the undergraduates at the Faculty of Applied Sciences, which includes six academic
departments: chemistry, physics, biology, technology and applied sciences, mathematics,
and computers at Al-Aqsa University, Gaza Strip, as perceived by 180 students (30 students
from each of the six academic departments). The data were collected by using the
questionnaire instrument. Based on Hutchinson and Waters’ (1987) framework of needs
analysis, he also surveyed the perceptions of those students towards ESP learning.
The results showed that these students rated reading, listening, writing, and speaking
as important skills needed for them respectively. The results indicated that the most
important academic English language skill for the Faculty students’ study was reading
comprehension, followed by listening comprehension, and then writing. In addition, the
most important academic English language sub-skills for the Faculty students’ study were
as follows: reading textbooks; reading to understand text and exam questions; reading
reference books, reading texts from the internet, following and understanding class lectures;
understanding lectures in order to take notes; understanding lab and classroom discussion;
writing class notes, and writing test and exam answers, writing correct sentences, and
writing reports/assignments. The students wanted to improve their ability in the four
English language skills, and they most desire to improve their speaking skills, especially
how to discuss the materials of lectures. The students considered academic English as very
important for their academic study at the university.
Al-kadi (2012) investigated the English needs of dentistry students at Ibb University
in Yemen and suggested a framework of an ESP program for dentistry. For needs, it
targeted the language needs, learning needs, and dentistry-related needs. It explored the
skills they needed most at the present and target situations and the purposes of English use.
The participants who took part in this study included 110 first-year students and 26
graduates who had joined the workforce in Sana’a, Ibb and Taiz. In addition, 4 ESP
teachers, 26 subject-matter teachers, and 8 administrators were included as well. Data were
collected via questionnaires, structured interviews, and document analysis. The learner-
centered approach proposed by Hutchinson and Waters (1987) should be adopted.

62
 Regarding the framework, based on the results, the study provided a list of needs, on
the basis of which a framework of an ESP program for dentistry was suggested giving due
attention to all the language skills and job-related needs. It could formulate the first steps
towards designing a needs-based textbook. In addition to the needs investigated, the
framework consisted of goals and objectives (listed clearly), methodology, timetabling,
materials and evaluation.
Alsout (2013) investigated the language needs of the First Year Premedical Students
at Sebha University, Libya as perceived by those student and English teacher informants.
The initial data of the study were collected from various sources such as books, articles,
journals, websites, and so forth in order to understand the nature of the topic under
investigation. Two instruments including questionnaires and interviews were used. The two
samples were chosen randomly and consisted from 50 Libyan learners and 3 English
language teachers. The results showed that most of the students need English language in
the profession for various purposes, such as getting training and practice in speaking,
writing, listening in class, reading during the class, and so forth. He recommended English
courses for specific purposes to be taught as they make students competent in performing
the English language functions in that field.
Javid and Umer (2013) investigated the English Language Needs of Medical
Undergraduates Perspective in a Saudi Context through a standard needs analysis process so
that appropriate ESP teaching materials would be selected, modified or developed. A 27-
item Likert-scale structured questionnaire was developed by the researcher to identify the
participants’ perceived English language proficiency and to record their perceived responses
regarding English language skills/tasks. The questionnaires were administered to 506
participants from seven medical colleges of the KSA.
The findings of the study confirmed that suitable and appropriate in-house teaching
materials are inevitable to address ESP learners’ specific academic needs. It further revealed
that speaking and reading skills were the most important for their medical studies.
Furthermore, important tasks related to various English language skills were identified. The
following tasks were identified as Important for their studies: listening (listening to lectures
and understanding power point presentations); speaking (asking questions, interacting with
doctors in the field, participating in discussions and answering the questions); reading
(reading textbooks) and writing (taking notes during lectures). It strongly recommended that
the above-mentioned language tasks should be given priority in the English for Medical
Purposes curriculum.

63
 Al-Hamlan and Baniabdelrahman (2015) studied the needs of the second grade
students in the secondary schools related to learning English in the Kingdom of Saudi
Arabia. The research focused on the learners’ professional needs, their language skills and
tasks, preferred learning styles and teaching methods, difficulties learners face while
studying language, and the suggestions for better ESL learning strategies. A descriptive
analytical approach was referred to in order to meet the research goals. Two data collection
tools were used, a questionnaire and semi-structured interviews. The research comprised a
sample of 400 learners at the second grade in Saudi secondary schools in Riyadh city. The
findings revealed that students need to learn English primarily with the purpose to speak
fluently, communicate with other, and to get a job. Their speaking and listening skills were
also at the lower level than their writing, reading, grammar, and vocabulary skills.
Furthermore, students preferred additional resources to the schoolbook, to get a chance to
select exercises, to perform activities in pairs, for a teacher to translate unknown words for
them, and to learn grammar through examples. The study recommended that teachers and
schools should conduct a needs analysis regularly and to update the curriculum with such
insightful needs.
To sum up, needs analysis results will determine the language skills mostly stressed.
As a general rule, while in ESL all four language skills; listening, reading,
speaking, and writing, are stressed equally, in ESP it is a needs analysis that
determines which language skills are most needed by the students, and the
syllabus is designed accordingly. (Fiorito, 2005, p. 1)
It is also found that the Faculty of Computer and Information Technology, ISD at
Sana'a University will benefit from the discussions of the relevant studies. The lack in the
literature, besides the urgent needs to design a syllabus, motivated the researcher to conduct
the study to identify the students’ needs in the department.

2.6.3 Summary and Conclusion

It has been noticed that most studies reviewed took place in different countries such
as Yemen, KSA, Iraq, Malaysia, Hong Kong, India and so forth. These countries dealt with
students who were non-native speakers of English and who needed English for Specific
Purposes. The main instrument in gathering information was the questionnaire and in some
of them interviews, observations, discussions or tests. Studies as Mackay (1981), Hwang
and Lin (2010), Rahman (2012), and so forth reported that reading was the most important
skill. It has also been noticed that some studies as Tawfik (1984), Mustfa and Nelson

64
(1986), Alastal and Shib (2012), and so forth reported that reading (academic textbooks and
references) was the most needed skill, followed by listening, writing and speaking orderly.
While, in some other studies as Al-Attili (1986), Al-Fadly (2004), Venkatraman and Prema
(2007), Sanmugam (2013), and so forth, they reported that listening to lectures was the most
important skill. Al-Muslimi (2004) reported that grammar was Very important and Saif
(2007) reported that grammar and vocabulary were Very important and so on. The purposes
of such studies are related to this study, to explore the learner's needs to use English
language.
All these studies above confirmed the importance of identifying learner’s needs and
it can be implied that the need analysis is crucial before any courses are designed. This
finding is consistent with the findings from other studies, such as, (Guo, 1987; Papadima-
Sophocleous and Hadjiconstantinou, 2013; Kourieos, 2015) who found that while speaking
and writing skills are important, reading and listening are the most important skills for
students’ academic studies as these are essential for comprehending lectures and
understanding textbooks. The current study attempts to investigate the English language
students’ needs of the ISD, FCIT, SU. In addition, it attempts to design a suggested syllabus
framework in the light of the needs investigated. The researcher got benefit of those studies
in defining the procedures to conduct the needs analysis and to design the study gathering
tools. He used the studies above in designing the open-ended questionnaire and interview
questions, which contributed in designing the formal interviews and the close-ended
questionnaires. Especially, he made use of Al-Thawr (1996), Adhubyani (2004), Al-
Muslimi (2004), Affara (2006), Saif (2007), Ahmed (2008), Al-Salami (2008), Salehi
(2010), Rahman (2012), Tahir (2013), and Alsout (2013) in designing statements of the
formal interviews and close-ended questionnaires. These instruments are intended to
complement each other to give comprehensive information of English needs in the
department.

65
Chapter Three: Methodology and Procedures

3.1 Introduction
3.2 Type of Study and the Study Method
3.3 Population and Sample
3.4 Pilot Study
3.5 Formal Interviews
3.6 Close-ended Questionnaires
3.7 Suggested Syllabus Framework

66
 Chapter Three:

Methodology and Procedures

3.1 Introduction
This chapter aims at presenting/ clarifying the procedures and methodology that will
be followed in conducting this study. It also presents the suggested framework of the study.
It introduces a complete description of the methodology of the study, type of study,
the population, the sample, the procedures of the study and the instruments. It also describes
how each instrument is developed, structured and implemented.
Moreover, it introduces the statistical treatment for the study findings. It seeks the
right medium through which the language skills can be investigated. The methodology
followed will be formal interviews among students, English teachers, subjects teachers of
specialization, graduates and companies/institutions, and finally formal questionnaires will
be administered to students and teachers.

3.2 Type of Study and the Study Method

This study is not purely qualitative or quantitative; it is a mixture of both. It is
descriptive qualitative since the information about the students’ language needs will be
elicited from related literature and previous studies, the analysis of the official documents,
open-ended questionnaire and informal interview. It is also quantitative, since the formal
interviews and the close-ended questionnaires will be used. Numbers, means, standard
deviations and t-test will be used. The results will be described and explained qualitatively
and quantitatively.

3.3 Population and Sample

The researcher will talk about the population and the sample of the study
respectively.
a. Population
The population of this study is as follows:
1. All the students of the Information Systems Department (level II, III and IV), FCIT,
at Sana'a University, in which they are 590 students.
2. All subject and English teachers of ISD, FCIT at the University of Sana'a, in which
they are 42 teachers.

67
 3. All graduates and companies/institutions in Sana'a.
The following Table shows the number and distribution of students’ community on
study levels and teachers’ numbers at ISD, FCIT at Sana'a University, 2014-2015.
Table 2: Number and distribution of students’ community on study levels and teachers’
community numbers at ISD, FCIT at Sana'a University.
Students Level of ISD 2 3 4 Grand Total
Students’ number 253 183 154 590
Teachers Teachers’ number 42

For more details, see Appendix 1, p. 128.

b. The Sample
1. Fifty -nine systematic randomly selected students (of level 2, 3 and 4) representing
(10%) of the study population for the formal interview and (250) students (of level 2,
3 and 4) for close-ended questionnaires representing (42%) of the study population
were chosen.
2. Six systematic randomly selected subject and English teachers representing
(14.27%) of the study population for the formal interview and (42) for close-ended
questionnaires (level 2, 3 and 4) representing (100%) of the study population were
chosen.
3. Five graduates and three companies/institutions were chosen, only for the formal
interview.
The three companies/institutions are MTN Company, Azal University, and the
Hospital of University of Science and Technology.
Table 3: Number of questionnaires (distributed, returned, missed and cancelled and the
proportion of each one)
Formal
Respondents Questionnaires ` Interviews
Valid Valid
Distributed Returned missed Cancelled (suitable) for (suitable) for
forms forms forms forms analysis analysis
percentage

percentage

percentage

percentage

percentage
number

number

number

number

number

Ss Level II 80 100% 75 94% 5 6% 4 5% 71 95% 12

Level III 80 100% 76 95% 4 5% 1 1% 75 99% 18
Level IV 90 100% 87 97% 3 3% 4 5% 83 95% 29
Total 250 100% 238 95% 12 5% 9 3% 229 96% 59
Ts 42 100% 42 100% 0 0% 2 5% 40 95% 6
Grand total 295 100% 280 95% 15 5% 11 4% 269 96% 65

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3.4 Pilot Study
It is not a systematic fieldwork. It was done to collect the preliminary input to the
design of the close-ended questionnaires. It was made by using the open-ended
questionnaire and the informal interview. In addition, it was used for establishing a good
relationship between the researcher and the study subjects.
1. Open-ended questionnaire: it was used to collect data, expressed by informants – the
students of level 2, 3 and 4, English and subject teachers freely without the
interference of the researcher to know the students’ needs. In addition, the shy and
embarrassed informants could express their needs widely by using this tool only and
easily. Three questions carried out in the shape of the open-ended questionnaire were
as follows:
- Why do you think students need to learn English?
- What are the most important academic needs you think students want to learn in
English courses 101 and 102 in the Information Systems Department?
- What are the most important topics you think students want to learn in English
courses 101 and 102 in the Information Systems Department?
2. Informal interview: it was given mainly to some companies and graduates because
the sample will be very small. It was used to gather information regarding
individuals' experiences, knowledge, opinions, and so forth. The questions of the
open-ended questionnaire were used. Respondents gave different answers. Some of
them were broad, while the others were narrow or specific; some of them were
related to EGP, while the others were related to ESP. The collected data were
preliminary and unsystematic, and were used to help for the purpose of making the
following two systematic tools: formal interviews and the close-ended
questionnaires.

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3.5 Formal Interviews
Aims, design, questions, validity, reliability, conduction, and analysis of formal
interviews will be explained below.

3.5.1 Aims of the Formal Interviews

The purpose of the interviews, as Sleiger and Shohamy (1990) stated, is “…to obtain
the information by actually talking to the subjects". The interviews were proposed to get
more information that was not found in pertinent literature and previous studies, official
documents, or in the open-ended questionnaire.

3.5.2 Design of the Formal Interviews

Two separate versions of formal interview questions were developed. The first was
for the undergraduate learners, teachers, and graduates and consisted of 10 questions and the
second for the companies/institutions consisted of the 8 questions (see Appendix 3-III, pp.
133-134). Both versions were in English and then translated into Arabic (see Appendix 3-II,
pp. 131-132). The sources of constructing the interviews were the following: a) Relevant
literature and previous studies (studies). b) Official documents. c) The researcher questions
and objectives, and d) The pilot study.

3.5.3 Validity of the Formal Interviews

Validity refers to the extent to which the data collected measure what they intended
to measure or not. It was given to thirteen validaters (specialists in the field) (see Appendix
3-I, p. 130). They were asked to check its suitability, relatedness, relevance, clarity and
accuracy of each question to the English language needs and to the importance of including
the suggested topics/lessons in the English language courses 101 and 102 in the ISD.
Assessing the accuracy of the Arabic translation was also validated.
The required modifications were made for the interview in the light of the experts’
notes. The original statements of the interview were eight; but when they were validated,
they were divided into two separate interviews.

3.5.4 Reliability of the Formal Interviews

It is believed that if an independent researcher replicates this study using the same
data collection instruments and a similar sample in the same circumstances, similar

71
conclusions will be achieved. Reliability was increased through lengthening the sample size
of the study and the questions by adding more items and sub-questions. After tape recording
the interviews, some of the tapes were transcribed and were given back to the interviewees
to see if that was what they meant and to say if there was anything they wanted to add. The
reliability of the formal interviews was examined by specialists. In addition, the questions
were translated into Arabic and given to two validators to assess the accuracy of the
translation (see the Arabic translation on Appendix 3-II, pp. 131-132).

3.5.5 Conducting the Formal Interviews

The researcher introduced himself to the interviewees and explained the purpose of
the study, clarified the terms ‘academic’ and ‘needs’ to them. The selection of the
undergraduates sample was random. The subject / lab teachers were given the freedom to
choose the appropriate time and place for them. The interviews lasted from 10 to 15 minutes
in each case. The researcher also asked for permission to record the interviews with his
telephone, assuring them that the information was going to be used only for the purpose of
the study. Most male students accepted recording, while most girls refused, but they
accepted taking down their notes. The interviews took place in the seats next to the hall and
at the faculty yard in the FCIT, in the first semester of the academic year 2014/2015.
However, the interview of companies were done inside the room of the Information Systems
in those companies/institutions. If the response was broad, or not clear, that is, it can have
many different meanings, the interviewer would intervene by using probes, or asking
clarified questions like “What do you mean by this?”

3.5.6 Analysis of the Formal Interviews

The data collected by the interviews were analyzed as follows:

1. The recorded data were transcribed.
2. The written answers on papers were clarified.
3. The answers of each group of the sample were separated alone in a separate paper.
4. The results of each group were classified according to the following categories:
- Academic Needs: Reading, Writing, Listening, Speaking, Vocabulary and
Grammar.
- Topics/lessons related to the suggested syllabus framework.

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3.6 Close-ended Questionnaires
Aims, design, validity, reliability, administration, and data collected analysis of the
close-ended questionnaires will be explained below.

3.6.1 Aims of the Close-ended Questionnaires

The aim of the close-ended questionnaires was to find out and prioritize the
undergraduates’ English language needs and to determine the suggested topics to be
included and taught in the English courses 101 and 102 according to what extent their
degree of importance was as viewed by the undergraduates and the subject teachers. In other
words, it was aimed to explore the generalizability of students’ English language needs and
the suggested topics in the FCIT, to be taken into consideration when establishing or
developing the English curriculum in the FCIT.

3.6.2 Design of the Close-ended Questionnaires

The items of the designed close-ended questionnaires were taken from different
sources: the literature and previous studies related to the study, and reviewing of the official
documents open-ended questionnaire, and informal interview (For the last two, see
Appendix 2, p. 129). These main close-ended questionnaires were designed to collect data
from the field to answer the questions of the study and achieve their goals.
Each one of the close-ended questionnaires was divided into two main sections and
there are other sub-sections of section one and are six: reading needs, writing needs ,
listening needs, speaking needs, vocabulary needs and grammatical needs. Categorization
aimed at making it easy to use the questionnaires by the study subjects.
It consisted of two main sections. The students ' questionnaire ran parallel with the
teacher's questionnaire, so the results were directly checked and compared one against the
other in an integrated way to determine whether there was substantial importance agreed
upon on any statement between the two groups.
Section one consisted of (46) statements with six categories covering various fields
of study variables. Section two comprised (40) statements covering various fields of study
variables. They were shown in Table below.

72
Table 4: Distributing statements on the categories of the questionnaires
SECTION NEEDS CATEGORIES NO. OF STATEMENTS
Reading needs 14
Writing needs 13
Listening needs 5
One English language needs
Speaking needs 5
Vocabulary needs 6
Grammar needs 3
Total 6 46
Two Suggested Topics/ lessons 1 40

For the statements of the close-ended questionnaires, see Appendices 4-IV1 and
4-IV2, p. 152-159.

3.6.3 Validity of the Close-ended Questionnaires

The questionnaires were distributed on a jury of arbitrators of the faculty members in

the Faculty of Education in Sana'a and in the Faculty of Education in Arhab (Departments of
English), and to doctors in the FCIT and were 17 doctors at Sana'a University to judge the
extent of statements accuracy, suitability, clarity, objectivity, ambiguity, repeatedness and
how they were formulated. They were also asked to check the relevance of the measured
statements to the study questions and to see whether these questionnaires were
comprehensive and related to the objectives of the study. These members recommended that
the researcher should make some modifications to some of the statements, paraphrase the
ambiguous ones and to exclude some of them. The researcher seriously took the views of
the jury and their comments on the specified statements to validate them.
To check the validity too, the researcher piloted the questionnaires by distributing
them to 46 students and teachers, the members of the study sample. The researcher used the
Alpha Cronbach. The coefficient of validity was calculated by finding the square root of the
values of reliability "Cronbach's Alpha" and were found to be greater than 0.70: that was
0.94 for English language needs, first section and 0.97 for the suggested topics/lessons,
second section. It indicated the presence of high-validity in the answers of the respondents.
In addition, the researcher made the necessary modifications according to the outcome of
the respondents.

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3.6.4 Reliability of the Close-ended Questionnaires

Reliability is intended to mean the degree of consistency, in the results that we get
when we use the tool to measure performance in two different times that is if the test gives
the same results if re-applied in the same conditions. The questionnaires were administered
to the same individuals, on whom they were tried the first time, after two weeks. To check
the reliability, the researcher piloted the questionnaire by distributing it to 46 students and
teachers. To verify the reliability of the tool, the researcher had to also test the reliability of
the scales used in the study using Alpha Cronbach coefficient. The "Alpha Cronbach"
measures the internal consistency and reliability extent of dimensions that measure the
variables of the study. The coefficient should not be less than 0.60 for the results to be more
reliable.
Data (in Appendix 4-II1, pp. 137-139) indicated that all the statements of English
language needs (section one) were reliable for what they were intended to measure, since the
value of the coefficient of Alpha Cronbach was 0.89. The data (in Appendix 4-II2, pp. 140-
141) indicated that all the statements of English suggested lessons (section two) were
reliable for what they were intended to measure, since the value of the coefficient of Alpha
Cronbach was 0.93.

3.6.5 Administrating the Close-ended Questionnaires

The researcher introduced himself and requested the undergraduates to fill out the
questionnaires within twenty minutes. The researcher explained to the respondents the
purpose of the questionnaires and elaborated how to respond to the items. Then, the
questionnaires were administered to the sample of the study.
Each section of each questionnaire started with an instruction explaining the purpose
of it, and asking for cooperation and the researcher was there to explain them. To avoid low
return rate and to offer help when needed, the subject teachers and the undergraduates
answered the questionnaire in the presence of the researcher, while some teachers were
allowed to take them home and return them the following week or to send them through e-
mails or through WhatsApp since they were too busy. A questionnaire was given to the
students in a class after a lecture.

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3.6.6 Data collected Analysis through the Close-ended Questionnaires (Statistical
Techniques)

The responses to the close-ended questionnaires were transferred directly into

computer database. The statistical package of social Sciences (SPSS) was used to analyze
the data according to the study questions. Statistical procedures were followed to analyze
the close-ended questionnaires findings. Here are the showed ordered statistical techniques
that were used briefly, namely:
1. Cell length: to determine the scale of Likert Quintet (lower and upper limits)
according to the extent- range (5-1 = 4).
2. Statistical descriptive techniques: they include arithmetic means, and standard
deviations to identify the degree of importance given by respondents for each
statement and for each of the categories of the English language needs, the topics
and lessons from English at ISD, FCIT, Sana'a University.
3. T-test of two independent samples: to test the differences between the answers of the
students and teachers of the study sample to describe each variable, to say whether it
was significant or not.

3.7 Suggested Syllabus Framework

The topics of the suggested content passed all the stages similar to the ones of
investigating the English language needs. The population and the sample of the study were
also the same of the ones of investigating the English language needs.
The tools used for designing the suggested English framework were formal
interviews and close-ended questionnaires (second section). The analysis of the formal
interviews and close-ended questionnaires were followed in chapter four. The results were
showed in chapter five.
Based on the needs investigated, the researcher would also proceed with suggesting
a framework of the English language courses 101 and 102 that illustrates the overall
objectives, the type of syllabus, and so on. Useful information will follow to characterize
the content to be presented, the methodology to be used and the evaluation of both courses.
For the topics of the suggested syllabus framework, they were collected from different
sources: related literature and previous studies, official document, open-ended
questionnaire, and informal interview. They were selected because the researcher thinks that
they are comprehensive, useful, and very related to students’ specialization.

75
 The suggested English courses framework will be taught for the first year of ISD,
FCIT. It consists of 28 units. From the first to the fourteenth unit, they should be taught in
the first term; and from the fourteenth to the twenty-eighth unit, they should be taught in the
second term. Each unit consists of a topic with a grammar lesson following that topic. As
any term consists of 16 lectures, 14 of them will be for teaching 14 units and the other two
lectures should be for mid-term exam and assessing students’ performance. Each lecture
duration should be promoted from three to four hours a week.
This framework will help curriculum designers to design the suitable curriculum
based on the needs investigated. The suggested syllabus framework will be in the Appendix
6, pp. 169-187.

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Chapter Four: Data Analysis and Results Discussions

4.1 Introduction
4.2 Analysis and Discussion of the Formal Interviews
4.3 Analysis and Discussion of the Close-ended Questionnaires
4.3.1 Range of Agreement
4.3.2 Section One of the Close-ended Questionnaires
4.3.3 Section Two of the Close-ended Questionnaires

77
 Chapter Four:

Data Analysis and Results Discussions

4.1 Introduction
The collected data, in the academic year 2014\2015, through formal interviews and
close-ended questionnaires, will be analyzed statistically to find out the answers for the
study questions. Then, they should be explained qualitatively.

4.2 Analysis and Discussion of the Formal Interviews

It was expected that much of the information given by the informants would cover
the objectives of the study.
Table 5: Number of formal interviews cases (respondents)
Number of cases (respondents)
Students Teachers Graduates and companies/institutions
59 6 8

4.2. 1 Range of Agreement

The following criterion was used to evaluate the means of the different groups of the
sample. The scale of Likert Quintet was determined according to the extent- range 5(20)-
1(20) = 4(20): 100-20 = 80. They were multiplied by 20 as the percentage of 100% was
used. A number of scale cells was divided on the actual cell length, that is 80/5 = 16 and
then this value was added to the lowest value in the scale 20, to determine the upper limit of
the cell, so cells lengths were from Do not know to Very important. Then, the variables
were ordered according to their percentages from the highest to the lowest as follows:
5. (84 - 100) means that the degree of importance is Very important.
4. (68 - less than 84) means that the degree of importance is Important.
3. (52 - less than 68) means that the degree of importance is Quite important.
2. (36 - less than 52) means that the degree of importance is Not important.
1. (20 - less than 36) means that the degree of importance is Do not know.
The results then were analyzed and discussed according to the study questions as
follows:

78
4.2.2 Interviews Findings of English Language Needs

The following findings will answer the first question of the study (see page 4). The
needs (statements) within each category will be ordered according to the percentage of
importance.
1- Reading Needs
Table 6: Frequency and the percentage of reading statements ordered like the order of the
students’ close-ended questionnaire
Degree of
Reading needs: Frequency Percentage importance
In English, students need to: Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
(59) (6) Cs Cs &
(8) Cs
1. Read with comprehension course books and 58 6 - 98.31 100 - VI VI -
lecture handouts
7) Read and understand examination papers 57 6 - 96.61 100 - VI VI -
11) Read and understand scientific terms and 56 6 8 94.92 100 100 VI VI VI
basic concepts
6) Read and understand homework 55 6 7 93.22 100 87.5 VI VI VI
assignments
14) Read texts that include: abbreviations such 55 6 8 93.22 100 100 VI VI VI
as q-question, ur- your…/ acronyms such
as Fb-facebook, OS-operating system.../and
homophones such as, u=you …
4) Read with comprehension texts related to 51 5 7 86.44 83.33 87.5 VI I VI
computer on the internet (esp. when doing
graduation projects)
5) Read and understand specifications of sets, 52 5 8 88.14 83.33 100 VI I VI
machines, operating systems and so forth
2) Read with comprehension technical 49 6 - 83.05 100 - I VI -
articles in academic scientific journals and
references
13) Read for skimming (reading quickly for the 47 6 8 79.66 100 100 I VI VI
main idea or gist), and scanning (reading
quickly for a specific piece of information)
3) Read and understand instructions booklets 47 5 7 79.66 83.33 87.5 I I VI
of users, safety precautions on sets, catalogs
and manuals (steps of operating system)
10) Read description and notes that accompany 46 6 7 77.97 100 87.5 I VI VI
charts, graphs, diagrams, tables
9) Read and understand the main/general ideas 42 6 8 71.19 100 100 I VI VI
and their supporting details in a text
12) Read job ads or specifications of the new 42 5 6 71.19 83.33 75 I I I
technology in the newspapers
8) Read cursive handwriting (joined letters), 41 5 6 69.49 83.33 75 I I I
e.g. notes on the board or photocopied notes

To answer the first and the second questions (see Appendices 3-III1 and 3-III2, p.
134), it is clear from the table above that all groups viewed needs 11, 6, and 14 as Very
important and needs 12, and 8 as Important. In the meantime, Groups of students and

79
teachers viewed needs 1, 7, and 2 as Very important, but graduates and companies did not
respond, since they might not have information of such needs.
Concerning needs 5 and 4, students, and graduates and companies viewed them as
Very important, while teachers viewed them as Important. For 13, 9, and 10, teachers, and
graduates and companies viewed them as Very important, while students viewed them as
Important.
Finally, regarding need 3, students and teachers viewed it as Important, while
graduates and companies viewed it as Very important.
2- Writing Needs
Table 7: Frequency and the percentage of writing statements ordered like the order of the
students’ close-ended questionnaire
Degree of
Writing needs: Frequency Percentage importance
In English, students need to: Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
(59) (6) Cs Cs &
(8) Cs
15) Write clear and meaningful sentences 55 6 7 93.22 100 87.5 VI VI VI
16) Take down notes through listening to 50 5 7 84.75 83.33 87.5 VI I VI
their teachers
19) Write test answers 50 5 - 84.75 83.33 - VI I -
25) Frame definitions/ classifications / 49 5 7 83.05 83.33 87.5 I I VI
hypotheses correctly
27) Practice writing and using the technical 49 6 7 83.05 100 87.5 I VI VI
terms(and definitions)
20) Write answers to homework assignments 50 6 - 84.75 100 - VI VI -
(limited writing)
24) Write a summary of a text or an idea in the 48 5 8 81.36 83.33 100 I I VI
text through extracting relevant points
21) Write lab reports (lab assignment) 45 5 - 76.27 83.33 - I I -
22) Construct, complete or label diagrams/ 44 5 6 74.58 83.33 75 I I I
tables/ graphs/ charts (to converse a charts
into a paragraph) or explain and compare
between them
23) Describe properties of things, like 45 5 7 76.27 83.33 87.5 I I VI
computer, systems
26) Write drafts for practical purpose (e.g. 42 5 7 71.19 83.33 87.5 I I VI
memos, an application for a job, CVs, data
process, specifications, manuals, business
letters, e-mails)
18) Write organized paragraphs concisely with 42 5 7 71.19 83.33 87.5 I I VI
coherence and cohesion (in reporting/
research paper)
17) Write punctuation marks (comma, full stop 40 5 6 67.80 83.33 75 QI I I
, …) correctly

To answer the first and the third questions (see Appendices 3-III1 and 3-III2, p.
134), it is clear from the table above that all groups viewed needs 15 and 27 as Very
important, and need 22 as Important. Both groups of students and teachers viewed needs 20

81
as Very important, and need 21 as Important, but graduates and companies did not respond,
since they might not have information of such needs. In the meantime, students, and
graduates and companies viewed needs 16 and 25 as Very important, while teachers viewed
them as Important.
In the case of needs 24, 23, and 18, students and teachers viewed them as Important,
while graduates and companies viewed them as Very important. For need 19, students,
teachers, and graduates and companies viewed it as Very important, Important and did not
respond respectively.
Finally, regarding need 17, teachers, and graduates and companies viewed it as
Important, while students viewed it as Quite important.
3- Listening Needs
Table 8: Frequency and the percentage of listening statements ordered like the order of the
students’ close-ended questionnaire
Degree of
Listening needs: Frequency Percentage importance
In English, students need to: Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
(59) (6) Cs Cs &
(8) Cs
28) Listen with comprehension to lectures 52 6 - 88.14 100 - VI VI -
(presentation; demonstration)
31) Understand technical (computer) 50 6 7 84.75 100 87.5 VI VI VI
conversations
30) Listen and understand oral instructions/ 48 5 - 81.36 83.33 - I I -
directions and explanations to perform a task
in Labs
32) Listen, follow and understand the main idea 50 6 7 84.75 100 87.5 VI VI VI
in the educational programs/films,
related to computer
29) Listen to and understand seminars 41 6 - 69.49 100 - I VI -

To answer the first and the fourth questions (see Appendices 3-III1 and 3-III2, p.
134), it is clear from the table above that all groups viewed needs 31 and 32 as Very
important. Both groups of students and teachers viewed need 28 as Very important, and
need 30 as Important, but graduates and companies did not respond, since they might not
have information of such needs.
Finally, regarding the need 29, teachers, students, and graduates and companies
viewed it as Very important, Important, and did not respond respectively.

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4- Speaking Needs
Table 9: Frequency and the percentage of speaking statements ordered like the order of the
students’ close-ended questionnaire
Degree of
Speaking needs: Frequency Percentage importance
In English, students need to: Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
(59) (6) Cs Cs &
(8) Cs
33) Pronounce computer terms properly 55 6 7 93.22 100 87.5 VI VI VI
34) Use and understand phonetic samples of 48 5 6 81.36 83.33 75 I I I
transcription of a dictionary to pronounce
words.
36) Use and express the functions of English 50 5 8 84.75 83.33 100 VI I VI
properly (e.g., requesting, ordering,
suggesting, stating, sharing, complaining,
justifying claims, refusing or accepting,
arguments/ ideas( and evaluating ideas) and
opinions…
35) Present projects, reports or topics orally in 45 5 8 76.27 83.33 100 I I VI
the classroom
37) Chat and apply it on –line 40 4 6 67.80 66.67 75 QI QI I

To answer the first and the fifth questions (see Appendices 3-III1 and 3-III2, p. 134),
it is clear from the table above that all groups viewed need 33 as Very important and need
34 as Important. Both groups of students, and graduates and companies viewed needs 36 as
Very important, while teachers viewed it as Important.
In the case of need 35, both groups of students and teachers viewed it as Important,
but graduates and companies did not respond, since they might not have information of such
needs.
Finally, regarding need 37, graduates and companies viewed it as Important, while
students and teachers viewed it as Quite important.

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5- Vocabulary Needs
Table 10: Frequency and the percentage of vocabulary statements ordered like the order of
the students’ close-ended questionnaire
Degree of
Vocabulary needs: Frequency Percentage importance
In English, students need to: Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
(59) (6) Cs Cs &
(8) Cs
38) Learn and understand the technical words 56 6 7 94.92 100 87.5 VI VI VI
of computer
39) Concentrate on active and preserved 53 6 7 89.83 100 87.5 VI VI VI
vocabulary properly so as to recall and use it
easily (strategies for learning vocabulary)
43) Learn computer lexical jargons/words 54 6 7 91.53 100 87.5 VI VI VI
made to facilitate learning, such as: Save
(Ctrl + S), New (Ctrl + N), and so forth
42) Use the English dictionary or English spell 53 6 6 89.83 100 75 VI VI I
checks properly
41) Deduce the meaning and use of unfamiliar 53 6 7 89.83 100 87.5 VI VI VI
lexical items through contextual clues
40) Deduce the meaning and use of unfamiliar 53 5 7 89.83 83.33 87.5 VI I VI
lexical items through understanding word
formation: stems/ roots, affixation, derivation
and compounding -vocabulary building

To answer the first and the sixth questions (see Appendices 3-III1 and 3-III2, p.
134), it is clear from the table above that all groups viewed needs 38, 39, 43, and 41 as Very
important.
Concerning need 40, both groups of students, and graduates and companies viewed it
as Very important, while teachers viewed it as Important.
Finally regarding need 42, both groups of students and teachers viewed it as Very
important, while graduates and companies viewed it as Important.

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6- Grammar Needs
Table 11: Frequency and the percentage of grammar statements ordered like the order of
the students’ close-ended questionnaire
Degree of
Grammar needs: Frequency Percentage importance
In English, students need to: Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
(59) (6) Cs Cs &
(8) Cs
46) Understand and express the relations between 52 6 7 88.14 100 87.5 VI VI VI
parts of a text through grammatical cohesion
devices of: reference words (e.g. who),
comparison (e.g. while), logical connectors
(e.g. and, but, or), ellipsis (e.g. Yes, he has
left)
45) Recognize and understand parts of speech/ 45 6 6 76.27 100 75 I VI I
the elements of the sentence structure and the
relationship among them (noun N, verb V,
pronoun Pro, adverb Adv. … ) and the types
of sentence
44) Recognize and understand the basic rules of 55 5 8 93.22 83.33 100 VI I VI
grammar: tenses /time; cause, result, purpose,
reason, condition, contrast; definiteness and
indefiniteness; quantity and amount; place,
direction; passive voice, negation

To answer the first and the seventh questions (see Appendices 3-III1 and 3-III2,
p. 134), it is clear from the table above that all groups viewed need 46 as Very important.
Concerning need 44, students, and graduates and companies viewed it as Very important,
while teachers viewed it as Important.
Finally regarding need 45, teachers viewed it as Very important, while students, and
graduates and companies viewed it as Important.

4.2.3 Summary of English Language Needs Concluded from the Interviews

It showed that:
1. Some language needs were not said in the open-ended questionnaire and informal
interview.
2. Language needs that were very related to skills and more repeated by the subjects
were emphasized and considered as required needs.
3. A comprehensive list of needs, wants and lacks (relevant to the issue of needs) was
obtained. This list was analyzed further and categories within the first section were
formulated, for example: reading, to ease analysis and to specify the needs under
each.
4. Each answer to each interview question was analyzed.

84
 Students in the ISD needed all their English language skills for their study but to
different degrees (listening and reading, writing and speaking respectively), like Zoughoul
and Hussein (faculty respondents), (1985). However, listening and reading were considered
at the same degree of importance, as the results were approximately the same.
For the English Language Needs, the interviews reported that listening was ordered
as the first important skill. However, it was considered at the same degree of reading
importance, as the results were approximately the same. It is very important as to listen to
teachers’ lectures, power point and so forth in order to understand the lessons related to
specializations. It is important as Al-Fadly (2004), Venkatraman and Prema (2007),
Sanmugam (2013) and so forth.
Concerning reading skill, it was ordered as the second most important skill in
students’ studies, but was considered at the same degree of listening importance, as the
results were approximately the same, as all the subject-specific courses hand out and
references, journals, slides, examination questions, and so forth were in English. However,
listening and reading were considered as the same degree of importance as they were very
similar. Most of students explained that they lack the specialized books and references in
Arabic, so, students are obliged to use them written in English. The findings related to
reading skills (ordered secondly) were in harmony with the findings of other studies carried
out in the third world countries, such as the faculty respondents of Zoughoul and Hussein
(1985), and Javid and Umer (2013), and so forth where reading was perceived as the key
skill for EFL students at the tertiary level. Listening and reading were considered the most
important skills as the results were very similar.
Regarding speaking, engaging the learners in interpersonal communication activities
like conversation, chatting, and group communication activities like, public speaking,
delivering lectures will make the learners participate and perform to improve their speaking.
Al-Saadi and Samuel (2013) reported, “Interactions between computer learners are based
on effective communication in order to improve speaking skills.” Informants claimed that
they need to be exposed to conversation; since if they sometimes had ideas, they could not
get the required word. Most teachers started their lessons with a mixture of Arabic and little
English because most students have low standard of English. They did not oblige students to
speak in English. However, few subject teachers used English to a great deal aiming to make
students get used to English. As a result, speaking was considered of less importance.
However, English speaking and listening skills are needed for communication purposes,
after graduation, as found in many studies, such as Shuja’a (2004), and Gass (2012).

85
 Concerning writing, writing correct, clear and concise sentences in English in
addition to scientific terms were considered as Very important and should be written in
English. Writing lab reports, Constructing, completing, or labeling diagrams/ tables/ graphs/
charts and so forth were considered as Important.
Vocabulary was considered the most important need with Very important as it is
related to all skills. It was emphasized as in Saif (2007) and so on. It is found and related to
each major, especially for ESP. The computer learners cannot acquire writing, speaking or
listening correctly without a basic knowledge of grammar. Most informants claimed that
they needed grammar in order to know or see the link between the grammatical structures
according to some informants. It is in harmony with Al-Muslimi (2004), Adhubyani (2004)
and Saif (2007).
According to what was revealed through the interviews, students and teachers
suggested that more concentration should be on both listening and reading, then on the other
skills writing and speaking respectively, like Tawfik (1984), Zoughoul and Hussein (1985),
Al-Thawr (1996), Al-Salami (2008), Alastal and Shuib (2012), and so forth. They justified
their suggestion that writing and speaking for example were often ignored, by most teachers
and by students themselves. Grammar and vocabulary were also considered as Very
important, as listening and reading skills, as they were needed and related to each skill.
However, the graduates and companies preferred that all the skills should be dealt equally,
as Al-Tamimi and Shuib (2010). The English language is Very important especially after
graduation. According to a graduate,
Graduates of ISD are supposed to work in the section of Information Systems
in computer companies, medical companies, oil companies, marketing
companies, hospitals, factories, and so forth, and all of these jobs require
English.
There are updates in all things and changes happening every day. Two graduates
reported that the technology used in this year, it might not be used any more in the following
year. To go with the world simultaneously, teachers and students have to use and practice
English. This development may happen in minutes or months.

4.2.4 Interviews Findings of Suggested Topics or Lessons

To answer the fourth question (see page 5) of this study, and the eighth question of
both formal interviews, Appendices 3-III1 and 3-III2, p. 134 will do. The findings showed

86
that the suggested topics or lessons that were more repeated by the subjects were
emphasized and considered as required needs.
It is clear, from the Appendix 5-I, pp. 160-161, that all groups viewed the following
12 topics as Very important. They were 2 (Components of computer), 3 (Abbreviations and
Acronyms), 16 (An introduction and the most important basics in Database and Database
Systems), 15 (An introduction and the most important basics in Operating Systems), 17 (An
introduction and the most important basics in Internet Applications and Web Programming),
23 (An introduction and the most important basics in Information Systems), 20 (An
introduction and the most important basics in Programming Fundamentals and Languages),
5 (An introduction and the most important basics in Computer applications), 13 (An
introduction and the most important basics in Computer and Information Security), 31 (An
introduction and the most important basics in System Administration and Maintenance), 18
(An introduction and the most important basics in Principles of Computer Networks), and
24 (An introduction and the most important basics in Types of Information Systems)
respectively.
All groups also viewed nine topics as Important. They were 34 (An introduction and
the most important basics in Software Engineering), 33 (An introduction and the most
important basics in Object-Oriented Programming), 9 (An introduction and the most
important basics in Electronic learning by using Multimedia/ modern technologies, for
example, Data show, TV and video, and tape recorders), 27 (An introduction and the most
important basics in Introduction to E-Business Systems), 6 (An introduction and the most
important basics in Information Ethics and Legal Issues), 40 (An introduction and the most
important basics in Electronics), 28 (An introduction and the most important basics in
Decision Support Systems and Theory), 4 (An introduction in and Desktop Publishing
Concepts), and 7 (Health and safety).
Both students and teachers viewed ten topics as Important. However, graduates and
companies viewed them as Very important. They were 30 (An introduction and the most
important basics in Information Technology Fundamentals), 19 (An introduction and the
most important basics in Data Structures), 8 (Changing technologies), 10 (Abilities and
skills), 25 (An introduction and the most important basics in Information Systems Change
Management), 21 (An introduction and the most important basics in Information
Management), 26 (An introduction and the most important basics in Information Systems
Strategies and Policies), 14 (An introduction and the most important basics in Principles of

87
Human Computer Interaction), 22 (An introduction and the most important basics in E-
Business Strategies), and 1 (An introduction in Evolution stages of computer) respectively.
In the meantime, both students and teachers viewed need 32 (An introduction and
the most important basics in Computer Science) as Very important, but graduates and
companies viewed it as Important. On the contrary for need 35 (An introduction and the
most important basics in Software Requirement and Specifications), students and teachers
viewed it as Important, but graduates and companies viewed it as Very important.
In the case of needs 29 and 37 (An introduction and the most important basics in
Circuits and Systems, and An introduction and the most important basics in Software
Testing, respectively), students, and graduates and companies viewed it as Very important,
but teachers viewed them as Important. On the contrary for need 11 (An introduction and
the most important basics in Communication Skills), students, and graduates and companies
viewed it as Important, but teachers viewed it as Very important.
Regarding needs 12 and 38 (An introduction and the most important basics in
Computer Skills, and An introduction and the most important basics in Computer
Engineering (Hardware), as Input devices: for example, Magnetic drives, Disks, hard drives,
and keyboards; CPU; and as Output devices: for example, scanners and printers types,
respectively), teachers, and graduates and companies viewed them as Very important, but
students viewed them as Important. On the contrary regarding need 36 (An introduction and
the most important basics in Software Design and Construction), teachers, and graduates
and companies viewed it as Important, but students viewed it as Very important. Finally for
needs 39 and 41 (An introduction and the most important basics in Computer architecture
and organization, and An introduction and the most important basics in Circuits and
Systems), teachers, and graduates and companies viewed them as Important, but students
viewed them as Quite important.

4.2.5 Summary of the Suggested Topics Concluded from the Interviews

All the sample groups insisted on introducing students to some easy and related
lessons in order to give them prior information on what to study. If students were exposed to
lessons of mixed general and specific purposes followed by explanations and examples,
learning and comprehension would be easy. Students should study a few lessons with an
introduction to all courses if they were not studied in other courses, provided that they
would be followed by much explanations and examples to ease learning.

88
 If the lecturer generally teaches in English, this will help the students to comprehend
the topics and so enable them to answer examination questions in English and help them
after graduation. For some teachers and students of ISD, they were not satisfied with the
current taught English courses; because, according to them, they did not provide them with
the required information as the introduction to what will be studied during their study in the
ISD. Most of teachers and students stated their preferences for computer English in general,
but with specific ISD English for ISD, not for the faculty.

4.3 Analysis and Discussion of the Close-ended Questionnaires

This part presents the analysis and discussion of the collected data in this study. The
analysis was shown by means and standard deviations of the responses of the different
groups of the sample (students and teachers). In addition, the researcher used the statistical
technique Levene's and T-test, to identify the significant differences between student's' and
teachers' groups responses to the statements individually as between the needs in general
and between the needs within each category.
The study analyzed reading, writing, listening, speaking, grammatical and lexical
needs of ISD learners. Then it analyzed the suggested topics too. The results of such close-
ended questionnaires were used to answer the study questions. Such analysis was done by
using (SPSS) program. For section one, 46 English language needs as within categories
(namely, reading, writing, listening, speaking, vocabulary and grammar) and as without
categories (all statements of the first section together) as felt by students and teachers were
listed and then were compared to each other. Next, the differences between the study groups
were shown. Then, a conclusion was followed. For section two, 40 of suggested
topics/lessons to be included and taught in the English language courses 101/102 in the ISD
as felt by students and teachers were listed and then they were compared to each other.
Next, the differences between the study groups were shown. Then, a conclusion was
followed.
The values given to the responses were ranged as follows:
5. = Very important
4. = Important
3. = Quite important
2. = not important
1. = Do not know

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 The students' close-ended questionnaire runs parallel with the teachers' close-ended
questionnaire to check each point against the other to determine whether there was a
substantial unimportance on any point between the two groups.

4.3.1 Range of Agreement

The following criterion was used to evaluate the means of the different groups of the
sample. The scale of Likert Quintet (lower and upper limits) was determined according to
the extent- range (5-1 = 4). A number of scale cells was divided on the actual cell length,
that is 4/5 = 0.80 and then this value was added to the lowest value in the scale or to the
degree of the scale and was the 0.20, to determine the upper limit of the cell, so cells length
became from Do not know to Very important. Then, the variables were ordered according to
their means and standard deviations from the highest to the lowest as follows:
5. (4.20 – 5) means that there was a very high level of agreement – the degree of
importance is Very important.
4. (3.40 – less than 4.20) means that the level of agreement was high - the degree of
importance is Important.
3. (2.60 – less than 3.40) means that the level of agreement was not high, but, there was
somehow agreement - the degree of importance is Quite important.
2. (1.80 – less than 2.60) means that there was a very high level of disagreement – the
degree of importance is Not important.
1. (1 - less than 1.80) means that the importance of the need was not clear to them, or
rather, they were not sure of - the degree of importance is Do not know.
The results of questionnaires were analyzed and discussed according to the study
questions.

91
4.3.2 Section One of the Close-ended Questionnaires

The following analysis will answer the first question of the study (see it on pp, 5-6).
The categories and needs within each will be ordered according to their means from the
Very important needs to Do not know ones as perceived by students and teachers.

4.3.2.1 Importance of the English Language Needs for only Categories

Table 12: Arithmetic means, standard deviations, and the degree of importance for each
category of academic needs
Students Teachers
Needs Mean SD DOI Needs Mean SD DOI
Grammar 4.39 0.71 VI Listening needs 4.39 0.43 VI
vocabulary 4.37 0.51 VI vocabulary needs 4.38 0.46 VI
Listening 4.28 0.64 VI Reading needs 4.37 0.36 VI
Reading 4.27 0.40 VI Grammar needs 4.22 0.76 VI
Writing 4.14 0.49 I Writing needs 4.17 0.42 I
Speaking 4.12 0.61 I Speaking needs 4.12 0.54 I
Grand total 4.24 0.38 VI Grand total 4.28 0.30 VI

The above table showed that both of students and teachers rated vocabulary,
listening, reading and grammar as Very important and writing and speaking as Important.
They reflected the great concern of the two groups about their importance. The students
ranked grammar as the first most important need with Very important, which reflected their
concern in using the rules correctly as they were related to all the skills, while teachers
ranked listening as the first most important need with Very important, which might reflect
the weakness of students in listening. Students and teachers ranked vocabulary as the second
important need with Very important. More vocabulary with knowing the grammar rules will
enable students to talk, understand and participate. For the third and fourth rank, students
ranked listening and reading respectively, while teachers ranked reading and grammar
respectively. They were considered as Very important. The students and teachers ranked
writing and speaking respectively as the last least important needs with Important, which
might reflect their limited use during teaching-learning process.
On a whole, students need all the skills of English language, but with different
degrees of importance.

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4.3.2.2 Importance of the English Language Needs Within Each Category

The following findings of the close-ended questionnaires will answer the first
question of the study (see page 4).
1- Reading
Table 13: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of reading needs
Students Teachers

I- Reading Needs: Mean SD DOI I- Reading Mean SD DOI

In English, students need to: Needs: In
English,
students
need to:
1 ) Read with comprehension course books and 4.82 0.53 VI 7 4.85 0.43 VI
lecture handouts
7) Read and understand examination papers 4.79 0.57 VI 1 4.80 0.52 VI
11) Read and understand scientific terms and 4.57 0.81 VI 11 4.78 0.58 VI
basic concepts
6) Read and understand homework assignments 4.54 0.79 VI 6 4.60 0.84 VI
14) Read texts that include: abbreviations such as 4.42 0.83 VI 4 4.55 0.68 VI
q-question, ur- your…/ acronyms such as
Fb-facebook,.../ and homophones, such as,
u=you …
4) Read with comprehension texts related to 4.41 0.88 VI 10 4.55 0.60 VI
computer on the internet (esp. when doing
graduation projects)
5) Read and understand specifications of sets, 4.33 0.83 VI 2 4.35 0.80 VI
machines, operating systems and so forth
2) Read with comprehension technical articles 4.24 0.84 VI 5 4.33 0.76 VI
in academic scientific journals and
references
13) Read for skimming (reading quickly for the 4.21 0.96 VI 14 4.33 0.89 VI
main idea or gist), and scanning(reading
quickly for a specific piece of information)
3) Read and understand instructions booklets 4.11 0.95 I 9 4.33 0.89 VI
of users, safety precautions on sets,
catalogs, and manuals (steps of operating a
system)
10) Read description and notes which accompany 4.10 1.03 I 13 4.28 0.82 VI
charts, graphs, diagrams, tables
9) Read and understand the main/general ideas 3.93 1.06 I 3 4.18 0.93 I
in a text and their supporting details
12) Read job ads or specifications of the new 3.78 0.99 I 12 3.73 0.82 I
technology in daily newspapers
8) Read cursive handwriting (joined letters) 3.59 1.13 I 8 3.58 1.06 I
e.g. notes on the board or photocopied notes
Total of Reading needs 4.27 0.40 VI Total of 4.37 0.36 VI
Reading
needs

It is clear from the table above that both students and teachers viewed needs 1, 7,
11, 6, 4, 2, 5, 14, and 13 as Very important and needs 3, 12, and 8 as Important. They

92
reflected the great concern of the two groups about their importance. For the importance of
understanding examination papers, (Jordan, 1997, p. 219) said, "Biggest anxiety is the
prospect of taking an examination in English", and "….not only knowledge of the subject
matter that is required but a complete understanding of the questions: interpreting it
correctly, judging where the main emphasis should be, and so forth" as Jordan (1984 as
cited in Jordan, 1997, p. 223). As Jordan (1997, pp. 75-77) said the more practice you have
in using a language, the more comfortable you become with it, and the less inhibited you
feel about using it in other contexts.
However, there were different views towards needs 10 and 9, the teachers viewed
them as Very important, while the students viewed them as Important. This difference could
indicate that the teachers were more aware of these (in English, students need to read
description and notes which accompany charts, graphs, diagrams, tables and also to read and
understand the main/general ideas and their supporting details in a text.) than students and
wanted to learn more about it.
Finally, both groups ranked need 12 and 8 as the least important reading skill, which
reflected the limited need for those skills comparatively with other needs as they gave more
priority to other reading skills.

93
2- Writing
Table 14: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of writing needs
Students Teachers
II- Writing Needs: Mean SD DOI II- Writing Mean SD DOI
In English, students need to: Needs: In
English,
students
need to:
15) Write clear and meaningful sentences 4.62 0.73 VI 15 4.55 0.75 VI
16) Take down notes through listening 4.42 0.81 VI 19 4.45 0.81 VI
to their teachers
19) Write test answers 4.40 0.91 VI 16 4.40 0.81 VI
25) Frame definitions/ classifications / 4.34 0.89 VI 27 4.38 0.81 VI
hypotheses correctly
27) Practice writing and using the 4.29 0.91 VI 20 4.30 0.82 VI
technical terms (and definitions)
20) Write answers to homework 4.24 0.90 VI 24 4.23 0.92 VI
assignments (limited writing)
24) Write a summary of a text or an idea 4.21 0.99 VI 23 4.20 1.00 VI
in the text through extracting
relevant points
21) Write lab reports (lab assignment) 4.15 0.97 I 25 4.18 0.78 I
22) Construct, complete or label 4.07 1.01 I 21 4.13 0.88 I
diagrams/ tables/ graphs/ charts (to
converse a charts into a paragraph) or
explain and compare between them
23) Describe properties of things, like 4.05 1.00 I 22 4.13 0.94 I
computer, systems
26) Write drafts for practical purpose 3.89 1.07 I 26 3.95 0.90 I
(e.g. memos, an application for a
job, CVs, data process,
specifications, manuals, business
letters, e-mails)
18) Write organized paragraphs concisely 3.87 1.12 I 18 3.83 0.96 I
with coherence and cohesion (in
reporting/ research paper)
17) Write punctuation marks ( 3.28 1.15 QI 17 3.53 1.01 I
comma, full stop, …) correctly
Total of Writing needs 4.14 0.49 I Total of 4.17 0.42 I
Writing
needs

It is clear that both students and teachers viewed needs 15, 19, 16, 27, 20 and 24 as
Very important and needs 21, 22, 26, and 18 as Important. They reflected the great concern
of the two groups about the importance. However, there were different views towards need
25, the students viewed it as Very important, while teachers viewed it as Important; and
towards need No. 23, students viewed it as Important, while teachers viewed it as Very
important. This difference could indicate that the students were more aware of this need (in
English, students need to Frame definitions/classifications/ hypotheses correctly), as they
were supposed to have many terms and definitions, while teachers are more aware of

94
Describing properties of things, like computer, systems and that the teachers were more
aware of Describing properties of things, like computer, systems while students were more
aware in Framing definitions/ classifications/hypotheses correctly and wanted their students
to learn more about it. In the case of needs 26 and 18, both groups ranked them as the least
important writing skill, which might reflect the limited need for those skills comparatively
with other needs as they gave more priority to other writing skills.
Finally, students viewed need 17 as Quite important, while teachers viewed it as
Important. In the meantime, they might think that writing punctuation marks (comma, full
stop …) correctly is somewhat not necessary for they studied it a lot in their secondary
stage.
3- Listening
Table 15: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of listening needs
Students Teachers
III- Listening Needs: Mean SD DOI III- Listening Mean SD DOI
In English, students need to: Needs: In
English,
students
need to:
28) Listen with comprehension to lectures 4.49 0.93 VI 28 4.63 0.59 VI
(presentation; demonstration)
31) Understand technical(computer) 4.39 0.90 VI 31 4.55 0.68 VI
conversations
30) Listen and understand oral instructions/ 4.38 0.91 VI 30 4.40 0.84 VI
directions and explanations to perform
a task in Labs
32) Listen, follow and understand the main 4.21 0.94 VI 32 4.23 0.86 VI
idea in the educational programs/films,
related to computer
29) Listen to and understand seminars 3.93 1.33 I 29 4.15 0.77 I
Total of Listening needs 4.28 0.64 VI Total of Listening 4.39 0.43 VI
needs

It is clear that both students and teachers viewed needs 28, 31, 30 and 32 as Very
important and need 29 as Important. They reflected the great concern of the two groups
about their importance. It is important as the study of Sanmugam (2013) and so forth.

95
4- Speaking
Table 16: Arithmetic means, standard deviations and the degree of importance for each
statement within the category of speaking needs
Students Teachers
IV- Speaking Needs: Mean SD DOI IV- Speaking Mean SD DOI
In English, students need to: Needs: In
English,
students
need to:
33) Pronounce computer terms properly 4.56 0.79 VI 33 4.73 0.60 VI
34) Use and understand phonetic 4.27 0.88 VI 35 4.23 0.73 VI
samples of transcription of a
dictionary to pronounce words
36) Use and express the functions of 4.18 1.01 I 34 4.18 0.90 I
English properly (e.g., requesting,
ordering, suggesting, stating,
sharing, complaining, justifying
claims, refusing or accepting,
arguments/ ideas(and evaluating
ideas) and opinions…
35) Present projects, reports or topics 4.13 1.05 I 36 4.08 0.86 I
orally in the classroom
37) Chat and apply it on –line 3.49 1.17 I 37 3.38 1.03 QI
Total of Speaking needs 4.13 0.61 I Total of 4.12 0.54 I
Speaking needs

It is clear from the table above that both students and teachers viewed need 33 as
Very important and need 36 as Important. They reflected the great concern of the two
groups about their importance. However, there were different views towards needs 34 and
35 the students viewed them as Very important and Important respectively, while the
teachers viewed them as the opposite. This difference could indicate that the students were
more aware of this need (In English, students need to: Use and understand phonetic samples
of transcription of a dictionary to pronounce words), as they were supposed to have many
phonetic lessons than teachers, while teachers were more aware of this need (In English,
students need to: Present projects, reports or topics orally in the classroom) than students as
they might want their students to be fluent in speaking. However, students viewed need 37
as Important, while teachers viewed it as Quite important. Teachers might think that
Chatting and applying it on –line is somewhat not necessary and may go out from their
study to other non-related stories.

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5- Vocabulary
Table 17: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of vocabulary needs
Students Teachers
V- Vocabulary: Mean SD DOI V-Vocabulary: Mean SD DOI
In English, students need to: In English,
students
need to:
38) Learn and understand the technical 4.76 0.57 VI 38 4.78 0.53 VI
words of computer
39) Concentrate on active and preserved 4.59 0.73 VI 39 4.63 0.63 VI
vocabulary properly so as to recall and
use it easily (strategies for learning
vocabulary)
43) Learn computer lexical jargons/ words 4.55 0.82 VI 43 4.53 0.88 VI
made to facilitate learning, such as: Save
(Ctrl + S), New (Ctrl+ N), and so forth
42) Use the English dictionary or English 4.25 0.99 VI 42 4.30 0.88 VI
spell checks properly
41) Deduce the meaning and use of 4.04 1.13 I 41 4.10 0.81 I
unfamiliar lexical items through
contextual clues
40) Deduce the meaning and use of 4.01 1.05 I 40 3.93 1.05 1
unfamiliar lexical items through
understanding word formation : stems/
roots, affixation, derivation and
compounding -vocabulary building
Total of vocabulary needs 4.37 0.51 VI Total of 4.38 0.46 V1
vocabulary
needs

It is clear from the table above that both students and teachers rated needs 38, 39, 43
and 42 as Very important, and needs 41 and 40 as Important. They reflected the great
concern of the two groups about vocabulary importance. It is in harmony with Saif (2007).

97
6- Grammar
Table 18: Arithmetic means, standard deviations, and the degree of importance for each
statement within the category of grammar needs.
Students Teachers
VI- Grammatical Needs: Mean SD DOI VI- Grammatical Mean SD DOI
In English, students need to: Needs: In
English,
students
need to:
46) Understand and express the relations 4.43 0.81 VI 44 4.25 0.90 VI
between parts of a text through
grammatical cohesion devices of:
reference words (e.g. who),
comparison (e.g. while), logical
connectors (e.g. and, but), ellipsis
(e.g. Yes, he has left)
45) Recognize and understand parts of 4.43 0.83 VI 45 4.23 0.86 VI
speech/ the elements of the sentence
structure and the relationship among
them (noun N, verb V, pronoun
Pro, adverb Adv. … ) and the types
of sentence
44) Recognize and understand the basic 4.33 0.94 VI 46 4.18 0.87 I
rules of grammar: tenses /time;
cause, result, purpose, reason,
condition contrast; definiteness and
indefiniteness; quantity and amount;
place, direction; passive voice,
negation...
Total of Grammar needs 4.39 0.71 VI Total of Grammar 4.22 0.76 VI
needs

It is clear from table above that both students and teachers rated needs 45 and 44 as
Very important. They reflected the great concern of the two groups about the importance.
However, there were different views towards need (46), the students rated it as Very
important, while teachers ranked it as Important. This means that the students are more
interested and concerned in Understanding and expressing the relations between parts of a
text through grammatical cohesion devices of: reference words (e.g. who), comparison (e.g.
while), logical connectors (e.g. and, but, or), ellipsis (e.g. Yes, he has left) than teachers and
might think they are weak. It is in harmony with Al-Muslimi (2004), Adhubyani (2004) and
Saif (2007).

98
4.3.2.3 Significant Differences Between the Students' and Teachers' Views About the
Importance of the English Language Needs

To get the significant differences between the students' and teachers' views about the
importance of the English language needs, related to the second question (see page 5), the
following was done.

4.3.2.3.1 Significant Differences Between the Students' and Teachers' Views About the
Importance of the English Language Needs for Categories (Not among
statements)

To verify if there were any significant differences between the views of both groups,
about the degree of importance of including and teaching these needs in the English courses
101 and 102, the t-test and Levene's test were used (when Levene's test with t-test were
used, there were two tables for explaining the results, but here they were rewritten in just
one Table) (see the Table below).
Table 19: Differences between students' group and teachers' group about the degree of
importance of the English language needs plus Levene's test with t-test (among
categories)
Category of Students Teachers t- df Sig. Description
needs Means SD Means SD value (2-tailed) P<0.05

Reading 4.27 0.40 4.37 0.36 -1.45- 267 0.15 NS

Writing 4.14 0.49 4.17 0.42 -0.37- 267 0.71 NS
Listening 4.28 0.64 4.39 0.43 -1.35- 72.89 0.18 NS
Speaking 4.13 0.61 4.12 0.54 0.10 267 0.92 NS
vocabulary 4.37 0.51 4.38 0.46 -0.10- 267 0.92 NS
Grammar 4.39 0.71 4.22 0.76 1.44 267 0.15 NS
Grand total 4.24 0.38 4.28 0.30 -0.61- 267 0.54 NS

Looking at the table above, it showed no statistically significant differences between

the views of both groups, students and teachers. The results here might show that the groups
were very similar in determining the students' needs.
To conclude, both groups implied that they were similarly aware for the degree of
importance of the needs, as students face it during the next levels.

4.3.2.3.2 Significant Differences between the Students' and Teachers' Views About the
Importance of the English Language Needs for Statements

To verify if there were any significant differences between the views of both groups,
about the degree of importance of including and teaching those needs in the English courses
101 and 102, the following t-test and Levene's test were used (When Levene's test with t-test

99
were used, there were two tables for explaining the results, but here they were rewritten in
just one table.) (See Appendix 5-II, pp. 162-164). There were two statistically significant
differences between the views of both groups, students and teachers. They were in favor of
teachers. These differences were statements 9 and 10 of reading needs and were written
respectively as follows:
 Read and understand the main/general ideas and their supporting details in a text
 Read description and notes which accompany charts, graphs, diagrams, tables
To summarize, these two differences were in favor of teachers who might imply that
they were more aware than students for the degree of importance of the needs, as students
face it during their next levels and may cause problems for them. There were no statistically
significant differences in any of the other needs between the views of the two groups,
students and teachers.

4.3.2.4 Conclusion

The findings of the close-ended questionnaires were concluded according to the

following criteria:
1. Statements that were agreed upon as Very important or as Important by both groups
were considered as required needs.
2. Statements that were agreed upon by one sample group as Quite important needs
while the other sample group considered them as Important or Very important were
considered as optional needs and vice versa and this could be due to differences in
experiences and life.
3. Statements that were agreed upon by one sample group as Not important or Do not
know were considered as rejected needs.
The analysis of both groups’ responses to the close-ended questionnaires comprised
the following:
1. Statements of agreement on importance: The researcher tried to highlight the agreed
upon statements as they were approved by both groups. Results revealed that among
the 46 statements, 44 statements were agreed upon by both groups as required needs
(26 as Very important, 11 as Important and 7 as Very important by one group and as
Important by the other group).
2. Optional agreement on importance: For students, statement No. 17 of writing
category; and for teachers, statement No. 37 of speaking category were considered as

111
 Quite important. These statements could be taken into consideration as Quite
important by curriculum designers when designing the curriculum.
3. Statements of agreement on unimportance: There were no statements.
Table 20: The summarized results of English language needs within categories as felt by
students and teachers and the agreed upon needs by both of them, ordered
according to the degree of the importance of each need
Group Category Degree

Important
important

important

important

Do not
know
Quite
Very

Not
Students Reading: 1-7-11-6-14-4-5-2-13 3-10*-9*-12-8
Writing: 15-16-19-25*-27-20-24 21-22-23*-26-18- 17
Listening: 28-31-30-32 29
Speaking: 33-34* 36-35*-37*
Vocabulary: 38-39-43-42 41-40
Grammar: 46*-45-44
Teachers Reading: 7-1-11-6-4-10*-2-5-14-9-13 3-12-8
Writing: 15-17*-19-16-27-20-24-23* 25*-21-22-26-18-
Listening: 28-31-30-32 29
Speaking: 33-35* 34*-36 37
Vocabulary: 38-39-43-42 41-40
Grammar: 44-45 46*
Students’ Reading: 1-7-11-6-4-2-5-14-13 3-12-8
and Writing: 15-19-16-27-20-24 21-22-26-18
Teachers’ Listening: 28-31-30-32 29
Agreed Speaking: 33 63
upon Vocabulary: 38-39-43-42 41-40
needs Grammar: 45-44
* = starred needs are considered as Very important by that group, while the other needs
without stars are considered as Important by that group

It is clear from the table above that the needs of reading (1-14), writing (15-27),
listening (28-32), speaking (33-37), vocabulary (38-43), and grammar (44-46) were very
important, important, or quite important. In other words, neither students nor teachers
viewed any need as Not important or Do not know.
Teachers rated more needs as Very important more than students did; on the other
hand, students rated more needs as more Important than teachers did. This indicates that the
students are more interested in the English language needs and recommend more needs
specified and are ready to have more time. This supports the interviews results.
Two statistically significant differences between students and teachers were in favor
of teachers. They were needs 9 and 10, and were written respectively as follows:
 Read and understand the main/general ideas and their supporting details in a text.
 Read description and notes which accompany charts, graphs, diagrams, tables.

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 These two differences implied that teachers were more aware than students for the
degree of importance of those needs, as students face it during their next levels and may
cause problems for them, as these needs might be required from students. There were no
statistically significant differences in favor of teachers in any of the other statements and
categories needs between the views of students and teachers. However, there was none in
favor of students. This means their opinions are very similar.
In general, learning and practicing language to perform both receptive skills, reading
and listening activities will enrich the learners to be really good readers and listeners.
Learning and practicing language to perform both productive skills, writing and speaking
activities will enrich the learners to be really productive and more communicative in any
given situation. However, they were dealt with them as the least importance since they were
not obliged to speak or write in English. The grammatical rule needs of the students are
useful in making correct form of sentences. The vocabulary needs are Important in learning
the computer terminology or jargon for the study. These word needs are the icon that the
learners need to master specifically when writing or summarizing a text. Grammar and
vocabulary are Very important as they are related to all skills, as it is in Saif (2007).

4.3.3 Section Two of the Close-ended Questionnaires

To answer the third question (see page 5), the following analysis of the sample
answers for statements of suggested topics/ lessons was done. As each statement was given
five numerical values, the respondent has to respond to the value that corresponds with
his/her degree of importance. The SPSS was used to find out the mean, and the standard
deviation of each statement at the confidence interval of 95%. The statements specifying
suggested topics/lessons were arranged according to the range of the students’ means
(importance) from the highest Very important to the lowest Do not know and were shown as
follows:

4.3.3.1 Importance of the English Language Needs for Statements of Suggested Topics

Appendix 5-III shows the descriptive statistics for the opinions of the study sample
in the surveyed department about the statements of suggested topics/lessons, but ordered
according to their means from the Very important needs to Do not know ones as perceived
by students and teachers (see Appendix 5-III, pp. 165-166). It is clear that the results
answered the fourth question of the study (see page 5). The results were as follows:

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1. Fifteen statements of suggested topics/lessons were considered as Very important.
They were 2 (Components of computer), 3 (Abbreviations and Acronyms), 12 (An
introduction and the most important basics in Computer Skills), 5 (An introduction
and the most important basics in Computer applications), 15 (An introduction and
the most important basics in operating systems), 20 (An introduction and the most
important basics in Programming Fundamentals and Languages), 16 (An
introduction and the most important basics in Database and Database Systems), 23
(An introduction and the most important basics in Information Systems), 38 (An
introduction and the most important basics in Computer Engineering ( Hardware ),
as Input devices: for example, Magnetic drives, Disks, hard drives, and keyboards;
CPU; and as Output devices: for example, scanners and printers types), 24 (An
introduction and the most important basics in Types of Information Systems), 31
(An introduction and the most important basics in System Administration and
Maintenance), 13 (An introduction and the most important basics in Computer and
Information Security), 18 (An introduction and the most important basics in
Principles of Computer Networks), 17 (An introduction and the most important
basics in Internet Applications and Web Programming), and 32 (An introduction and
the most important basics in Computer Science).
2. Seven statements were considered as Important as agreed upon by both groups. They
were 6 (An introduction and the most important basics in Information Ethics and
Legal Issues), 1 (An introduction in Evolution stages of computer), 4 (An
introduction in Desktop publishing concepts), 7 (Health and safety), 39 (An
introduction and the most important basics in Computer architecture and
organization), 40 (An introduction and the most important basics in Electronics) and
41 (An introduction and the most important basics in Circuits and Systems).
3. Eighteen statements were considered Very important by students and Important by
teachers. They were 37 (An introduction and the most important basics in Software
Testing), 30 (An introduction and basics in Information Technology Fundamentals),
34 (An introduction and the most important basics in Software Engineering), 36 (An
introduction and the most important basics in Software Design and Construction), 33
(An introduction and the most important basics in Object-Oriented Programming),
29 (An introduction and the most important basics in Information Systems
applications and development), 9 (An introduction and the most important basics in
Electronic learning, by using Multimedia/ modern technologies, for example, Data

113
 show, TV and video, tape recorders), 25 (An introduction and the most important
basics in Information Systems Change Management), 35 (An introduction and the
most important basics in Software Requirement and Specifications), 19 (An
introduction and the most important basics in Data Structures), 21 (An introduction
and the most important basics in Information Management), 26 (An introduction
and the most important basics in Information Systems Strategies and Policies), 8
(Changing technologies), 14 (An introduction and the most important basics in
Principles of Human Computer Interaction), 28 (An introduction and the most
important basics in Decision Support Systems and Theory), 27 (An introduction and
the most important basics in Introduction to E-Business Systems), 10 (Abilities and
skills), and 22 (An introduction and the most important basics in E-Business
Strategies).
4. One statement was considered Important by students and Very important by
teachers. It was 11 (An introduction and the most important basics in
Communication Skills).
5. No a statement of suggested topics/lessons was considered as Not important, Quite
important, or Do not know by both groups.
6. Students rated topic/ lesson needs as Very important more than teachers did; on the
other hand, teachers rated more topic/lesson needs as Important than students did.
This indicated that the students were more interested in the topics/lessons of English
language and recommend courses with these specified lessons and were ready to
have more time to study. This supports the interviews results.
On a whole, courses of ESP are needed. They should be integrated with English for
General Purposes.

4.3.3.2 Significant Differences Between the Students' and Teachers' Views About the
Importance of the Suggested Topics/Lessons

The following statistically significant differences answered the third question of the
study (see page 5). The following t-test and Levene's test were used (When Levene's test
with t-test were used, there were two tables for explaining the results, but here they were
rewritten in just one table.) (See Appendix 5-IV, pp. 167-168). There were statistically
significant differences between the answers of students and teachers in eighteen statements,
seventeen were in favor of students and were needs 8 (Changing technologies), 9 (An
introduction and the most important basics in Electronic learning, by using Multimedia/

114
modern technologies, for example, Data show, TV and video, tape recorders), 16 (An
introduction and the most important basics in Database and Database Systems), 17 (An
introduction and the most important basics in Internet Applications and Web Programming),
22 (An introduction and the most important basics in E-Business Strategies), 25 (An
introduction and the most important basics in Information Systems Change Management),
26 (An introduction and the most important basics in Information Systems Strategies and
Policies), 27 (An introduction and the most important basics in Introduction to E-Business
Systems), 28 (An introduction and the most important basics in Decision Support Systems
and Theory), 29 (An introduction and the most important basics in Information Systems
applications and development), 33 (An introduction and the most important basics in
Object-Oriented Programming), 34 (An introduction and the most important basics in
Software Engineering), 35 (An introduction and the most important basics in Software
Requirement and Specifications), 36 (An introduction and the most important basics in
Software Design and Construction), 37 (An introduction and the most important basics in
Software Testing), 40 (An introduction and the most important basics in Electronics), and
41 (An introduction and the most important basics in Circuits and Systems).
However, there was one statement in favor of teachers and was 11 (An introduction
and the most important basics in Communication Skills). This means that the grand total
was in favor of students. It implied that students needed in urgent for such needs and might
be more aware than teachers for the degree of importance of the suggested topics/lessons, as
they would face during the next levels and as they might cause problems for them. On the
other hand, the difference in favor of teachers indicated that they might be more aware than
students for the degree of importance of that topic/lesson of communication skills.

4.3.3.3 Conclusion

The findings of the close-ended questionnaires were concluded according to the

following criteria:
1. Statements that were agreed upon as Very important or as Important by both groups
were considered as required needs.
2. Statements that were agreed upon by one sample group as Quite important needs,
while the other sample group considered them as Important or Very important were
considered as optional needs and vice versa. This could be due to differences in
experiences and life.

115
 3. Statements that were agreed upon by one sample group as Not important or Do not
know were considered as rejected needs.
The analysis of both group responses to the close-ended questionnaires comprised
the following:
1. Statements of agreement on importance: The researcher highlighted the agreed upon
statements as they were approved by both groups as either Very important or
Important by both sample groups. They were considered as the suggested
topics/lessons of students in the ISD. Results revealed that all the 40 statements were
agreed upon by both groups as required suggested topics/lessons (15 as Very
important, 7 as Important and 19 as Very important by one group and as Important
by the other group).
2. Optional agreement on importance: No statements were found.
3. Statements of agreement on unimportance: There were no statements.
To make the results clearer, look at the table below.
Table 21: The summarized results of suggested topics/ lessons as felt by students and
teachers and the agreed upon needs by both of them ordered according to the
degree of the importance of each lesson/ topic
Group Degree
important

important

important
Important

Do not
know
Very

Quite

Not
Students 2-16-15-20-17-23-5-3-13-37*- 6-40-4-1-11*-7-39-41
31-18-24-30*-34*-38-36*-33*-
29*-32-9*-25*-35*-19*-12-
21*-26*-8*-14*-28*-27*-10* -
22*
Teachers 2-3-12-5-11*-15-20-16-23-38- 30*-14*-6-1-19*-7-21*-4-33*-
24-31-13-18-17-32 36*-37*-10*-35*-8*-34*-9*-
25*-27*-22*-28*-26*-39-29*-
40-41
Ss and Ts Agreed 2-3-12-5-15-20-16-23-38-24 - 6-1-4-7-39-40-41
upon needs 31-13-18-17-32

*=means the need is in favor of that group

The researcher inferred/ deduced from the table above that the students were very
attentive and interested into the topics/lessons as they are the basis upon which the
suggested course lessons should be depended on and is also the basis for promoting and
upgrading students' scientific level in their scientific careers in terms of students' study of
topics as Components of Computer and the introduction and the most important basics in:

116
Computer Applications, Acronyms and Abbreviations, Operating Systems, and so forth as in
Sanmugam (2013).
There were 18 statistically significant differences between students and teachers. 17
of them were in favor of students and were needs 8, 9, 16, 17, 22, 25, 26, 27, 28, 29, 33, 34,
35, 36, 37, 40 and 41 in addition to the accumulative number which was also in favor of
students and these differences implied that students were more aware than teachers for the
degree of importance of suggested topics/lessons, as students have to face them during their
academic studies in their next levels. However, one need was in favor of students and was
the need 11 which might indicate that teachers were more aware of Communication Skills
which might face students in their professions. There were no statistically significant
differences in any of the other statement between the views of the two groups, students and
teachers.
In general, learning and practicing the needed suggested topics/lessons would help
students in their coming years and in their future professions. Lessons of more importance
would consolidate them and prepare them well. The suggested syllabus framework of
English courses 101 and 102 done in the light of the English language needs and topics/
lessons investigated were located at the end of this study (see Appendix 6, pp. 169-187).
The objectives, methodology and other information related to designing the
suggested syllabus framework were also included.

117
Chapter Five: Summary of The Study Findings and Conclusions

5.1 Introduction
5.2 Summary of Aims, Questions, and Procedures
5.3 Summary of Results
5.3.1 Findings of the Formal Interviews
5.3.2 Findings of the Close-ended Questionnaires
5.4 Recommendation
5.5 Suggested Recommendations for Further Studies

118
 Chapter Five:

Summary of The Study Findings and Conclusions

5.1 Introduction
This chapter sums up the study aims, procedures, findings, recommendations and
suggestions for further studies

5.2 Summary of Aims, Questions, and Procedures

The study aimed to investigate the English language needs and suggested a syllabus
framework in the light of such needs.
Accordingly, the data of this study were collected to answer the following questions:
1. What are the English language needs of the students of the Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University as
perceived by students, teachers and graduates and companies/ institutions in the
field?
2. Are there any statistically significant differences between students and teachers
about the English language needs of the students of Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University?
3. Are there any statistically significant differences between students and teachers
about the suggested designed English syllabus framework for the English courses
101 and 102 investigated in Information Systems Department, Faculty of Computer
and Information Technology, Sana’a University?
4. What is the suggested designed syllabus framework for the English courses 101 and
102 in the light of the analysis of the students' English language needs investigated
in Information Systems Department, Faculty of Computer and Information
Technology, Sana’a University as felt by students, teachers and graduates and
companies/ institutions in the field?
For answering the study questions, it was necessary to develop suitable techniques to
gather relevant information by means of formal interviews and close-ended questionnaires.
The following procedures of study were done as follows:
 Reviewing the related literature and previous studies related to the study.
 Analyzing the official documents.

119
  Doing the pilot study. This was done by means of open-ended questionnaire and
informal interview, after judging their validity and the reliability for collecting
information for the formal interviews and close-ended questionnaires.
 Designing the formal interviews and the close-ended questionnaires.
 Validating the tools of formal interviews and close-ended questionnaires by jury
member’s specialists in the field of curriculum design and computer and information
technology.
 Modifying the tools in the light of the referees' modifications.
 Checking the reliability by handling the close-ended questionnaires to a small group
of the sample of the study, two weeks before the final delivering officially.
 Administering the tools of the study above.
 Analyzing the collected data.
 Discussing the collected data.
 Suggesting the suitable objectives/suggestions as well as suggesting the syllabus
framework.
 Finally stating the conclusions, suitable recommendations and the further studies.

5.3 Summary of the Results

The summary of the findings of formal interviews and close-ended questionnaires
will be as follows:

5.3.1 Findings of the Formal Interviews

The findings concluded in this study were:

 Active vocabulary (especially scientific terms of computer) and grammar rules were
considered as Very important needs by students of ISD.
 Listening and Reading were considered as the most important skills, with
approximately the same degree of importance, with Very important.
 Writing and Speaking were considered as the least important skills, but with
Important.
 Students were more dissatisfied than teachers with the current English program.
 The investigated topics related to their specialization should be included and taught
in the English courses 101 and 102, and the introduction of such topics had to be
rich with examples, rules and so forth.

111
  English language courses 101 and 102 should be modern and up-to date and made
for specific and general purposes.

5.3.2 Findings of the Close-ended Questionnaires

The results of the data collected by means of close-ended questionnaires revealed

that:
 Vocabulary, listening and reading skills, and grammar were mostly needed in the
academic studies, respectively. They were considered as Very important.
 Writing and Speaking skills were considered as the least important skills, but with
Important.
 All the academic 46 needs investigated should be included and taught in English
courses 101 and 102. However, among those needs, 17 and 37 were considered as
optional to be included and taught, since they were as Quite important for one group
and Important for another group. They were as follows:
- Need No. 17 (Write punctuation marks (comma, full stop, …) correctly) was
considered as Quite important by students and Important by teachers
- Need No. 37 (Chat and apply it on –line) was considered as Important by
students and Quite important by teachers.
 Functional and notional, situational, content-based, or task-based syllabus of
English, or a combination of two or more of them was primarily required to carry
out different activities at all stages of the students' academic studies.
 Both teachers and students of ISD were in favor of an English program that is based
on both specific and general purposes.
 Significant differences in needs were detected between teachers and students in
favor of teachers in section one and in favor of students in section two.
 The objectives of suggested topics/lessons were displayed.
 Suggested courses framework of English courses 101 and 102 was displayed.
 Twenty-eight units were suggested for both of two courses (14 for each course).
 Each unit consisted of a grammar lesson accompanying a topic.

111
5.4 Recommendations
According to the study findings, the following recommendations were suggested:
 The different functions of English and their use in different situations should be
related to English for both specific and general purposes.
 More emphasis should be on active vocabulary and grammar rules and on language
skills: listening and reading, followed by writing and speaking respectively.
 Practicing self-study should be encouraged to develop and improve students’
English language skills.
 Simple introduction of topics related to students’ specialization should be
emphasized, when designing the courses.
 English courses should be designed depending the functional and notional,
situational, content-based, or task-based syllabus of English or a combination of two
or more of them to help students to carry out different communicative activities.
 Materials should be graded, starting with less technical computer English to more
technical computer English.
 English teachers should be trained well on ESP.
 The curriculum designers, administration of FCIT, the teaching staff of ISD, English
teachers and students of ISD should be aware of the degree of importance of the
things that should be taught in the English language courses.
 English teachers should attend lectures with subject lecturers to get simple
information on topics related to English for Specific Purposes.
 The faculty should add one credit hour at least in each week for teaching English.
 Some other English courses should be added to the current courses and introduced in
the second year or at the vacation summer before joining the ISD, FCIT.

5.5 Suggested Recommendations for Further Studies

In the light of the results of the study, it was clear that there were still some areas
related to the current study that need to be studied:
 The current English language courses 101 and 102 should be evaluated in relation to
the students' needs investigated to see to what extent they meet the students' needs.
 A follow-up study in designing the contents of English courses 101 and 102 that
match the students' needs should be done.

112
 A study on needs analysis should be held for the students in other departments of
FCIT and in other colleges of the university.
 Other English courses should be designed to be introduced at the vacation summer
before joining the college.

113
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 Appendices
Appendix 1: General Statistics related to students of FCIT, 2014-2015……………..........128
Appendix 2: Open-ended questionnaire/ informal interview:………………….………..129
2-I. Jury members of the open-ended questionnaire/ informal interview…….....129
2-II. Final form of the open-ended questionnaire/ informal interview of
students and teachers. ……………….………………………………..….....129
2-II1. Arabic versions…………………………………………….…..........129
2-II2. English versions…………………………...………………..…....…129
Appendix 3: Formal Interviews:……………………………………………………...........130
3-I. Jury members of the formal interviews………………..….…..…….……....130
3-II. The cover letter of formal interviews to the validators (Arabic versions).....131
3-II1. Final form of the formal interview questions of ISD students,
teachers and graduates…………………………..…………..…........132
3-II2. Final form of the formal interview questions of companies and
institutions……………………..…………..…………………….......132
3-III. The cover letter of formal interviews to the validators (English
version):………………………………………………………………......133
3-III1. Final form of the formal interview questions of ISD students,
teachers and graduates………………………………………..........134
3-III2. Final form of the formal interview questions of companies and
institutions……………...………………………..……………...…..134
Appendix 4: Close-ended questionnaires:…………………………………..……………..135
4-I. Jury members of the close-ended questionnaires…………..…………….....135
4-II. The reliability of the close-ended questionnaires:………………….....…....137
4-II1. The reliability of the close-ended questionnaires, section one……...137
4-II2. The reliability of the close-ended questionnaires, section two……...140
4-III. The cover letter of the close-ended questionnaires to the validators (Arabic
version):………………… ……………………………………….....…......142
4-III1. The final form of the close-ended questionnaire questions of ISD
students………………………………………...……………......…143
4-III2. The final form of the close-ended questionnaire questions of ISD
teachers………………….………………………...……..……...…147

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 4-IV. The cover letter of the close-ended questionnaires to the validators (English
versions):…………………… …………………...……………….……….151
4-IV1. The final form of the close-ended questionnaire questions of ISD
students……………………...……………………………..……....152
4-IV2. The final form of the close-ended questionnaire questions of ISD
teachers………………………...……………………..……...….....156
Appendix 5: Tables of Results:………………………………………………….………...160
5-I: Frequency and percentage of each statement of formal interviews, section
two……………………….…………………………………………………160
5-II: Differences between students and teachers about the degree of importance of
the English language needs plus Levene's test with t-test for (among
statements)………….………………………………………...….................162
5-III: Arithmetic means, standard deviations and the degree of importance of the
suggested topics/lessons as individual…………………………..……..…..165
5-IV: Significant Differences between students and teachers about the degree of
importance of topics/lessons of English language plus Levene's test with
t- test for statements individually…………………………………..……...167
Appendix 6: The Designed Suggested Syllabus Framework…………………….….….....169

127
Appendix 1: General Statistics related to students of FCIT, 2014-2015

128
Appendix 2: Open-ended Questionnaire/ informal interview

Appendix 2-I: Jury members of the open-ended questionnaire/ informal interview

1. Dr. Fazee Khaled Al-Muslimi, assistant professor of English, and a member of the
English Department staff, Faculty of Education, Sana'a University, Sana'a.
2. Dr. Ismail Masaood Naji, associate professor of curriculum and methods of
teaching,
Ex head of the English Department, Faculty of Education, Sana'a University, Sana'a.
3. Dr. Khadija Yassin Ramadan, assistant professor of curriculum and methods of
teaching, a member of the English Department staff, Faculty of Education, Sana'a
University, Sana'a.
4. Prof. Ghaleb Al-Jafari, a professor of Computer Science, vice dean for academic
affairs, a member of the Information Systems Department staff, Faculty of Computer
and Information Technology, Sana'a University, Sana'a.

Appendix 2-II: Final form of the open-ended questionnaire/ informal interview of

students and teachers

Appendix 2-II1: Arabic versions

‫ لماذا طلبة نظم المعلومات يحتاجون إلى تعلم اللغة اإلنجليزية؟‬.1
‫؟‬112‫ و‬111 ‫ ما أهم الحاجات األكاديمية التي يريد أن يتعلمها طلبة نظم المعلومات في مقرري اللغة اإلنجليزية‬.2
‫؟‬112‫ و‬111 ‫ ما أهم المواضيع التي يريد أن يتعلمها طلبة نظم المعلومات في مقرري اللغة اإلنجليزية‬.3

Appendix 2-II2: English versions

1. Why do you think students of the Information Systems need to learn English?
2. What are the most important academic needs do you think students want to learn in
English courses 101 and 102 in the Information Systems Department?
3. What are the most important topics do you think students want to learn in English
courses 101 and 102 in the Information Systems Department?

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Appendix 3: Formal Interviews

Appendix 3-I: Jury members of the formal interviews

1. Prof. Mohammad Abdo Al-Mekhlafi, a professor of English, Ex head of the English
Department, Faculty of Education, Sana'a University, Sana'a.
2. Dr. Fazee Khaled Al-Muslimi, assistant professor of English, and a member of the
English Department staff, Faculty of Education, Sana'a University, Sana'a.
3. Dr. Ismail Masaood Naji, associate professor of curriculum and methods of
teaching, Ex head of the English Department, Faculty of Education, Sana'a
University, Sana'a.
4. Dr. Amin Al-Mekhlafi, associate professor of English, the head of the English
Department, Faculty of Education, Sana'a University, Sana'a.
5. Dr. Khadija Yassin Ramadan, assistant professor of curriculum and methods of
teaching, a member of the English Department staff, Faculty of Education, Sana'a
University, Sana'a.
6. Dr. Murad Al-Azzani, assistant professor of English, and a member of the English
Department staff, Faculty of Education, Sana'a University, Sana'a.
7. Dr. Yhya Al-Marani, assistant professor of English, the Head of the English
Department, Faculty of Education, Sana'a University, Arhab.
8. Dr. Erhab Al-Arhabi, assistant professor of English Literature, and a member of the
English Department staff, Faculty of Education, Sana'a University, Arhab.
9. Dr. Abdullah Sufian Mudhish, assistant professor of English, and a member of the
English Department staff, Faculty of Education, Sana'a University, Arhab.
10. Dr. Khaild Zuheer, assistant professor of curriculum and methods of teaching,
Faculty of Education, Sana'a University, Arhab.
11. Prof. Ghaleb Al-Jafari, a professor of Computer Science, vice dean for academic
affairs, a member of the Information Systems Department staff, Faculty of Computer
and Information Technology, Sana'a University, Sana'a.
12. Dr. Mokhtar Ghailan, assistant professor of Information Systems, the head of
Computer Centre, former head of Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University, Sana'a.
13. Dr. Ibrahim Mohammad Abu-Taleb, assistant professor of Arabic, and a member of
the Arabic Department staff, Faculty of Education, Sana'a University, Arhab.

131
‫)‪Appendix 3-II: The cover letter of formal interviews to the validators (Arabic version‬‬

‫عزيزي الدكتور‪،‬‬
‫تهدف أسئلة المقابلتين إلى “تصميم إطار منهج مقترر فري ضرو حاجرات طلبرة م رم نظرم المعلومرات‪ ،‬فري كليرة‬
‫الحاسوب وتكنولوجيا المعلومات‪ ،‬جامعة صنعا ‪ ،‬للغة االنجليزية تحت البحث "‬
‫أسئلة البحث‪:‬‬
‫هذا البحث يحاول اإلجابة على األسئلة التالية‪:‬‬
‫‪ .1‬ما حاجات طلبة م م نظم المعلومات في كلية الحاسوب وتكنولوجيا المعلومات ل اللغة اإلنجليزية كما يراها‪:‬‬
‫الطلبة؟‬ ‫‪-‬‬
‫المدرسون؟‬ ‫‪-‬‬
‫الخريجون والشركات ‪ /‬المؤس ات في هذا المجال؟‬ ‫‪-‬‬
‫‪ .2‬هل هناك أيرة فرروم مهمرة إحصرابيا برين الطلبرة والمدرسرين حرول حاجرات طلبرة م رم نظرم المعلومرات فري كليرة‬
‫الحاسوب وتكنولوجيا المعلومات للغة اإلنجليزية تحت البحث كما يشعر بها الطلبة والمدرسون؟‬
‫‪ .3‬هل هناك أية فروم مهمة إحصابيا بين الطلبة والمدرسين حول مواضيع‪ /‬دروس اللغة اإلنجليزيرة المقترحرة فري‬
‫م م نظم المعلومات في كلية الحاسوب وتكنولوجيا المعلومات للغة اإلنجليزية تحت البحث كما يشعر بهرا الطلبرة‬
‫والمدرسون؟‬
‫‪ .4‬ما المواضيع‪/‬الدروس المقترحة في إطار منهج اللغة اإلنجليزية المقتر للقيام به في ضو تحليل حاجرات طلبرة‬
‫م ررم نظررم المعلومررات فرري كليررة الحاسرروب وتكنولوجيررا المعلومررات للغررة اإلنجليزيررة تحررت البحررث والترري يحتاجهررا‬
‫الطلبة وينبغي أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬اإلنجليزية كما يشعر بها‪:‬‬
‫الطلبة؟‬ ‫‪-‬‬
‫المدرسون؟‬ ‫‪-‬‬
‫الخريجون والشركات ‪ /‬المؤس ات في هذا المجال؟‬ ‫‪-‬‬
‫األسئلة التالية هي األسئلة المقترحة لمقابلتي‬
‫‪ .1‬طلبة ومدرسي وخريجي نظم المعلومات في كلية الحاسوب وتكنولوجيا المعلومات‪ ،‬جامعة صنعا ‪ ،‬صنعا ‪.‬‬
‫‪ .2‬الشركات والمؤس ات في هذا المجال‪.‬‬
‫طبقا لعنوان وأسئلة البحث المذكور أعاله‪ ،‬لطفا منك يرجى التكرم بالتحقق من صدم كل سؤال مرن حيرث كونره‬
‫مناسب‪ ،‬ومتعلق‪ ،‬ومتصل بموضرو البحرث وأسرئلته‪ ،‬ولروفي هنراك أيرة تعرديالت‪ ،‬يرجرى كتابتهرا كونهرا ربمرا ت راعد فري‬
‫إجابات أسئلة المقابلتين بالشكل الذي يخدم غرض وأسئلة البحث‪.‬‬

‫‪131‬‬
‫‪Appendix 3-II1: Final form of the formal interview questions of ISD students, teachers‬‬
‫‪and graduates‬‬

‫أوال‪ :‬مقابلة الطلبة والمدرسين والخريجين الذين درسوا نفس مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬الموجودة حاليا‬
‫‪Interview questions‬‬ ‫أسئلة المقابلة‬
‫‪ )1‬ما حاجة الطلبة للغة اإلنجليزية في م م نظم المعلومات؟ ولماذا؟‬
‫مثال‪ ،‬لالستما ‪ /‬االستما إلى محاضرة‪ ،‬أو لكتابة أورام بحث‪ ،‬أو لحل تمرارين‪ ،‬أو لججابرة علرى أسرئلة االختبرارات‪ ،‬أو للكتابرة‪ ،‬أو لقررا ة‬
‫نص ‪ ...‬أو للتحدث مع شخص آخر أو لمتابعة الجديد في مجال عملك‪ ،‬أو للمنامشة مع الزمال ‪ ،‬الخ‬
‫‪ )2‬ما أهم المهارات اللغوية في القرا ة التي يجب أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬المقترحة في م م نظم المعلومات؟ ولماذا؟‬
‫‪ )3‬ما أهم المهارات اللغوية في الكتابة التي يجب أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬المقترحة في م م نظم المعلومات؟ ولماذا؟‬
‫‪ )4‬مرا أهررم المهررارات اللغويررة فري االسررتما الترري يجررب أن يتضرمنها مقرررري اللغررة اإلنجليزيررة ‪ 111‬و‪ 112‬المقترحرة فرري م ررم نظررم المعلومررات؟‬
‫ولماذا؟‬
‫‪ )5‬ما أهم المهارات اللغوية في التحدث التي يجب أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬المقترحة في م م نظم المعلومات؟ ولماذا؟‬
‫‪ )6‬مرا أهرم المهرارات اللغويرة فري المفرردات التري يجرب أن يتضررمنها مقررري اللغرة اإلنجليزيرة ‪ 111‬و‪ 112‬المقترحرة فري م رم نظرم المعلومررات؟‬
‫ولماذا؟‬
‫‪ )7‬ما أهم المهارات اللغوية في القواعد النحوية التي يجب أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬المقترحة في م م نظم المعلومرات؟‬
‫ولماذا؟‬
‫‪ )8‬ما أهم المواضيع أو الدروس التي يجب أن يتضرمنها مقررري اللغرة اإلنجليزيرة ‪ 111‬و‪ 112‬المقترحرة فري م رم نظرم المعلومرات (ذات الصرلة‬
‫بالتخصص) في‬
‫القرا ة؟ ولماذا؟‬
‫الكتابة؟ ولماذا؟‬
‫االستما ؟ ولماذا؟‬
‫التحدث؟ ولماذا؟‬
‫المفردات؟ ولماذا؟‬
‫القواعد النحوية؟ ولماذا؟‬
‫‪ )9‬ما مدى رضاك أو مناعتك بكتب اللغة االنجليزية الحالية ‪101/102‬؟ ولماذا؟‬
‫‪ )11‬أضف أية امتراحات أو تعليقات حول حاجات طلبة م م نظم المعلومات للغة اإلنجليزية‪.‬‬

‫‪Appendix 3-II2: Final form of the formal interview questions of companies and‬‬
‫‪institutions‬‬

‫ثانيا‪ :‬مقابلة الشركات‪ /‬المؤس ات‬

‫‪Interview questions‬‬ ‫أسئلة المقابلة‬
‫ما حاجات هذه الشركة‪ /‬المؤس ة ‪-‬التي تعمل فيها‪-‬إلى استخدام اللغة اإلنجليزية؟ ولماذا؟‬ ‫‪)1‬‬
‫مرثال (لالسررتما إلررى معلومررة محررددة‪ ،‬أو لقررا ة الكتالوجررات‪ ،‬الرررد علررى التلفررون‪ ،‬كتابرة تقررارير أو رسررابل أو إيمرريالت‪ ،‬أو لقرررا ة نررص ‪ ،‬أو‬
‫للتحدث‪ ،‬أو لمتابعة الجديد في مجال عملك ‪،‬أو للمنامشة مع الزمال ‪ ،‬الخ‬
‫ما أهم المهارات اللغوية في القرا ة التي يجب أن ت تخدم وتمارس في هذه الشركة‪ /‬المؤس ة؟‬ ‫‪)2‬‬
‫ما أهم المهارات اللغوية في الكتابة التي يجب أن ت تخدم وتمارس في هذه الشركة‪ /‬المؤس ة؟‬ ‫‪)3‬‬
‫ما أهم المهارات اللغوية في االستما التي يجب أن ت تخدم وتمارس في هذه الشركة‪ /‬المؤس ة؟‬ ‫‪)4‬‬
‫ما أهم المهارات اللغوية في التحدث التي يجب أن ت تخدم وتمارس في هذه الشركة‪ /‬المؤس ة؟‬ ‫‪)5‬‬
‫ما أهم المهارات اللغوية في المفردات التي يجب أن ت تخدم وتمارس في هذه الشركة‪ /‬المؤس ة؟‬ ‫‪)6‬‬
‫ما أهم المهارات اللغوية في القواعد النحوية التي يجب أن ت تخدم وتمارس في هذه الشركة‪ /‬المؤس ة؟‬ ‫‪)7‬‬
‫أضف أية امتراحات أو تعليقات حول حاجات الشركة‪ /‬المؤس ة للغة اإلنجليزية‪.‬‬ ‫‪)8‬‬

‫‪132‬‬
Appendix 3-III: The cover letter of formal interviews to the validators (English version)

Dear doctor,
The questions of the following two interviews aim at “Designing a Suggested
Syllabus Framework in the light of the Investigated Students’ English Language Needs in
the courses (101 and 102), in the Information Systems Department, Faculty of Computer
and Information Technology, Sana'a University”.
Study questions:
This study tries to answer the following questions:
1. What are the English language needs of the students of the Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University
as perceived by students, teachers, and graduates and companies/institutions in the
field?
2. Are there any statistically significant differences between students and teachers
about the English language needs of the students of Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University?
3. Are there any statistically significant differences between students and teachers
about the suggested designed English syllabus framework for the English courses
101 and 102 investigated in Information Systems Department, Faculty of Computer
and Information Technology, Sana’a University?
4. What is the suggested syllabus framework for the English courses 101 and 102 in
the light of the analysis of the students' English language needs investigated in
Information Systems Department, Faculty of Computer and Information
Technology, Sana’a University as felt by students, teachers, and graduates and
companies/institutions in the field?
Listed below are the suggested questions of the following two formal interviews:
1. Students, teachers and graduates of Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University, Sana'a.
2. Companies/ institutions in the field.
According to the title and study questions mentioned above, you are kindly asked to
validate the suitability, relatedness, relevance of each question and if there is any
modification, please write it in the following tool as it may help in answering the questions
of the following two interviews to serve the purpose and the study questions.

133
Appendix 3-III1: Final form of the formal interview questions of ISD students, teachers
and graduates
Interview questions
1) What do you think are the students’ English language needs in the Information Systems Department? And
Why?
E.g. for listening/ listening to a lecture, writing research papers, doing exercises, answering exam
questions, in writing or structuring sentences, reading texts …, speaking, following the new in the
field, for discussion with colleagues, and so forth.
2) What are the most important linguistic skills of reading that should be included in the suggested English
language courses 101/2 in/ for the Information Systems Department? And why?
3) What are the most important linguistic skills of writing that should be included in the suggested English
language courses 101/2 in/ for the Information Systems Department? And why?
4) What are the most important linguistic skills of listening that should be included in the suggested English
language courses 101/2 in/ for the Information Systems Department? And why?
5) What are the most important linguistic skills of speaking that should be included in the suggested English
language courses 101/2 in/ for the Information Systems Department? And why?
6) What are the most important linguistic skills of vocabulary that should be included in the suggested
English language courses 101/2 in/ for the Information Systems Department? And why?
7) What are the most important linguistic skills of grammar rules that should be included in the suggested
English language courses 101/2 in/ for the Information Systems Department? And why?
8) What are the most important topics/ lessons that should be included in the suggested English language
courses 101/2 in/for the Information Systems Department (relevant to specialty) in
Reading? And why?
Writing? And why?
Listening? And why?
Speaking? And why?
Vocabulary? And why?
Grammar rules? And why?
9) How satisfied are you with the current English 101/ 102 course books? And why?
10) Add any suggestions or comments about the students’ language needs in the Information Systems
Department.

Appendix 3-III2: Final form of the formal interview questions of companies and
institutions
Interview questions
1) What are the English language needs in this company/ institution that you work in? And why?
E.g. for listening to specific information, reading catalogs, answering phones, writing reports/ letters or
e-mails, structuring sentences, reading texts, speaking , following the new in your field, discussion with
colleagues, and so forth.
2) What are the most important English skills of reading that should be used and practiced in this company/
institution?
3) What are the most important English skills of writing that should be used and practiced in this company/
institution?
4) What are the most important English skills of listening that should be used and practiced in this company/
institution?
5) What are the most important English skills of speaking that should be used and practiced in this company/
institution?
6) What are the most important English skills of vocabulary that should be used and practiced in this
company/ institution?
7) What are the most important English skills of grammar rules that should be used and practiced in this
company/ institution?
8) Add any suggestions or comments about the English language needs in this company/ institution.

134
Appendix 4: Close-ended Questionnaires

Appendix 4-I: Jury members of the close-ended questionnaires

1. Prof. Mohammad Abdo Al-Mekhlafi, a professor of English, Ex head of the English
Department, Faculty of Education, Sana'a University, Sana'a.
2. Dr. Fazee Khaled Al-Muslimi, assistant professor of English, and a member of the
English Department staff, Faculty of Education, Sana'a University, Sana'a.
3. Dr. Ismail Masaood Naji, associate professor of curriculum and methods of
teaching, Ex head of the English Department, Faculty of Education, Sana'a
University, Sana'a.
4. Dr. Amin Al-Mekhlafi, associate professor of English, the head of the English
Department, Faculty of Education, Sana'a University, Sana'a.
5. Dr. Khadija Yassin Ramadan, assistant professor of curriculum and methods of
teaching, a member of the English Department staff, Faculty of Education, Sana'a
University, Sana'a.
6. Dr. Ali Al-Sharafi,, assistant professor of English, a member of the English
Department staff, Faculty of Education, Sana'a University, Sana'a.
7. Dr. Murad Al-Azzani, assistant professor of English, and a member of the English
Department staff, Faculty of Education, Sana'a University, Sana'a.
8. Dr. Yhya Al-Marani, assistant professor of English, the Head of the English
Department, Faculty of Education, Sana'a University, Arhab.
9. Dr. Erhab Al-Arhabi, assistant professor of English Literature, and a member of the
English Department staff, Faculty of Education, Sana'a University, Arhab.
10. Dr. Abdullah Sufian Mudhish, assistant professor of English, and a member of the
English Department staff, Faculty of Education, Sana'a University, Arhab.
11. Dr. Khaild Zuheer, assistant professor of curriculum and methods of teaching,
Faculty of Education, Sana'a University, Arhab.
12. Prof. Ghaleb Al-Jafari, a professor of Computer Science, vice dean for academic
affairs, a member of the Information Systems Department staff, Faculty of Computer
and Information Technology, Sana'a University, Sana'a.
13. Dr. Sharaf Al-Hamdi, assistant professor of Computer Science, vice dean for
Students' Affairs, a member of the Information Systems Department staff, Faculty of
Computer and Information Technology, Sana'a University, Sana'a.

135
14. Dr. Mokhtar Ghailan, assistant professor of Information Systems, the head of
Computer Centre, former head of Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University, Sana'a.
15. Dr. Malek Al-Jabri, assistant professor of computer network, the head of Computer
Science Department, a member of Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University, Sana'a.
16. Dr. Adnan Al-Mutawakel, assistant professor of Computer, the head of Information
Technology Department, a member of Information Systems Department, Faculty of
Computer and Information Technology, Sana'a University, Sana'a.
17. Dr. Ibrahim Mohammad Abu-Taleb, assistant professor of Arabic, and a member of
the Arabic Department staff, Faculty of Education, Sana'a University, Arhab.

136
Appendix 4-II: The reliability of the close-ended questionnaire

Appendix 4-II1: The reliability of the close-ended questionnaire, section one

Item Statistics
Variables Mean Standard Deviation N
1 4.8166 0.53104 46
2 4.2445 0.84890 46
3 4.1135 0.94833 46
4 4.4148 0.88255 46
5 4.3275 0.83361 46
6 4.5371 0.78621 46
7 4.7904 0.56947 46
8 3.5895 1.12666 46
9 3.9258 1.06322 46
10 4.0961 1.02574 46
11 4.5677 0.80623 46
12. 3.7773 0.98596 46
13 4.2052 0.96280 46
14 4.4192 0.83181 46
15 4.6245 0.72458 46
16 4.4192 0.81045 46
17 3.2838 1.15194 46
18 3.8734 1.11475 46
19 4.3974 0.90524 46
20 4.2358 0.89655 46
21 4.1485 0.96644 46
22 4.0742 1.00816 46
23 4.0480 0.99664 46
24 4.2096 0.98662 46
25 4.3362 0.89126 46
26 3.8865 1.07002 46
27 4.2926 0.91142 46
28 4.4934 0.92537 46
29 3.9258 1.33071 46
30 4.3843 0.90850 46
31 4.3930 0.89499 46
32 4.2140 0.94246 46
33 4.5590 0.78487 46
34 4.2664 0.88047 46
35 4.1266 1.04991 46
36 4.1834 1.01372 46
37 3.4891 1.16834 46
38 4.7598 0.56890 46
39 4.5852 0.73027 46
40 4.0087 1.05128 46
41 4.0393 1.12516 46
42 4.2533 0.98966 46
43 4.5502 0.81830 46
44 4.3275 0.94227 46
45 4.4279 0.82733 46
46 4.4279 0.81127 46

137
Item-Total Statistics: Debugger correlation coefficient for an item- total degree for the field of English
language and the values of Alpha coefficient after deleting the single item

Variables Scale Mean if Item Scale Variance if Corrected Item- Cronbach's Alpha if
Deleted Item Deleted Total Correlation Item Deleted
1 190.2533 308.900 -0.001- 0.891
2 190.8253 300.540 0.268 0.888
3 190.9563 299.077 0.280 0.888
4 190.6550 302.297 0.198 0.889
5 190.7424 302.061 0.221 0.889
6 190.5328 301.469 0.259 0.888
7 190.2795 303.913 0.248 0.889
8 191.4803 294.347 0.350 0.887
9 191.1441 290.887 0.473 0.885
10 190.9738 293.973 0.402 0.887
11 190.5022 295.918 0.454 0.886
12. 191.2926 297.032 0.328 0.888
13 190.8646 294.425 0.418 0.886
14 190.6507 293.781 0.515 0.885
15 190.4454 301.441 0.286 0.888
16 190.6507 300.535 0.284 0.888
17 191.7860 292.590 0.387 0.887
18 191.1965 293.509 0.377 0.887
19 190.6725 298.949 0.300 0.888
20 190.8341 294.262 0.458 0.886
21 190.9214 294.862 0.403 0.887
22 190.9956 292.294 0.460 0.886
23 191.0218 292.828 0.450 0.886
24 190.8603 293.094 0.447 0.886
25 190.7336 296.398 0.390 0.887
26 191.1834 290.703 0.475 0.885
27 190.7773 296.025 0.392 0.887
28 190.5764 300.517 0.243 0.889
29 191.1441 291.440 0.351 0.888
30 190.6856 296.541 0.377 0.887
31 190.6769 294.290 0.458 0.886
32 190.8559 296.808 0.353 0.887
33 190.5109 300.725 0.287 0.888
34 190.8035 295.650 0.421 0.886
35 190.9432 295.343 0.352 0.887
36 190.8865 292.373 0.455 0.886
37 191.5808 291.420 0.411 0.886
38 190.3100 303.811 0.253 0.888
39 190.4847 300.067 0.338 0.888
40 191.0611 292.102 0.444 0.886
41 191.0306 293.047 0.385 0.887
42 190.8166 296.545 0.341 0.887
43 190.5197 301.365 0.251 0.889
44 190.7424 294.201 0.435 0.886
45 190.6419 297.161 0.397 0.887
46 190.6419 293.810 0.528 0.885

138
Scale Statistics
Mean Variance Std. Deviation N of Items
195.0699 309.162 17.58300 46

Reliability Statistics
Cronbach's Alpha N of Cases N of Items
0.889 46 46

139
Appendix 4-II2: The reliability of the close-ended questionnaire, section two
Item Statistics
Variables Mean Standard Deviation N
1 4.0349 1.06318 46
2 4.7817 0.48251 46
3 4.5197 0.74681 46
4 4.0655 1.10425 46
5 4.5895 0.63320 46
6 4.1485 0.90066 46
7 4.0131 0.96646 46
8 4.2838 1.02715 46
9 4.3843 0.84340 46
10 4.2096 0.92703 46
11 4.0218 1.03214 46
12 4.3319 0.92901 46
13 4.5109 0.78143 46
14 4.2707 0.90130 46
15 4.6463 0.72653 46
16 4.7118 0.64542 46
17 4.5983 0.72257 46
18 4.4847 0.81970 46
19 4.3450 0.94532 46
20 4.6463 0.73851 46
21 4.3057 0.92860 46
22 4.2009 0.97053 46
23 4.5983 0.80851 46
24 4.4803 0.80340 46
25 4.3668 0.88156 46
26 4.2926 0.98095 46
27 4.2183 0.97126 46
28 4.2402 0.98183 46
29 4.4236 0.85817 46
30 4.4760 0.87639 46
31 4.4891 0.84090 46
32 4.4148 0.88751 46
33 4.4367 0.91367 46
34 4.4585 0.88073 46
35 4.3668 0.91572 46
36 4.4541 0.85010 46
37 4.5109 0.81441 46
38 4.4541 0.78575 46
39 4.0131 1.14125 46
40 4.1485 1.03227 46
41 3.9869 1.17159 46

141
Item-Total Statistics: Debugger correlation coefficient for item-total of the field of the topics and lessons and
the values of Alpha coefficient after deleting the single item.
Scale Mean if Item Scale Variance Corrected Item- Cronbach's Alpha if
Variables
Deleted if Item Deleted Total Correlation Item Deleted
1 174.8996 355.933 0.184 0.934
2 174.1528 359.998 0.230 0.933
3 174.4148 354.016 0.351 0.932
4 174.8690 343.860 0.473 0.931
5 174.3450 358.034 0.251 0.933
6 174.7860 352.599 0.326 0.933
7 174.9214 351.415 0.334 0.933
8 174.6507 345.623 0.465 0.931
9 174.5502 348.301 0.490 0.931
10 174.7249 347.595 0.463 0.931
11 174.9127 345.519 0.466 0.931
12 174.6026 346.434 0.496 0.931
13 174.4236 347.096 0.575 0.931
14 174.6638 348.698 0.444 0.932
15 174.2882 348.232 0.579 0.931
16 174.2227 351.849 0.503 0.931
17 174.3362 350.917 0.481 0.931
18 174.4498 343.652 0.662 0.930
19 174.5895 344.997 0.528 0.931
20 174.2882 350.232 0.495 0.931
21 174.6288 344.559 0.552 0.931
22 174.7336 343.416 0.559 0.931
23 174.3362 350.900 0.426 0.932
24 174.4541 349.924 0.462 0.931
25 174.5677 344.729 0.579 0.930
26 174.6419 342.468 0.579 0.930
27 174.7162 341.888 0.602 0.930
28 174.6943 342.906 0.566 0.930
29 174.5109 346.742 0.531 0.931
30 174.4585 346.723 0.520 0.931
31 174.4454 347.388 0.522 0.931
32 174.5197 345.759 0.542 0.931
33 174.4978 347.444 0.475 0.931
34 174.4760 345.207 0.564 0.931
35 174.5677 342.887 0.611 0.930
36 174.4803 345.944 0.562 0.931
37 174.4236 348.324 0.509 0.931
38 174.4803 350.777 0.443 0.932
39 174.9214 341.739 0.507 0.931
40 174.7860 342.502 0.546 0.931
41 174.9476 339.006 0.558 0.931

Scale Statistics
Mean Variance Std. Deviation N of Items
178.9345 364.447 19.09051 41

Reliability Statistics
Cronbach's Alpha N of Cases N of Items
0.933 46 41

141
‫‪Appendix 4-III: The cover letter of the close-ended questionnaires to the validators‬‬
‫)‪(Arabic versions‬‬
‫عزيزي الدكتور‪،‬‬
‫تهدف هذه االستبانة إلرى “تصرميم إطرار مرنهج مقترر فري ضرو حاجرات طلبرة م رم نظرم المعلومرات‪ ،‬فري كليرة‬
‫الحاسوب وتكنولوجيا المعلومات‪ ،‬جامعة صنعا للغة االنجليزية تحت البحث‪”.‬‬
‫أسئلة البحث‪:‬‬
‫هذا البحث يحاول اإلجابة على األسئلة التالية‪:‬‬
‫‪ .1‬ما حاجات طلبة م م نظم المعلومات في كلية الحاسوب وتكنولوجيا المعلومات ل اللغة اإلنجليزية كما يراها‪:‬‬
‫الطلبة؟‬ ‫‪-‬‬
‫المدرسون؟‬ ‫‪-‬‬
‫خريجو الكلية والشركات ‪ /‬المؤس ات في هذا المجال؟‬ ‫‪-‬‬
‫‪ .2‬هل هناك أيرة فرروم مهمرة إحصرابيا برين الطلبرة والمدرسرين حرول حاجرات طلبرة م رم نظرم المعلومرات فري كليرة‬
‫الحاسوب وتكنولوجيا المعلومات للغة اإلنجليزية تحت البحث كما يشعر بها الطبة والمدرسون؟‬
‫‪ .3‬هل هناك أية فروم مهمة إحصابيا بين الطلبة والمدرسين حول مواضيع‪ /‬دروس اللغة اإلنجليزيرة المقترحرة فري‬
‫م م نظم المعلومات في كلية الحاسوب وتكنولوجيا المعلومات للغة اإلنجليزية تحت البحث كما يشعر بهرا الطلبرة‬
‫والمدرسون؟‬
‫‪ .4‬ما المواضيع‪/‬الدروس المقترحة في إطار منهج اللغة اإلنجليزية المقتر للقيام به في ضو تحليل حاجرات طلبرة‬
‫م ررم نظررم المعلومررات فرري كليررة الحاسرروب وتكنولوجيررا المعلومررات للغررة اإلنجليزيررة تحررت البحررث والترري يحتاجهررا‬
‫الطلبة وينبغي أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬اإلنجليزية كما يشعر بها‪:‬‬
‫الطلبة؟‬ ‫‪-‬‬
‫المدرسون؟‬ ‫‪-‬‬
‫خريجو الكلية والشركات ‪ /‬المؤس ات في هذا المجال؟‬ ‫‪-‬‬
‫طبقا لعنوان وأسئلة البحث المذكور أعاله‪ ،‬لطفا منك يرجى التكرم بالتحقق من صدم كل جملة مرن حيرث كونهرا‬
‫مناسرربة‪ ،‬ومتعلقررة‪ ،‬ومتصررلة بموضررو البحررث وأسررئلته ومكتوبررة إمالبيررا بشرركل صررحي ‪ ،‬ولرروفي هنرراك أيررة تعررديالت‪ ،‬يرجررى‬
‫كتابتها كونها ربما ت اعد في إجابات جمل االستبانة التالية بالشكل الذي يخدم غرض وأسئلة البحث‪.‬‬

‫‪142‬‬
‫‪Appendix 4-III1: The final form of the close-ended questionnaire questions of ISD‬‬
‫‪students‬‬

‫عزيزي الطالب‪ /‬عزيزتي الطالبة‪،‬‬

‫هرذه االسررتبانة تهرردف إلررى"تصررميم إطررار مررنهج مقتررر فرري ضررو حاجراتطلبررة م ررم نظررم المعلومررات فرري كليررة الحاسرروب وتكنولوجيررا‬
‫المعلومات‪ ،‬جامعة صنعا ‪ ،‬للغة االنجليزية تحت البحث "‪ .‬إن إجاباتك سرتكون موضرع ثقرة وتقردير وسروف ت رتخدم ألغرراض البحرث فقر ‪ ،‬لرذلك‬
‫يرجى إكمال كل أجزا هذه االستبانة بعناية‪.‬‬
‫معلومات عامة‪ :‬ضع عالمة (√) في المكان المناسب‪:‬‬
‫االسم(اختياري)‪........................................... :‬‬ ‫‪.1‬‬
‫)‬ ‫أنثى (‬ ‫ذكر ( )‬
‫)‬ ‫الرابع (‬ ‫الثالث ( )‬ ‫الثاني ( )‬ ‫الم توى‪:‬‬ ‫‪.2‬‬
‫الجزء األول‪ :‬درجة أهمية الحاجات اللغوية‪:‬‬
‫تعليمات‪ :‬الرجا مرا ة كل فقررة فري الجردول أدنراه بعنايرة‪ ،‬ومرن ثرم ضرع عالمرة ( √ ) أمرام الحاجرات اللغويرة فري االختيرار الرذي يمثرل‬
‫وجهة نظرك لتخبرنا عن درجة أهمية هذه الحاجات وأهمية تضمينها في مقرري اللغة اإلنجليزية ‪ 111‬و ‪ 112‬في م م نظم المعلومات‪.‬‬
‫مدى أهمية الحاجات‬
‫اللغويةةةةةةةةةةةة أد ةةةةةةةةةةةا‬
‫(لتضةةةةةةةةةةةةةةةةةةةةةةةةمين ا‬ ‫الحاجات اللغوية التي يمكن تحقيق ا من خالل دراسة طلبة قسم ظم المعلومات للغة اإل جليزية‬
‫تدريس ا في مقرري‬
‫اللغة اإل جليزية‬
‫)‪(101and 102‬‬
‫في القسم؟‬
‫ال أعرف‬

‫م م جدا‬
‫ليس م م‬
‫م م قليال‬
‫متوسط األهمية‬

‫‪ -I‬حاجات قرائية ‪Reading Needs‬‬

‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )1‬مرا ة الكتب والمالزم المقررة وفهمها‪.‬‬
‫‪ )2‬مرا ة مقاالت متعلقة بالتخصص في المجالت العلمية المتخصصة والمراجع األكاديمية وفهمها‪.‬‬
‫‪ )3‬مرا ة وفهم كتيبرات التشرغيل (تعليمرات للم رتخدمين)‪ ،‬وتعليمرات ال رالمة والعالمرات علرى األجهرزة‪ ،‬والكتالوجرات‬
‫واألدلة (لتشغيل نظام‪/‬جهاز)‪.‬‬
‫‪ )4‬مرا ة وفهم نص موجود على اإلنترنت متعلق بالحاسوب (خاصة عند القيام بمشاريع التخرج)‪.‬‬
‫‪ )5‬مرا ة وفهم مواصفات األجهزة واآلالت ونظم التشغيل وغيرها‪.‬‬
‫‪ )6‬مرا ة وفهم أسئلة الواجبات والتكاليف‪.‬‬
‫‪ )7‬مرا ة وفهم أورام أسئلة االختبارات‪.‬‬
‫‪ )8‬مرا ة الكلمات والحروف المترابطة المكتوبة بخ اليد مثل ما يكتب على اللو أو في الملخصات‪.‬‬
‫‪ )9‬مرا ة وفهم األفكار الربي ية ‪ /‬العامة والتفاصيل الداعمة لها في النص‪.‬‬
‫‪ )11‬مرا ة الوصف والمالحظات المصاحبة للرسوم والخطوط البيانية والمخططات والجداول‬
‫‪Charts, graphs, diagrams, tables.‬‬
‫‪ )11‬مرا ة وفهم المصطلحات العلمية والمفاهيم األساسية‪.‬‬
‫‪ )12‬مرا ة إعالنات الوظابف أو مرا ة مواصفات التكنولوجيا الجديدة في الصحف اليومية‪.‬‬
‫‪ )13‬مرا ة سريعة لفكرة ربي ية أو للب المعلومة المطلوبة أو لجز معين من المعلومة ‪Scanning.،Skimming‬‬
‫‪ )14‬مرا ة النصوص التي تشتمل على االختصارات مثل ‪db=database…. ،IS=Information Systems‬‬
‫‪ -II‬حاجات كتابية ‪Writing Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )15‬كتابة جمل واضحة ومفهومة‪.‬‬
‫‪ )16‬تدوين المالحظات من خالل االستما للمدرس بشكل سليم‪ ،‬ح ب ما يراه الطالب‪.‬‬
‫‪ )17‬كتابة عالمات الترميم (الفاصلة‪ ،‬النقطة‪ )...‬بشكل صحي ‪.‬‬
‫‪ )18‬كتابة فقرات‪ paragraphs‬ذات تركيبة منظمة بشكل دميق فيها اتصال فري المعنرى وترراب لغروي باسرتخدام أدوات‬
‫الرب (تت م بالتماسك الداللي والنحوي)‪.‬‬
‫‪ )19‬كتابة اإلجابات ألسئلة االختبارات‪.‬‬

‫‪143‬‬
 ‫‪ )21‬كتابة اإلجابات ألسئلة الواجب المنزلية (الكتابة بشكل محدود)‪.‬‬
‫‪ )21‬كتابة تقارير المعامل (مهمة‪ /‬واجب المعمل)‪.‬‬
‫‪ )22‬عمل وإكمال أو كتابرة بيانرات المخططرات والجرداول والخطروط البيانيرة والرسروم البيانيرة (التحويرل مرن الرنص إلرى‬
‫األشكال البيانية) أو الشر والمقارنة بينهما ‪diagrams/ tables/ graphs/ charts.‬‬
‫‪ )23‬وصف خصابص األشيا ‪ ،‬مثل وصف الحاسوب‪ ،‬وصف األنظمة‪...‬‬
‫‪ )24‬تلخيص نص أو فكرة في النص من خالل استخراج النقاط المهمة ذات الصلة بموضو معين‪.‬‬
‫‪ )25‬كتابة التعريفات والتصنيفات والفرضيات بشكل صحي ‪.‬‬
‫‪ )26‬كتابررة م ررودة (تجريبيررة) ألغررراض عمليررة (مثررل كتابررة مررذكرات‪ ،‬رسررابل عمررل‪ ،‬ال رريرة الذاتيررة‪ ،‬معالجررة البيانررات‬
‫والمواصفات‪ ،‬أدلة كتيبات التشغيل‪ ،‬إكمال استمارات تقديم طلب عمل‪ ،‬وعمل البريد اإللكتروني)‪.‬‬
‫‪ )27‬كتابة واستخدام المصطلحات التقنية (أو المفاهيم)‪.‬‬
‫‪ -III‬حاجات سمعية ‪Listening Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )28‬االستما مع الفهم للمحاضرات ‪( /‬شر وأمثلة‪.)...‬‬
‫‪ )29‬االستما وفهم ال منارات ‪. seminars‬‬
‫‪ )31‬االستما مع الفهم للتعليمات والتوجيهات الشفوية والشر لتنفيذ مهمة في المعمل‪.‬‬
‫‪ )31‬فهم محادثات التخاطب المتعلقة بالحاسوب (تقنية)‪.‬‬
‫‪ )32‬االستما إلى األفالم والبرامج التعليمية وفهم الفكرة الربي ية فيها‪.‬‬
‫‪ -IV‬حاجات كالمية (شف ية) ‪Speaking Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )33‬نطق مصطلحات الحاسوب بشكل صحي ‪.‬‬
‫‪ )34‬فهم عينة من الرموز(الكتابة) الصوتية في القاموس لتعلم نطق الكلمات‪.‬‬
‫‪ )35‬تقديم شفهي للمشاريع‪ ،‬أو التقارير أو المواضيع في القاعة‪.‬‬
‫‪ )36‬فهم وظابف اللغة بشكل مناسب‪ ،‬مثل الطلب‪ ،‬األمر‪ ،‬االمترا ‪ ،‬التحديد‪ ،‬المشاركة‪ ،‬تقديم شكاوى‪ ،‬تبرير ادعرا ات‪،‬‬
‫الرفض ومبول أو دحض الحجج واألفكار (وتقييم هذه األفكار) واآلرا ‪ ...‬والتعبير عن ذلك‪.‬‬
‫‪ )37‬الدردشة وتطبيقها على اإلنترنت‪.‬‬
‫‪ -V‬الكلمات والمفردات ‪Vocabulary Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )38‬تعلم المصطلحات التقنية (المتعلقة بالحاسوب) وفهمها‪.‬‬
‫‪ )39‬التركيرررز علرررى الكلمرررات الفعالرررة (الم رررتخدمة بكثررررة) بشررركل صرررحي يمكنرررك مرررن ترررذكرها واسرررتخدامها ب رررهولة‬
‫(استراتيجيات تعلم المفردات)‪.‬‬
‫‪ )41‬اسررتنتاج معرراني واسررتخدام الكلمررات الغيررر معروفررة مررن خررالل فهررم تركيبررة الكلمررة‪ :‬الجررذر واإللصررام واالشررتقام‬
‫والتركيب‬
‫‪Stems/ roots, affixation, derivation and compounding (vocabulary building).‬‬
‫‪ )41‬استنتاج معاني واستخدام الكلمات الغير معروفة من خالل فهم سيام النص‪.‬‬
‫‪ )42‬اسرررررتخدام القررررراموس (المعجرررررم) اإلنجليرررررزي للتعررررررف علرررررى معررررراني الكلمرررررات واسرررررتخداماتها أو للتحقرررررق مرررررن‬
‫اإلمال (للمراجعة) بشكل صحي ‪.‬‬
‫‪ )43‬تعلم مفردات لغة الحاسوب التي تبذل لت هيل عملية التعلم‪ ،‬مثل‬
‫)‪ New‬جديد ‪Open) / (Ctrl + N) /‬فت ‪(Ctrl +O) /‬‬
‫‪ -VI‬حاجات قواعد ‪Grammar Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )44‬التعرررف علررى القواعررد األساسررية وفهمهررا‪ :‬األزمنررة ‪/‬الومررت‪ ،‬وال رربب والنتيجررة‪ ،‬والغرررض‪ ،‬والتبريررر‪ ،‬والشرررط‪،‬‬
‫والتضاد‪ ،‬والتعريف والتنكير‪ ،‬والعدد والكمية‪ ،‬والمكان واالتجاه‪ ،‬والمبني للمجهول‪ ،‬والنفي‪....‬‬
‫‪ )45‬التعرف على أم ام الكالم األساسية‪ /‬عناصر بنا الجملة والعالمة بينهم (اسم‪،‬‬
‫‪ ،N‬فعل‪, V‬ضمير‪ ،Pro‬صفة …)‪ ،‬وأنوا الجمل وفهمها‪.‬‬
‫‪ )46‬فهم العالمات بين أجزا النص والتعبير عنها من خالل أدوات الرب ‪( :‬المقارنة ‪(e.g. while‬‬
‫)الحذف ‪ (e.g. Yes, she has gone‬و‬
‫)الرواب المنطقية ‪ (e.g. and, but‬و‬
‫)كلمات اإلشارة ‪(e.g. who‬‬
‫أخرى (أرجوا ذكر أي آراء أخرى تراها)‪:‬‬
‫‪)47‬‬
‫‪)48‬‬

‫ما حاجات طلبة م م نظم المعلومات للغة اإلنجليزية التي يجب أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬ولم يتم ذكرها أعراله‪ ،‬مرن وجهرة‬
‫نظررررررررررررررررررررررررررك؟‬
‫‪.................................................................................................................................................................................‬‬
‫‪.............................................................................................................................................................................‬‬
‫‪.................................................................................................................................................................................‬‬
‫‪...................................................................................‬‬

‫‪144‬‬
 ‫الجزء الثا ي‪ :‬الموضوعات أو الدروس المقترحة‬
‫الرجا مرا ة كل الموضوعات أو الدروس المقترحة في الجدول أدناه بعناية‪ ،‬ومن ثم ضع عالمة (√) أمام االختيرار الرذي يمثرل وجهرة‬
‫نظرك لتخبرنا عن درجة أهمية هذه الموضوعات أو الردروس المقترحرة وأهميرة تضرمينها فري مقررري اللغرة اإلنجليزيرة ‪111‬و‪ 112‬فري م رم نظرم‬
‫المعلومات بكلية الحاسوب وتكنولوجيا المعلومات‪ ،‬جامعة صنعا ‪.‬‬

‫مةةةةةةةدى أهميةةةةةةةة هةةةةةةة‬

‫الموضةةةةوعات الدروس‬ ‫الموضوعات أو الدروس‬
‫وأهميةةةةةةةةةة تضةةةةةةةةةمين ا‬
‫وتدريس ة ا فةةي مقةةرري‬ ‫يحتاج الطلبة إلى دراسة مقررين للغة اإل جليزية ‪ 101‬و‪ 101‬يحتويان على الموضوعات الدروس التالية‪:‬‬
‫اللغةةةة اإل جليزيةةةة ‪101‬‬
‫و‪101‬‬
‫في القسم‬
‫ال أعرف‬

‫م م جدا‬
‫ليس م م‬
‫م م قليال‬
‫متوسط األهمية‬

‫‪ )1‬مقدمة في‪ :‬مراحل نشأة الكمبيوتر‪Evolution of Computer‬‬

‫‪ )2‬مكونات الكمبيوتر‪Components of Computer‬‬
‫‪ )3‬االختصارات ولفظات اختصار ألوابل حروف الكلمات ‪Abbreviations and Acronyms‬‬
‫‪ )4‬مقدمة في‪ :‬مفاهيم النشر على سط المكتب ‪Desktop Publishing Concepts‬‬
‫‪ )5‬مقدمة وأهم األساسيات في‪ :‬تطبيقات الحاسوب ‪Computer Applications‬‬
‫‪ )6‬مقدمة وأهم األساسيات فري‪ :‬أخالميرات المعلومرات والم رابل القانونيرة ‪Information Ethics and Legal‬‬
‫‪Issues‬‬
‫‪ )7‬الصحة وال المة ‪Health and Safety‬‬
‫‪ )8‬التكنولوجيا المتغيرة‪Changing Technologies‬‬
‫‪ )9‬مقدمة وأهم األساسيات في‪ :‬التعلم االلكتروني ‪ Electronic Learning‬باستخدام الوساب ‪/‬التقنيرات الحديثرة‬
‫‪ Multimedia‬مثل جهاز العرض الداتاشو‬
‫‪ )11‬القدرات والمهارات ‪Abilities and Skills‬‬
‫‪ )11‬مقدمة وأهم األساسيات في‪ :‬مهارات االتصال ‪Communication Skills‬‬
‫‪ )12‬مقدمة وأهم األساسيات في‪ :‬مهارات الحاسوب ‪Computer Skills‬‬
‫‪ )13‬مقدمة وأهم األساسيات في‪ :‬أمن المعلومات والحاسبات ‪Computer and Information Security‬‬
‫‪ )14‬مقدمررة وأهررم األساسرريات فرري‪ :‬مبررادب التفاعررل بررين اإلن رران والحاسررب اآللرري ‪Principles of Human‬‬
‫‪Computer Interaction‬‬
‫‪ )15‬مقدمة وأهم األساسيات في‪ :‬نظم التشغيل‪Operating Systems‬‬
‫‪ )16‬مقدمة وأهم األساسيات في‪ :‬مواعد البيانات وأنظمة مواعد البيانات ‪Database and Database Systems‬‬
‫‪ )17‬مقدمرة وأهرم األساسريات فري‪ :‬تطروير تطبيقرات اإلنترنرت وبرمجيرات الويرب ‪Internet Application and‬‬
‫‪Web Programming‬‬
‫‪ )18‬مقدمة وأهم األساسيات في‪ :‬مبادب شبكات الحاسوب ‪Principles of Computer Networks‬‬
‫‪ )19‬مقدمة وأهم األساسيات في‪ :‬هياكل البيانات ‪Data Structures‬‬
‫‪ )21‬مقدمرة وأهرم األساسريات فري‪ :‬أساسريات البرمجرة ولغرات البرمجررة ‪Programming Fundamentals and‬‬
‫‪Languages‬‬
‫‪ )21‬مقدمة وأهم األساسيات في‪ :‬إدارة المعلومات ‪Information Management‬‬
‫‪ )22‬مقدمة وأهم األساسيات في‪ :‬استراتيجيات األعمال اإللكترونية ‪E-business Strategies‬‬
‫‪ )23‬مقدمة وأهم األساسيات في‪ :‬نظم المعلومات ‪Information Systems‬‬
‫‪ )24‬مقدمة وأهم األساسيات في‪ :‬أنوا نظم المعلومات‪Types of Information Systems :‬‬
‫‪ )25‬مقدمرررة وأهرررم األساسررريات فررري‪ :‬إدارة التغييرررر ألنظمرررة المعلومرررات ‪Information Systems Change‬‬
‫‪Management‬‬
‫‪ )26‬مقدمة وأهم األساسيات فري‪ :‬اسرتراتيجيات وسياسرات نظرم المعلومرات ‪Information Systems Strategies‬‬
‫‪and Policies‬‬
‫‪ )27‬مقدمة وأهم األساسيات في‪ :‬مقدمه في نظم األعمال االلكترونية‪Introduction to E-Business Systems‬‬
‫‪ )28‬مقدمة وأهم األساسيات في‪ :‬نظرية ونظم دعم القرار ‪Decision Support Systems and Theory‬‬
‫‪ )29‬مقدمة وأهم األساسريات فري‪ :‬تطبيقرات نظرم المعلومرات وتطرويره ‪Information Systems Applications‬‬
‫‪and Development‬‬
‫‪ )31‬مقدمة وأهم األساسيات في‪ :‬أساسيات تقنية المعلومات‪Information Technology Fundamentals‬‬
‫‪ )31‬مقدمة وأهم األساسيات في‪ :‬إدارة وصيانة النظام‪System Administration and Maintenance‬‬

‫‪145‬‬
 ‫مقدمة وأهم األساسيات في‪ :‬علم الحاسوب ‪Computer Science‬‬ ‫‪)32‬‬
‫مقدمة وأهم األساسيات في‪ :‬البرمجة الهدفية الموجهة ‪Object-Oriented Programming‬‬ ‫‪)33‬‬
‫مقدمة وأهم األساسيات في‪ :‬هندسة البرمجيات ‪Software Engineering‬‬ ‫‪)34‬‬
‫مقدمرررة وأهرررم األساسررريات فررري‪ :‬متطلبرررات ومواصرررفات البرمجيرررات ‪Software Requirements and‬‬ ‫‪)35‬‬
‫‪Specifications‬‬
‫مقدمة وأهم األساسيات في‪ :‬تصميم وبنا البرمجيات ‪Software Design and Construction‬‬ ‫‪)36‬‬
‫مقدمة وأهم األساسيات في‪ :‬اختبار البرمجيات ‪Software Testing‬‬ ‫‪)37‬‬
‫مقدمررة وأهررم األساسرريات فرري‪ :‬هندسررة الحاسرروب )‪ :Computer Engineering (Hardware‬مثررل هندسررة‬ ‫‪)38‬‬
‫أدوات اإلدخال كال وامات‪ ،‬ولوحات المفاتي وهندسة أدوات اإلخراج كالماس الضوبي والطابعات‬
‫مقدمة وأهم األساسيات في‪ :‬تنظيم ومعمارية الحاسوب ‪Computer Architecture and Organization‬‬ ‫‪)39‬‬
‫مقدمة وأهم األساسيات في‪ :‬اإللكترونيات ‪Electronics‬‬ ‫‪)41‬‬
‫مقدمة وأهم األساسيات في‪ :‬األنظمة والدوابر ‪Circuits and Systems‬‬ ‫‪)41‬‬
‫أضف مواضيع‪( ،‬إن وجد)‪:‬‬
‫‪)42‬‬
‫‪)43‬‬

‫الباحث‪ :‬عبدهللا الشعيبي‬ ‫شكرا جزيال‬

‫‪146‬‬
‫‪Appendix 4-III2: The final form of the close-ended questionnaire questions of ISD‬‬
‫‪teachers‬‬
‫عزيزي الدكتور‪ /‬عزيزتي الدكتورة‪،‬‬
‫هرذه االسررتبانة تهرردف إلررى"تصررميم إطررار مررنهج مقتررر فرري ضررو حاجراتطلبررة م ررم نظررم المعلومررات فرري كليررة الحاسرروب وتكنولوجيررا‬
‫المعلومات‪ ،‬جامعة صنعا ‪ ،‬للغة االنجليزية تحت البحث "‪ .‬إن إجاباتك سرتكون موضرع ثقرة وتقردير وسروف ت رتخدم ألغرراض البحرث فقر ‪ ،‬لرذلك‬
‫يرجى إكمال كل أجزا هذه االستبانة بعناية‪.‬‬
‫معلومات عامة‪ :‬ضع عالمة (√) في المكان المناسب‪:‬‬
‫االسم(اختياري)‪........................................... :‬‬ ‫‪.1‬‬
‫)‬ ‫أنثى (‬ ‫ذكر ( )‬
‫الجزء األول‪ :‬درجة أهمية الحاجات اللغوية‪:‬‬
‫تعليمات‪ :‬الرجا مرا ة كل فقررة فري الجردول أدنراه بعنايرة‪ ،‬ومرن ثرم ضرع عالمرة ( √ ) أمرام الحاجرات اللغويرة فري االختيرار الرذي يمثرل‬
‫وجهة نظرك لتخبرنا عن درجة أهمية هذه الحاجات وأهمية تضمينها في مقرري اللغة اإلنجليزية ‪ 111‬و ‪ 112‬في م م نظم المعلومات‪.‬‬
‫مدى أهمية الحاجات‬
‫اللغويةةةةةةةةةةةة أد ةةةةةةةةةةةا‬
‫(لتضةةةةةةةةةةةةةةةةةةةةةةةةمين ا‬ ‫الحاجات اللغوية التي يمكن تحقيق ا من خالل دراسة طلبة قسم ظم المعلومات للغة اإل جليزية‬
‫تدريس ا في مقرري‬
‫اللغة اإل جليزية‬
‫)‪(101and 102‬‬
‫في القسم؟‬
‫ال أعرف‬

‫م م جدا‬
‫ليس م م‬
‫م م قليال‬
‫متوسط األهمية‬

‫‪ -I‬حاجات قرائية ‪Reading Needs‬‬

‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )1‬مرا ة الكتب والمالزم المقررة وفهمها‪.‬‬
‫‪ )2‬مرا ة مقاالت متعلقة بالتخصص في المجالت العلمية المتخصصة والمراجع األكاديمية وفهمها‪.‬‬
‫‪ )3‬مرا ة وفهم كتيبرات التشرغيل (تعليمرات للم رتخدمين)‪ ،‬وتعليمرات ال رالمة والعالمرات علرى األجهرزة‪ ،‬والكتالوجرات‬
‫واألدلة (لتشغيل نظام‪/‬جهاز)‪.‬‬
‫‪ )4‬مرا ة وفهم نص موجود على اإلنترنت متعلق بالحاسوب (خاصة عند القيام بمشاريع التخرج)‪.‬‬
‫‪ )5‬مرا ة وفهم مواصفات األجهزة واآلالت ونظم التشغيل وغيرها‪.‬‬
‫‪ )6‬مرا ة وفهم أسئلة الواجبات والتكاليف‪.‬‬
‫‪ )7‬مرا ة وفهم أورام أسئلة االختبارات‪.‬‬
‫‪ )8‬مرا ة الكلمات والحروف المترابطة المكتوبة بخ اليد مثل ما يكتب على اللو أو في الملخصات‪.‬‬
‫‪ )9‬مرا ة وفهم األفكار الربي ية ‪ /‬العامة والتفاصيل الداعمة لها في النص‪.‬‬
‫‪ )11‬مرا ة الوصف والمالحظات المصاحبة للرسوم والخطوط البيانية والمخططات والجداول‬
‫‪Charts, graphs, diagrams, tables.‬‬
‫‪ )11‬مرا ة وفهم المصطلحات العلمية والمفاهيم األساسية‪.‬‬
‫‪ )12‬مرا ة إعالنات الوظابف أو مرا ة مواصفات التكنولوجيا الجديدة في الصحف اليومية‪.‬‬
‫‪ )13‬مرا ة سريعة لفكرة ربي ية أو للب المعلومة المطلوبة أو لجز معين من المعلومة ‪Scanning. ،Skimming‬‬
‫‪ )14‬مرا ة النصوص التي تشتمل على االختصارات مثل ‪db=database…. ،IS=Information Systems‬‬
‫‪ -II‬حاجات كتابية ‪Writing Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )15‬كتابة جمل واضحة ومفهومة‪.‬‬
‫‪ )16‬تدوين المالحظات من خالل االستما للمدرس بشكل سليم‪ ،‬ح ب ما يراه الطالب‪.‬‬
‫‪ )17‬كتابة عالمات الترميم (الفاصلة‪ ،‬النقطة‪ )...‬بشكل صحي ‪.‬‬
‫‪ )18‬كتابة فقرات‪ paragraphs‬ذات تركيبة منظمة بشكل دميق فيها اتصال فري المعنرى وترراب لغروي باسرتخدام أدوات‬
‫الرب (تت م بالتماسك الداللي والنحوي)‪.‬‬
‫‪ )19‬كتابة اإلجابات ألسئلة االختبارات‪.‬‬
‫‪ )21‬كتابة اإلجابات ألسئلة الواجب المنزلية (الكتابة بشكل محدود)‪.‬‬
‫‪ )21‬كتابة تقارير المعامل (مهمة‪ /‬واجب المعمل)‪.‬‬
‫‪ )22‬عمل وإكمال أو كتابرة بيانرات المخططرات والجرداول والخطروط البيانيرة والرسروم البيانيرة (التحويرل مرن الرنص إلرى‬
‫األشكال البيانية) أو الشر والمقارنة بينهما ‪diagrams/ tables/ graphs/ charts.‬‬

‫‪147‬‬
 ‫‪ )23‬وصف خصابص األشيا ‪ ،‬مثل وصف الحاسوب‪ ،‬وصف األنظمة‪...‬‬
‫‪ )24‬تلخيص نص أو فكرة في النص من خالل استخراج النقاط المهمة ذات الصلة بموضو معين‪.‬‬
‫‪ )25‬كتابة التعريفات والتصنيفات والفرضيات بشكل صحي ‪.‬‬
‫‪ )26‬كتابررة م ررودة (تجريبيررة) ألغررراض عمليررة (مثررل كتابررة مررذكرات‪ ،‬رسررابل عمررل‪ ،‬ال رريرة الذاتيررة‪ ،‬معالجررة البيانررات‬
‫والمواصفات‪ ،‬أدلة كتيبات التشغيل‪ ،‬إكمال استمارات تقديم طلب عمل‪ ،‬وعمل البريد اإللكتروني)‪.‬‬
‫‪ )27‬كتابة واستخدام المصطلحات التقنية (أو المفاهيم)‪.‬‬
‫‪ -III‬حاجات سمعية ‪Listening Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )28‬االستما مع الفهم للمحاضرات ‪( /‬شر وأمثلة‪.)...‬‬
‫‪ )29‬االستما وفهم ال منارات ‪. seminars‬‬
‫‪ )31‬االستما مع الفهم للتعليمات والتوجيهات الشفوية والشر لتنفيذ مهمة في المعمل‪.‬‬
‫‪ )31‬فهم محادثات التخاطب المتعلقة بالحاسوب (تقنية)‪.‬‬
‫‪ )32‬االستما إلى األفالم والبرامج التعليمية وفهم الفكرة الربي ية فيها‪.‬‬
‫‪ -IV‬حاجات كالمية (شف ية) ‪Speaking Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )33‬نطق مصطلحات الحاسوب بشكل صحي ‪.‬‬
‫‪ )34‬فهم عينة من الرموز(الكتابة) الصوتية في القاموس لتعلم نطق الكلمات‪.‬‬
‫‪ )35‬تقديم شفهي للمشاريع‪ ،‬أو التقارير أو المواضيع في القاعة‪.‬‬
‫‪ )36‬فهم وظابف اللغة بشكل مناسب‪ ،‬مثل الطلب‪ ،‬األمر‪ ،‬االمترا ‪ ،‬التحديد‪ ،‬المشاركة‪ ،‬تقديم شكاوى‪ ،‬تبرير ادعرا ات‪،‬‬
‫الرفض ومبول أو دحض الحجج واألفكار (وتقييم هذه األفكار) واآلرا ‪ ...‬والتعبير عن ذلك‪.‬‬
‫‪ )37‬الدردشة وتطبيقها على اإلنترنت‪.‬‬
‫‪ -V‬الكلمات والمفردات ‪Vocabulary Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )38‬تعلم المصطلحات التقنية (المتعلقة بالحاسوب) وفهمها‪.‬‬
‫‪ )39‬التركيرررز علرررى الكلمرررات الفعالرررة (الم رررتخدمة بكثررررة) بشررركل صرررحي يمكنرررك مرررن ترررذكرها واسرررتخدامها ب رررهولة‬
‫(استراتيجيات تعلم المفردات)‪.‬‬
‫‪ )41‬اسررتنتاج معرراني واسررتخدام الكلمررات الغيررر معروفررة مررن خررالل فهررم تركيبررة الكلمررة‪ :‬الجررذر واإللصررام واالشررتقام‬
‫والتركيب‬
‫‪Stems/ roots, affixation, derivation and compounding (vocabulary building).‬‬
‫‪ )41‬استنتاج معاني واستخدام الكلمات الغير معروفة من خالل فهم سيام النص‪.‬‬
‫‪ )42‬اسرررررتخدام القررررراموس (المعجرررررم) اإلنجليرررررزي للتعررررررف علرررررى معررررراني الكلمرررررات واسرررررتخداماتها أو للتحقرررررق مرررررن‬
‫اإلمال (للمراجعة) بشكل صحي ‪.‬‬
‫‪ )43‬تعلم مفردات لغة الحاسوب التي تبذل لت هيل عملية التعلم‪ ،‬مثل‬
‫)‪ New‬جديد ‪Open) / (Ctrl + N) /‬فت ‪(Ctrl +O) /‬‬
‫‪ -VI‬حاجات قواعد ‪Grammar Needs‬‬
‫يحتاج الطلبة في اللغة اإلنجليزية إلى‪:‬‬
‫‪ )44‬التعرررف علررى القواعررد األساسررية وفهمهررا‪ :‬األزمنررة ‪/‬الومررت‪ ،‬وال رربب والنتيجررة‪ ،‬والغرررض‪ ،‬والتبريررر‪ ،‬والشرررط‪،‬‬
‫والتضاد‪ ،‬والتعريف والتنكير‪ ،‬والعدد والكمية‪ ،‬والمكان واالتجاه‪ ،‬والمبني للمجهول‪ ،‬والنفي‪....‬‬
‫‪ )45‬التعرف على أم ام الكالم األساسية‪ /‬عناصر بنا الجملة والعالمة بينهم (اسم‪،‬‬
‫‪ ،N‬فعل‪, V‬ضمير‪ ،Pro‬صفة …)‪ ،‬وأنوا الجمل وفهمها‪.‬‬
‫‪ )46‬فهم العالمات بين أجزا النص والتعبير عنها من خالل أدوات الرب ‪( :‬المقارنة ‪(e.g. while‬‬
‫)الحذف ‪ (e.g. Yes, she has gone‬و‬
‫)الرواب المنطقية ‪ (e.g. and, but‬و‬
‫)كلمات اإلشارة ‪(e.g. who‬‬
‫أخرى (أرجوا ذكر أي آراء أخرى تراها)‪:‬‬
‫‪)47‬‬
‫‪)48‬‬

‫ما حاجات طلبة م م نظم المعلومات للغة اإلنجليزية التي يجب أن يتضمنها مقرري اللغة اإلنجليزية ‪ 111‬و‪ 112‬ولم يتم ذكرها أعراله‪ ،‬مرن وجهرة‬
‫نظررررررررررررررررررررررررررك؟‬
‫‪.................................................................................................................................................................................‬‬
‫‪.................................................................................................................................................................................‬‬
‫……………………………………………………………………………………………………………………‬
‫……………………………………………………………………………………………………………………‬
‫‪……….‬‬

‫‪148‬‬
 ‫الجزء الثا ي‪ :‬الموضوعات أو الدروس المقترحة‬

‫الرجا مرا ة كل الموضوعات أو الدروس المقترحة في الجدول أدناه بعناية‪ ،‬ومن ثم ضع عالمة (√) أمام االختيرار الرذي يمثرل وجهرة‬
‫نظرك لتخبرنا عن درجة أهمية هذه الموضوعات أو الردروس المقترحرة وأهميرة تضرمينها فري مقررري اللغرة اإلنجليزيرة ‪111‬و‪ 112‬فري م رم نظرم‬
‫المعلومات بكلية الحاسوب وتكنولوجيا المعلومات‪ ،‬جامعة صنعا ‪.‬‬

‫مةةةةةةةدى أهميةةةةةةةة هةةةةةةة‬

‫الموضةةةةوعات الدروس‬ ‫الموضوعات أو الدروس‬
‫وأهميةةةةةةةةةة تضةةةةةةةةةمين ا‬
‫وتدريس ة ا فةةي مقةةرري‬ ‫يحتاج الطلبة إلى دراسة مقررين للغة اإل جليزية ‪ 101‬و‪ 101‬يحتويان على الموضوعات الدروس التالية‪:‬‬
‫اللغةةةة اإل جليزيةةةة ‪101‬‬
‫و‪101‬‬
‫في القسم‬
‫ال أعرف‬

‫م م جدا‬
‫ليس م م‬
‫م م قليال‬
‫متوسط األهمية‬

‫‪ )1‬مقدمة في‪ :‬مراحل نشأة الكمبيوتر‪Evolution of Computer‬‬

‫‪ )2‬مكونات الكمبيوتر‪Components of Computer‬‬
‫‪ )3‬االختصارات ولفظات اختصار ألوابل حروف الكلمات ‪Abbreviations and Acronyms‬‬
‫‪ )4‬مقدمة في‪ :‬مفاهيم النشر على سط المكتب ‪Desktop Publishing Concepts‬‬
‫‪ )5‬مقدمة وأهم األساسيات في‪ :‬تطبيقات الحاسوب ‪Computer Applications‬‬
‫‪ )6‬مقدمة وأهم األساسيات فري‪ :‬أخالميرات المعلومرات والم رابل القانونيرة ‪Information Ethics and Legal‬‬
‫‪Issues‬‬
‫‪ )7‬الصحة وال المة ‪Health and Safety‬‬
‫‪ )8‬التكنولوجيا المتغيرة‪Changing Technologies‬‬
‫‪ )9‬مقدمة وأهم األساسيات في‪ :‬التعلم االلكتروني ‪ Electronic Learning‬باستخدام الوساب ‪/‬التقنيرات الحديثرة‬
‫‪ Multimedia‬مثل جهاز العرض الداتاشو‬
‫‪ )11‬القدرات والمهارات ‪Abilities and Skills‬‬
‫‪ )11‬مقدمة وأهم األساسيات في‪ :‬مهارات االتصال ‪Communication Skills‬‬
‫‪ )12‬مقدمة وأهم األساسيات في‪ :‬مهارات الحاسوب ‪Computer Skills‬‬
‫‪ )13‬مقدمة وأهم األساسيات في‪ :‬أمن المعلومات والحاسبات ‪Computer and Information Security‬‬
‫‪ )14‬مقدمررة وأهررم األساسرريات فرري‪ :‬مبررادب التفاعررل بررين اإلن رران والحاسررب اآللرري ‪Principles of Human‬‬
‫‪Computer Interaction‬‬
‫‪ )15‬مقدمة وأهم األساسيات في‪ :‬نظم التشغيل‪Operating Systems‬‬
‫‪ )16‬مقدمة وأهم األساسيات في‪ :‬مواعد البيانات وأنظمة مواعد البيانات ‪Database and Database Systems‬‬
‫‪ )17‬مقدمرة وأهرم األساسريات فري‪ :‬تطروير تطبيقرات اإلنترنرت وبرمجيرات الويرب ‪Internet Application and‬‬
‫‪Web Programming‬‬
‫‪ )18‬مقدمة وأهم األساسيات في‪ :‬مبادب شبكات الحاسوب ‪Principles of Computer Networks‬‬
‫‪ )19‬مقدمة وأهم األساسيات في‪ :‬هياكل البيانات ‪Data Structures‬‬
‫‪ )21‬مقدمرة وأهرم األساسريات فري‪ :‬أساسريات البرمجرة ولغرات البرمجررة ‪Programming Fundamentals and‬‬
‫‪Languages‬‬
‫‪ )21‬مقدمة وأهم األساسيات في‪ :‬إدارة المعلومات ‪Information Management‬‬
‫‪ )22‬مقدمة وأهم األساسيات في‪ :‬استراتيجيات األعمال اإللكترونية ‪E-business Strategies‬‬
‫‪ )23‬مقدمة وأهم األساسيات في‪ :‬نظم المعلومات ‪Information Systems‬‬
‫‪ )24‬مقدمة وأهم األساسيات في‪ :‬أنوا نظم المعلومات‪Types of Information Systems :‬‬
‫‪ )25‬مقدمرررة وأهرررم األساسررريات فررري‪ :‬إدارة التغييرررر ألنظمرررة المعلومرررات ‪Information Systems Change‬‬
‫‪Management‬‬
‫‪ )26‬مقدمة وأهم األساسيات فري‪ :‬اسرتراتيجيات وسياسرات نظرم المعلومرات ‪Information Systems Strategies‬‬
‫‪and Policies‬‬
‫‪ )27‬مقدمة وأهم األساسيات في‪ :‬مقدمه في نظم األعمال االلكترونية‪Introduction to E-Business Systems‬‬
‫‪ )28‬مقدمة وأهم األساسيات في‪ :‬نظرية ونظم دعم القرار ‪Decision Support Systems and Theory‬‬
‫‪ )29‬مقدمة وأهم األساسريات فري‪ :‬تطبيقرات نظرم المعلومرات وتطرويره ‪Information Systems Applications‬‬
‫‪and Development‬‬
‫‪ )31‬مقدمة وأهم األساسيات في‪ :‬أساسيات تقنية المعلومات‪Information Technology Fundamentals‬‬

‫‪149‬‬
 ‫مقدمة وأهم األساسيات في‪ :‬إدارة وصيانة النظام‪System Administration and Maintenance‬‬ ‫‪)31‬‬
‫مقدمة وأهم األساسيات في‪ :‬علم الحاسوب ‪Computer Science‬‬ ‫‪)32‬‬
‫مقدمة وأهم األساسيات في‪ :‬البرمجة الهدفية الموجهة ‪Object-Oriented Programming‬‬ ‫‪)33‬‬
‫مقدمة وأهم األساسيات في‪ :‬هندسة البرمجيات ‪Software Engineering‬‬ ‫‪)34‬‬
‫مقدمرررة وأهرررم األساسررريات فررري‪ :‬متطلبرررات ومواصرررفات البرمجيرررات ‪Software Requirements and‬‬ ‫‪)35‬‬
‫‪Specifications‬‬
‫مقدمة وأهم األساسيات في‪ :‬تصميم وبنا البرمجيات ‪Software Design and Construction‬‬ ‫‪)36‬‬
‫مقدمة وأهم األساسيات في‪ :‬اختبار البرمجيات ‪Software Testing‬‬ ‫‪)37‬‬
‫مقدمررة وأهررم األساسرريات فرري‪ :‬هندسررة الحاسرروب )‪ :Computer Engineering (Hardware‬مثررل هندسررة‬ ‫‪)38‬‬
‫أدوات اإلدخال كال وامات‪ ،‬ولوحات المفاتي وهندسة أدوات اإلخراج كالماس الضوبي والطابعات‬
‫مقدمة وأهم األساسيات في‪ :‬تنظيم ومعمارية الحاسوب ‪Computer Architecture and Organization‬‬ ‫‪)39‬‬
‫مقدمة وأهم األساسيات في‪ :‬اإللكترونيات ‪Electronics‬‬ ‫‪)41‬‬
‫مقدمة وأهم األساسيات في‪ :‬األنظمة والدوابر ‪Circuits and Systems‬‬ ‫‪)41‬‬
‫أضف مواضيع‪( ،‬إن وجد)‪:‬‬
‫‪)42‬‬
‫‪)43‬‬

‫الباحث‪ :‬عبدهللا الشعيبي‬ ‫شكرا جزيال‬

‫‪151‬‬
Appendix 4-IV: The cover letter of the close-ended questionnaires to the validators
(English versions)

Dear doctor,
This questionnaire aims at “Designing a Suggested Syllabus Framework in the light
of the Investigated Students’ English Language Needs in the courses (101 and 102), in the
Information Systems Department, Faculty of Computer and Information Technology, Sana'a
University”.
Study questions:
This study tries to answer the following questions:
1. What are the English language needs of the students of the Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University
as perceived by
- Students?
- Teachers?
- Graduates and companies/institutions in the field?
2. Are there any statistically significant differences between students and teachers
about the English language needs of the students of Information Systems
Department, Faculty of Computer and Information Technology, Sana’a University?
3. Are there any statistically significant differences between students and teachers
about the suggested designed English syllabus framework for the English courses
101 and 102 investigated in Information Systems Department, Faculty of Computer
and Information Technology, Sana’a University?
4. What is the suggested syllabus framework for the English courses 101 and 102 in
the light of the analysis of the students' English language needs investigated in
Information Systems Department, Faculty of Computer and Information
Technology, Sana’a University as felt by
- Students?
- Teachers?
- Graduates and companies/institutions in the field?
According to the title and study questions mentioned above, you are kindly asked to
validate the suitability, relatedness, relevance of each statement and also if there is any
modification in the following questionnaire, please write it, as it may help in answering the
following questionnaire to serve the purpose and the study questions.

151
 Appendix 4-IV1: The final form of the close-ended questionnaire questions of ISD
students
Dear student,
This questionnaire aims at “Designing a Suggested Syllabus Framework in the light of the
Investigated Students’ English Language Needs in the courses (101 and 102), in the Information Systems
Department, Faculty of Computer and Information Technology, Sana'a University”. Your response will be
confidential and appreciated and be used for study purposes only, so I should be grateful for your help in
filling this questionnaire.
General Information: Put a tick (√) where appropriate. (Suitable).
1. Name (optional):…………………………………….
Male: ( ) female: ( )
2. Study Level: Two ( ) Three ( ) Four ( )
Section One: Degree of Importance of Needs.
Instructions: Please read carefully each of the listed needs in the table below and then mark a (√) in
the right column against the option that represents your view to tell us the degree of the importance of these
needs and the importance of including them in the English language courses 101 and 102 in the Information
Systems Department.
The degree of
English Language Needs that can be achieved through teaching English language for importance of
Students of Information Systems Department needs (to include/
teach them in the
English courses
101 and 102 of
the department)
Very important
Important
Quite important
Not important
I- Reading Needs: In English, Students need to: I do not know
1) Read with comprehension course books and lecture handouts
2) Read with comprehension technical articles in academic scientific journals and references
3) Read and understand instructions booklets of users, safety precautions on
sets, catalogs and manuals (steps of operating a system)
4) Read with comprehension texts related to computer on the internet (esp.
when doing graduation projects)
5) Read and understand specifications of sets, machines, operating systems and so forth
6) Read and understand homework assignments
7) Read and understand examination papers
8) Read cursive handwriting (joined letters) e.g. notes on the board or photocopied notes
9) Read and understand the main/general ideas and their supporting details in a text
10) Read description and notes which accompany charts, graphs, diagrams, tables
11) Read and understand scientific terms and basic concepts
12) Read job ads or specifications of the new technology in daily newspapers
13) Read for skimming (reading quickly for the main idea or gist), and scanning
(reading quickly for a specific piece of information)
14) Read texts that include: abbreviations such as q-question, ur- your…/ acronyms
such as Fb-facebook, OS=operating system.../and homophones such as, u=you …
II- Writing Needs: In English, students need to:
15) Write clear and meaningful sentences

152
16) Take down notes through listening to their teachers
17) Write punctuation marks ( comma, full stop, …) correctly
18) Write organized paragraphs concisely with coherence and cohesion (in reporting/
research paper)
19) Write test answers
20) Write answers to homework assignments ( limited writing)
21) Write lab reports (lab assignment)
22) Construct, complete or label diagrams/ tables/ graphs/ charts (to converse a charts
into a paragraph) or explain and compare between them
23) Describe properties of things, like computer, systems
24) Write a summary of a text or an idea in the text through extracting relevant points
25) Frame definitions/ classifications / hypotheses correctly
26) Write drafts for practical purpose (e.g. memos, an application for a job, CVs, data
process, specifications, manuals, business letters, e-mails)
27) Practice writing and using the technical terms(or definitions)
III- Listening Needs: In English, students need to:
28) Listen with comprehension to lectures ( presentation; demonstration)
29) Listen to and understand seminars
30) Listen and understand oral instructions/directions and explanations to perform a task in
Labs
31) Understand technical (computer) conversations
32) Listen, follow and understand the main idea in the educational programs/
films, related to computer
IV- Speaking Needs: In English, students need to:
33) Pronounce computer terms properly
34) Use and understand phonetic samples of transcription of a dictionary to pronounce words
35) Present projects, reports or topics orally in the classroom
36) Use and express the functions of English properly (e.g., requesting, ordering,
suggesting, stating, sharing, complaining, justifying claims, refusing or accepting,
arguments/ ideas(and evaluating ideas) and opinions…
37) Chat and apply it on –line
V- Vocabulary: In English, students need to:
38) Learn and understand the technical words of computer
39) Concentrate on active and preserved vocabulary properly so as to recall and
use it easily (strategies for learning vocabulary)
40) Deduce the meaning and use of unfamiliar lexical items through understanding word
formation: stems/ roots, affixation, derivation and compounding-vocabulary building
41) Deduce the meaning and use of unfamiliar lexical items through contextual clues
42) Use the English dictionary or English spell checks properly
43) Learn computer lexical jargons/words made to facilitate learning, such as:
Save (Ctrl + S), New (Ctrl + N), and so forth
VI- Grammatical Needs: In English, students need to:
44) Recognize and understand the basic rules of grammar: tenses /time; cause, result,
purpose, reason, condition, contrast; definiteness and indefiniteness; quantity and
amount; place, direction; passive voice, negation...
45) Recognize and understand parts of speech/ the elements of the sentence
structure and the relationship among them (noun N, verb V, pronoun Pro,
adverb Adv. …), and the types of sentence
46) Understand and express the relations between parts of a text through grammatical
cohesion devices of: reference words (e.g. who), comparison (e.g. while), logical
connectors (e.g. and, but, or), ellipsis (e.g. Yes, he has left)
Other Needs ( please specify ):
47)
48)
In your opinion, what are the English language needs of the students of Information Systems Department that
should be included in the English language courses 101/2 and were not mentioned in above?
.................................................................................................................................................................................
.................................................................................................................................................................................
............................................................................................................................

153
Section two: Suggested Topics/ Lessons

Please read carefully each of the suggested topics/ lessons and then mark a (√) in the right column
against the option that represents your view to tell us the degree of the importance of these topics/ lessons and
the importance of including them in the English language courses 101 and 102 in the Information Systems
Department, Faculty of Computer and Information Technology, Sana'a University.

The degree of
Topics/ lessons importance of
these topics/
lessons (to
Students need to study English language courses 101 and 102 which contain the include/ teach
following topics/ lessons: them in the
English courses
101 and 102 of
the department)

Very important
Important
Quite important
Not important
I do not know
1) An introduction in Evolution Stages of Computer
2) Components of Computer
3) Abbreviations and Acronyms
4) An introduction in Desktop Publishing Concepts
5) An introduction and the most important basics in Computer Applications
6) An introduction and the most important basics in Information Ethics and Legal
Issues
7) Health and Safety
8) Changing Technologies
9) An introduction and the most important basics in Electronic Learning, by using
Multimedia/ modern technologies, e.g., Data show and tape recorders.
10) Abilities and Skills
11) An introduction and the most important basics in Communication Skills In English
Language
12) An introduction and the most important basics in Computer Skills
13) An introduction and the most important basics in Computer and Information
Security
14) An introduction and the most important basics in Principles of Human Computer
Interaction
15) An introduction and the most important basics in Operating Systems
16) An introduction and the most important basics in Database and Database Systems
17) An introduction and the most important basics in Internet Applications and Web
Programming
18) An introduction and the most important basics in Principles of Computer
Networks
19) An introduction and the most important basics in Data Structures
20) An introduction and the most important basics in Programming Fundamentals and
Languages
21) An introduction and the most important basics in Information Management
22) An introduction and the most important basics in E-Business Strategies
23) An introduction and the most important basics in Information Systems
24) An introduction and the most important basics in Types of Information Systems
25) An introduction and the most important basics in Information Systems Change
Management

154
26) An introduction and the most important basics in Information Systems Strategies
and Policies
27) An introduction and the most important basics in Introduction to E-Business
Systems
28) An introduction and the most important basics in Decision Support Systems and
Theory
29) An introduction and the most important basics in Information Systems Applications
and Development
30) An introduction and basics in Information Technology Fundamentals
31) An introduction and the most important basics in System Administration and
Maintenance
32) An introduction and the most important basics in Computer Science
33) An introduction and the most important basics in Object-Oriented Programming
34) An introduction and the most important basics in Software Engineering
35) An introduction and the most important basics in Software Requirements and
Specifications
36) An introduction and the most important basics in Software Design and Construction
37) An introduction and the most important basics in Software Testing
38) An introduction and the most important basics in Computer Engineering
(Hardware), as Input devices engineering: e.g., drives, and keyboards and as
Output devices engineering: e.g., scanners and printers
39) An introduction and the most important basics in Computer Architecture and
Organization
40) An introduction and the most important basics in Electronics
41) An introduction and the most important basics in Circuits and Systems
Add topics/lessons, (If any):
42)
43)

Thank you very much

155
Appendix 4-IV2: The final form of the close-ended questionnaire questions of ISD
teachers
Dear doctor,
This questionnaire aims at “Designing a Suggested Syllabus Framework in the light of the
Investigated Students’ English Language Needs in the courses (101 and 102), in the Information Systems
Department, Faculty of Computer and Information Technology, Sana'a University”. Your response will be
confidential and appreciated and be used for study purposes only, so I should be grateful for your help in
filling this questionnaire.
General Information: Put a tick (√) where appropriate. (Suitable).
1. Name (optional):…………………………………….
Male: ( ) female: ( )
Section One: Degree of Importance of Needs.
Instructions: Please read carefully each of the listed needs in the table below and then mark a (√) in
the right column against the option that represents your view to tell us the degree of the importance of these
needs and the importance of including them in the English language courses 101 and 102 in the Information
Systems Department.
The degree of
English Language Needs that can be achieved through teaching English language for importance of
Students of Information Systems Department needs (to include/
teach them in the
English courses
101 and 102 of
the department)

Very important
Important
Quite important
Not important
I do not know
I- Reading Needs: In English, Students need to:
1) Read with comprehension course books and lecture handouts
2) Read with comprehension technical articles in academic scientific journals and
references
3) Read and understand instructions booklets of users, safety precautions on
sets, catalogs and manuals (steps of operating a system)
4) Read with comprehension texts related to computer on the internet (esp.
when doing graduation projects)
5) Read and understand specifications of sets, machines, operating systems and so forth
6) Read and understand homework assignments
7) Read and understand examination papers
8) Read cursive handwriting (joined letters) e.g. notes on the board or photocopied notes
9) Read and understand the main/general ideas and their supporting details in a text
10) Read description and notes which accompany charts, graphs, diagrams, tables
11) Read and understand scientific terms and basic concepts
12) Read job ads or specifications of the new technology in daily newspapers
13) Read for skimming (reading quickly for the main idea or gist), and scanning
(reading quickly for a specific piece of information)
14) Read texts that include: abbreviations such as q-question, ur- your…/ acronyms
such as Fb-facebook, OS=operating system.../and homophones such as, u=you,
b4=before …
II- Writing Needs: In English, students need to:
15) Write clear and meaningful sentences

156
16) Take down notes through listening to their teachers
17) Write punctuation marks ( comma, full stop, …) correctly
18) Write organized paragraphs concisely with coherence and cohesion (in reporting/
research paper)
19) Write test answers
20) Write answers to homework assignments ( limited writing)
21) Write lab reports (lab assignment)
22) Construct, complete or label diagrams/ tables/ graphs/ charts (to converse a charts
into a paragraph) or explain and compare between them
23) Describe properties of things, like computer, systems
24) Write a summary of a text or an idea in the text through extracting relevant points
25) Frame definitions/ classifications / hypotheses correctly
26) Write drafts for practical purpose (e.g. memos, an application for a job, CVs, data
process, specifications, manuals, business letters, e-mails)
27) Practice writing and using the technical terms(or definitions)
III- Listening Needs: In English, students need to:
28) Listen with comprehension to lectures ( presentation; demonstration)
29) Listen to and understand seminars
30) Listen and understand oral instructions/directions and explanations to perform a
task in Labs
31) Understand technical (computer) conversations
32) Listen, follow and understand the main idea in the educational programs/
films, related to computer
IV- Speaking Needs: In English, students need to:
33) Pronounce computer terms properly
34) Use and understand phonetic samples of transcription of a dictionary to
pronounce words
35) Present projects, reports or topics orally in the classroom
36) Use and express the functions of English properly (e.g., requesting, ordering,
suggesting, stating, sharing, complaining, justifying claims, refusing or accepting,
arguments/ ideas(and evaluating ideas) and opinions…
37) Chat and apply it on –line
V- Vocabulary: In English, students need to:
38) Learn and understand the technical words of computer
39) Concentrate on active and preserved vocabulary properly so as to recall and
use it easily (strategies for learning vocabulary)
40) Deduce the meaning and use of unfamiliar lexical items through understanding word
formation: stems/ roots, affixation, derivation and compounding-vocabulary building
41) Deduce the meaning and use of unfamiliar lexical items through contextual clues
42) Use the English dictionary or English spell checks properly
43) Learn computer lexical jargons/words made to facilitate learning, such as:
Save (Ctrl + S), New (Ctrl + N), and so forth
VI- Grammatical Needs: In English, students need to:
44) Recognize and understand the basic rules of grammar: tenses /time; cause, result,
purpose, reason, condition, contrast; definiteness and indefiniteness; quantity and
amount; place, direction; passive voice, negation...
45) Recognize and understand parts of speech/ the elements of the sentence
structure and the relationship among them (noun N, verb V, pronoun Pro,
adverb Adv. … ), and the types of sentence
46) Understand and express the relations between parts of a text through grammatical
cohesion devices of: reference words (e.g. who), comparison (e.g. while), logical
connectors (e.g. and, but, or), ellipsis (e.g. Yes, he has left)
Other Needs ( please specify ):
47)
48)
In your opinion, what are the English language needs of the students of Information Systems Department that
should be included in the English language courses 101/2 and were not mentioned in above?
.................................................................................................................................................................................
..............................................................................................................................................................................

157
Section two: Suggested Topics/ Lessons

Please read carefully each of the suggested topics/ lessons and then mark a (√) in the right column
against the option that represents your view to tell us the degree of the importance of these topics/ lessons and
the importance of including them in the English language courses 101 and 102 in the Information Systems
Department, Faculty of Computer and Information Technology, Sana'a University.
The degree of
Topics/ lessons importance of
these topics/
lessons (to
Students need to study English language courses 101 and 102 which contain the include/ teach
following topics/ lessons: them in the
English courses
101 and 102 of
the department)

Very important
Important
Quite important
Not important
I do not know
1) An introduction in Evolution Stages of Computer
2) Components of Computer
3) Abbreviations and Acronyms
4) An introduction in Desktop Publishing Concepts
5) An introduction and the most important basics in Computer Applications
6) An introduction and the most important basics in Information Ethics and Legal
Issues
7) Health and Safety
8) Changing Technologies
9) An introduction and the most important basics in Electronic Learning, by using
Multimedia/ modern technologies, e.g., Data show and tape recorders.
10) Abilities and Skills
11) An introduction and the most important basics in Communication Skills In English
Language
12) An introduction and the most important basics in Computer Skills
13) An introduction and the most important basics in Computer and Information
Security
14) An introduction and the most important basics in Principles of Human Computer
Interaction
15) An introduction and the most important basics in Operating Systems
16) An introduction and the most important basics in Database and Database Systems
17) An introduction and the most important basics in Internet Applications and Web
Programming
18) An introduction and the most important basics in Principles of Computer
Networks
19) An introduction and the most important basics in Data Structures
20) An introduction and the most important basics in Programming Fundamentals and
Languages
21) An introduction and the most important basics in Information Management
22) An introduction and the most important basics in E-Business Strategies
23) An introduction and the most important basics in Information Systems
24) An introduction and the most important basics in Types of Information Systems
25) An introduction and the most important basics in Information Systems Change
Management
26) An introduction and the most important basics in Information Systems Strategies
and Policies

158
27) An introduction and the most important basics in Introduction to E-Business
Systems
28) An introduction and the most important basics in Decision Support Systems and
Theory
29) An introduction and the most important basics in Information Systems Applications
and Development
30) An introduction and basics in Information Technology Fundamentals
31) An introduction and the most important basics in System Administration and
Maintenance
32) An introduction and the most important basics in Computer Science
33) An introduction and the most important basics in Object-Oriented Programming
34) An introduction and the most important basics in Software Engineering
35) An introduction and the most important basics in Software Requirements and
Specifications
36) An introduction and the most important basics in Software Design and Construction
37) An introduction and the most important basics in Software Testing
38) An introduction and the most important basics in Computer Engineering
(Hardware), as Input devices engineering: e.g., drives, and keyboards and as
Output devices engineering: e.g., scanners and printers
39) An introduction and the most important basics in Computer Architecture and
Organization
40) An introduction and the most important basics in Electronics
41) An introduction and the most important basics in Circuits and Systems
Add topics/lessons, (If any):
42)
43)

Thank you very much

159
 Appendix 5: Tables of results

Appendix 5-I: Frequency and percentage of each statement of formal interviews, section
Two, ordered like the order of the close-ended questionnaire.
Degree of
Topics/ Lessons: Frequency Percentage importance
In English, students need these lessons to Ss Ts Gs & Ss Ts Gs & Ss Ts Gs
be included/ taught in the English courses (59) (6) Cs Cs &
101 and 102 : (8) Cs
2) Components of computer 59 6 8 100 100 100 VI VI VI
16) An introduction and the most important 57 6 8 96.61 100 100 VI VI VI
basics in Database and Database
Systems
15) An introduction and the most 56 6 8 94.92 100 100 VI VI VI
important basics in Operating Systems
20) An introduction and the most important 55 6 8 93.22 100 100 VI VI VI
basics in Programming Fundamentals
and Languages
17) An introduction and the most important 56 6 8 94.92 100 100 VI VI VI
basics in Internet Applications and Web
Programming
23) An introduction and the most important 56 6 8 94.92 100 100 VI VI VI
basics in Information Systems
5) An introduction and the most important 55 6 8 93.22 100 100 VI VI VI
basics in Computer applications
3) Abbreviations and Acronyms 58 6 8 98.31 100 100 VI VI VI
13) An introduction and the most important 55 6 7 93.22 100 87.5 VI VI VI
basics in Computer and Information
Security
37) An introduction and the most important 52 5 7 88.14 83.33 87.5 VI I VI
basics in Software Testing
31) An introduction and the most important 50 6 8 84.75 100 100 VI VI VI
basics in System Administration and
Maintenance
18) An introduction and the most important 50 6 8 84.75 100 100 VI VI VI
basics in Principles of Computer
Networks
24) An introduction and the most important 50 6 8 84.75 100 100 VI VI VI
basics in Types of Information Systems
30) An introduction and the most important 48 5 8 81.36 83.33 100 I I VI
basics in Information Technology
Fundamentals
34) An introduction and the most important 48 5 6 81.36 83.33 75 I I I
basics in Software Engineering
38) An introduction and the most important 48 6 8 81.36 100 100 I VI VI
basics in Computer Engineering
(Hardware), as Input devices: e.g.,
Magnetic drives, Disks, hard drives,
and keyboards; CPU; and as Output
devices: e.g., scanners and printers
36) An introduction and the most important 50 5 6 84.75 83.33 75 VI I I
basics in Software Design and
Construction
33) An introduction and the most important 47 5 6 79.66 83.33 75 I I I
basics in Object-Oriented Programming

161
29) An introduction and the most important 50 5 7 84.75 83.33 87.5 VI I VI
basics in Information Systems
applications and development
32) An introduction and the most important 50 6 6 84.75 100 75 VI VI I
basics in Computer Science
9) An introduction and the most important 47 5 6 79.66 83.33 75 I I I
basics in Electronic learning, by using
Multimedia/ modern technologies, e.g.,
Data show, TV and video, tape
recorders
25) An introduction and the most important 47 5 7 79.66 83.33 87.5 I I VI
basics in Information Systems Change
Management
35) An introduction and the most important 48 5 7 81.36 83.33 87.5 I I VI
basics in Software Requirement and
Specifications
19) An introduction and the most important 48 5 7 81.36 83.33 87.5 I I VI
basics in Data Structures
12) An introduction and the most important 48 6 7 81.36 100 87.5 I VI VI
basics in Computer Skills
21) An introduction and the most important 47 5 7 79.66 83.33 87.5 I I VI
basics in Information Management
26) An introduction and the most important 47 5 7 79.66 83.33 87.5 I I VI
basics in Information Systems
Strategies and Policies
8) Changing technologies 48 5 7 81.36 83.33 87.5 I I VI
14) An introduction and the most important 47 5 7 79.66 83.33 87.5 I I VI
basics in Principles of Human
Computer Interaction
28) An introduction and the most important 47 5 6 79.66 83.33 75 I I I
basics in Decision Support Systems and
Theory
27) An introduction and the most important 47 5 6 79.66 83.33 75 I I I
basics in Introduction to E-Business
Systems
10) Abilities and skills 48 5 8 81.36 83.33 100 I I VI
22) An introduction and the most important 47 5 8 79.66 83.33 100 I I VI
basics in E-Business Strategies
6) An introduction and the most important 45 5 6 76.27 83.33 75 I I I
basics in Information Ethics and Legal
Issues
40) An introduction and the most important 44 5 6 74.58 83.33 75 I I I
basics in Electronics
4) An introduction in Desktop publishing 43 5 6 72.88 83.33 75 I I I
concepts
1) An introduction in Evolution stages of 42 5 8 71.19 83.33 100 I I VI
computer
11) An introduction and the most important 42 6 6 71.19 100 75 I VI I
basics in Communication Skills
7) Health and safety 42 5 6 71.19 83.33 75 I I I
39) An introduction and the most important 40 5 6 67.80 83.33 75 QI I I
basics in Computer architecture and
organization
41) An introduction and the most important 40 5 6 67.80 83.33 75 QI I I
basics in Circuits and Systems

161
Appendix 5-II: Differences between students and teachers about the degree of importance
of the English language needs plus Levene's test with t-test (among
statements) of the close-ended questionnaires, section one
Category and Statements No. Students Teachers

Description
(2-tailed)
deviation

deviation
Standard

Standard
t- df

P<0.05
Means

Means
value

Sig.
I- Reading Needs: In English, students need to:
1) Read with comprehension course books and 4.82 0.53 4.80 0.52 0.18 267 0.86 NS
lecture handouts
2) Read with comprehension technical articles in 4.24 0.85 4.35 0.80 -0.73- 267 0.47 NS
academic scientific journals and references
3) Read and understand instructions booklets of 4.11 0.95 4.18 0.93 -0.38- 267 0.71 NS
users, safety precautions on sets, catalogs and
manuals (steps of operating a system).
4) Read with comprehension texts related to 4.41 0.88 4.55 0.68 -0.92- 267 0.36 NS
computer on the internet (esp. when doing
graduation projects)
5) Read and understand specifications of sets, 4.33 0.83 4.33 0.76 0.02 267 0.99 NS
machines, operating systems and so forth.
6) Read and understand homework assignments 4.54 0.79 4.60 0.84 -0.46- 267 0.65 NS
7) Read and understand examination papers 4.79 0.57 4.85 0.43 -0.63- 267 0.53 NS
8) Read cursive handwriting (joined letters) e.g. 3.59 1.13 3.58 1.06 0.08 267 0.94 NS
notes on the board or photocopied notes
9) Read and understand the main/general ideas and 3.93 1.06 4.33 0.89 -2.24- 267 0.03 S
their supporting details in a text.
10) Read description and notes which accompany 4.10 1.03 4.55 0.60 -3.91- 85.69 0.00 S
charts, graphs, diagrams, tables
11) Read and understand scientific terms and basic 4.57 0.81 4.78 0.58 -1.96- 68.79 0.05 NS
concepts
12) Read job ads or specifications of the new 3.78 0.99 3.73 0.82 0.32 267 0.75 NS
technology in daily newspapers
13) Read for skimming (reading quickly for the 4.21 0.96 4.28 0.82 -0.43- 267 0.67 NS
main idea or gist), and scanning (reading quickly
for a specific piece of information)
14) Read texts that include: abbreviations such as q- 4.42 0.83 4.33 0.89 .65 267 0.51 NS
question, ur- your…/ acronyms such as Fb-
facebook, OS=operating system.../ and
homophones such as, u=you, b4=before …
Reading needs 4.27 0.40 4.37 0.36 -1.45- 267 0.15 NS
II- Writing Needs: In English, students need to:
15) Write clear and meaningful sentences 4.62 0.73 4.55 0.75 0.60 267 0.55 NS
16) Take down notes through listening to their 4.42 0.81 4.40 0.81 0.14 267 0.89 NS
teachers
17) Write punctuation marks (comma, full stop, …) 3.28 1.15 3.53 1.01 -1.24- 267 0.22 NS
correctly
18) Write organized paragraphs concisely with 3.87 1.12 3.83 0.96 0.26 267 0.80 NS
coherence and cohesion (in reporting/ research
paper)
19) Write test answers 4.40 0.91 4.45 0.82 -0.34- 267 0.73 NS
20) Write answers to homework assignments 4.24 0.90 4.30 0.82 -0.42- 267 0.67 NS
(limited writing)
21) Write lab reports (lab assignment) 4.15 0.97 4.13 0.88 0.14 267 0.89 NS
22) Construct, complete or label diagrams/ tables/ 4.07 1.01 4.13 0.94 -0.30- 267 0.77 NS
graphs/ charts (to converse a charts into a

162
 paragraph) or explain and compare between
them
23) Describe properties of things, like computer, 4.05 1.00 4.20 0.99 -0.89- 267 0.37 NS
systems
24) Write a summary of a text or an idea in the text 4.21 0.99 4.23 0.92 -0.09- 267 0.93 NS
through extracting relevant points.
25) Frame definitions/ classifications/ hypotheses 4.34 0.89 4.18 0.78 1.07 267 0.28 NS
correctly
26) Write drafts for practical purpose (e.g. memos, 3.89 1.07 3.95 0.90 -0.35- 267 0.72 NS
an application for a job, CVs, data process,
specifications, manuals, business letters, e-
mails)
27) Practice writing and using the technical terms 4.29 0.91 4.38 0.81 -0.54- 267 0.59 NS
(and definitions)
Writing needs 4.14 0.49 4.17 0.42 -0.37- 267 0.71 NS
III- Listening Needs: In English, students need to:
28) Listen with comprehension to lectures 4.49 0.93 4.63 0.59 -1.19- 77.90 0.24 NS
(presentation; demonstration)
29) Listen to and understand seminars 3.93 1.33 4.15 0.77 -1.49- 86.34 0.14 NS
30) Listen and understand oral instructions/ 4.38 0.91 4.40 0.84 -0.10- 267 0.92 NS
directions and explanations to perform a task in
Labs.
31) Understand technical (computer) conversations 4.39 0.90 4.55 0.68 -1.06- 267 0.29 NS
32) Listen, follow and understand the main idea in 4.21 0.94 4.23 0.86 -0.07- 267 0.95 NS
the educational programs/films, related to
computer
Listening needs 4.28 0.64 4.39 0.43 -1.35- 72.89 0.18 NS
IV- Speaking Needs: In English, students need to:
33) Pronounce computer terms properly 4.56 0.79 4.73 0.60 -1.54- 64.94 0.13 NS
34) Use and understand phonetic samples of 4.27 0.88 4.18 0.90 0.60 267 0.55 NS
transcription of a dictionary to pronounce words.
35) Present projects, reports or topics orally in the 4.13 1.05 4.23 0.73 -0.73- 70.38 0.47 NS
classroom
36) Use and express the functions of English 4.18 1.01 4.08 0.86 0.64 267 0.52 NS
properly (e.g., requesting, ordering, suggesting,
stating, sharing, complaining, justifying claims,
refusing or accepting, arguments/ ideas (and
evaluating ideas) and opinions…
37) Chat and apply it on –line 3.49 1.17 3.38 1.03 0.58 267 0.56 NS
Speaking needs 4.13 0.61 4.12 0.54 0.10 267 0.92 NS
V- Vocabulary: In English, students need to:
38) Learn and understand the technical words of 4.76 0.57 4.78 0.53 -0.16- 267 0.88 NS
computer
39) Concentrate on active and preserved vocabulary 4.59 0.73 4.63 0.63 -0.33- 267 0.75 NS
properly so as to recall and use it easily
(strategies for learning vocabulary)
40) Deduce the meaning and use of unfamiliar 4.01 1.05 3.93 1.05 0.47 267 0.64 NS
lexical items through understanding word
formation: stems/ roots, affixation, derivation
and compounding-vocabulary building
41) Deduce the meaning and use of unfamiliar 4.04 1.13 4.10 0.81 -0.41- 68.38 0.68 NS
lexical items through contextual clues.
42) Use the English dictionary or English spell 4.25 1.00 4.30 0.88 -0.28- 267 0.78 NS
checks properly
43) Learn computer lexical jargons/words made to 4.55 0.82 4.53 0.88 0.18 267 0.86 NS
facilitate learning, such as: Save (Ctrl + S),

163
 New (Ctrl + N), and so forth

Vocabulary needs 4.37 0.51 4.38 0.46 -0.10- 267 0.92 NS

VI- Grammatical Needs: In English, students
need to:
44) Recognize and understand the basic rules of 4.33 0.94 4.25 0.90 0.48 267 0.63 NS
grammar: tenses /time; cause, result, purpose,
reason, condition, contrast; definiteness and
indefiniteness; quantity and amount; place,
direction; passive voice, negation...
45) Recognize and understand parts of speech/ the 4.43 0.83 4.23 0.86 1.42 267 0.16 NS
elements of the sentence structure and the
relationship among them (noun N , verb V,
pronoun Pro, adverb Adv. …) and the types of
sentence
46) Understand and express the relations between 4.43 0.81 4.18 0.87 1.80 267 0.07 NS
parts of a text through grammatical cohesion
devices of: reference words (e.g. who),
comparison (e.g. while), logical connectors (e.g.
and, but, or), ellipsis (e.g. Yes, he has left)
Grammar needs 4.39 0.71 4.22 0.76 1.44 267 0.15 NS
Grand total 4.24 0.38 4.28 0.30 -0.61- 267 0.54 NS

164
Appendix 5-III: Arithmetic means, standard deviations, and the degree of importance of
the suggested topics/lessons as individual as viewed by students and
teachers
Students Teachers
Topics/ lessons Mean SD DOI Topics/ Mean SD DOI
lessons
2) Components of computer 4.78 0.48 VI 2) 4.70 0.61 VI
16) An introduction and the most important basics in 4.71 0.65 VI 3) 4.63 0.59 VI
Database and Database Systems
15) An introduction and the most important basics in 4.65 0.73 VI 12) 4.55 0.71 VI
Operating Systems
20) An introduction and the most important basics in 4.65 0.74 VI 5) 4.45 0.88 VI
Programming Fundamentals and Languages
17) An introduction and the most important basics in 4.60 0.72 VI 11) 4.43 0.84 VI
Internet Applications and Web Programming
23) An introduction and the most important basics in 4.60 0.81 VI 15) 4.43 0.93 VI
Information Systems
5) An introduction and the most important basics in 4.59 0.63 VI 20) 4.35 0.95 VI
Computer applications
3) Abbreviations and Acronyms 4.52 0.75 VI 16) 4.33 0.97 VI
13) An introduction and the most important basics in 4.51 0.78 VI 23) 4.33 1.05 VI
Computer and Information Security
37) An introduction and the most important basics in 4.51 0.81 VI 38) 4.30 0.94 VI
Software Testing
31) An introduction and the most important basics in 4.49 0.84 VI 24) 4.30 0.99 VI
System Administration and Maintenance
18) An introduction and the most important basics in 4.49 0.82 VI 31) 4.28 0.96 VI
Principles of Computer Networks
24) An introduction and the most important basics in 4.48 0.80 VI 13) 4.28 1.01 VI
Types of Information Systems
30) An introduction and the most important basics in 4.48 0.88 VI 18) 4.23 0.86 VI
Information Technology Fundamentals
34) An introduction and the most important basics in 4.46 0.88 VI 17) 4.23 1.07 VI
Software Engineering
38) An introduction and the most important basics in 4.45 0.79 VI 32) 4.20 1.02 VI
Computer Engineering (Hardware), as Input
devices: e.g., Magnetic drives, Disks, hard drives,
and keyboards; CPU; and as Output devices: e.g.,
scanners and printers types
36) An introduction and the most important basics in 4.45 0.85 VI 30) 4.18 0.98 I
Software Design and Construction
33) An introduction and the most important basics in 4.44 0.91 VI 14) 4.18 1.11 I
Object-Oriented Programming
29) An introduction and the most important basics in 4.42 0.86 VI 6) 4.13 0.97 I
Information Systems applications and
development
32) An introduction and the most important basics in 4.42 0.89 VI 1) 4.13 0.97 I
Computer Science
9) An introduction and the most important basics in 4.38 0.84 VI 19) 4.13 1.04 I
Electronic learning, by using Multimedia/
modern technologies, e.g., Data show, TV and
video, tape recorders
25) An introduction and the most important basics in 4.37 0.88 VI 7) 4.10 0.98 I
Information Systems Change Management
35) An introduction and the most important basics in 4.37 0.92 VI 21) 4.08 1.02 I
Software Requirement and Specifications

165
19) An introduction and the most important basics in 4.35 0.95 VI 4) 4.03 0.92 I
Data Structures
12) An introduction and the most important basics in 4.33 0.93 VI 33) 4.00 1.13 I
Computer Skills
21) An introduction and the most important basics in 4.31 0.93 VI 36) 4.00 1.04 I
Information Management
26) An introduction and the most important basics in 4.29 0.98 VI 37) 3.98 1.00 I
Information Systems Strategies and Policies
8) Changing technologies 4.28 1.03 VI 10) 3.95 0.93 I
14) An introduction and the most important basics in 4.27 0.90 VI 35) 3.93 1.00 I
Principles of Human Computer Interaction
28) An introduction and the most important basics in 4.24 0.98 VI 8) 3.93 1.12 I
Decision Support Systems and Theory
27) An introduction and the most important basics in 4.22 0.97 VI 34) 3.90 1.08 I
Introduction to E-Business Systems
10) Abilities and skills 4.21 0.93 VI 9) 3.88 1.16 I
22) An introduction and the most important basics in 4.20 0.97 VI 25) 3.85 1.05 I
E-Business Strategies
6) An introduction and the most important basics in 4.15 0.90 I 27) 3.83 1.11 I
Information Ethics and Legal Issues
40) An introduction and the most important basics in 4.15 1.03 I 22) 3.80 1.02 I
Electronics
4) An introduction in Desktop publishing concepts 4.07 1.10 I 28) 3.80 1.02 I
1) An introduction in Evolution stages of computer 4.04 1.06 I 26) 3.80 1.09 I
11) An introduction and the most important basics in 4.02 1.03 I 39) 3.78 1.12 I
Communication Skills
7) Health and safety 4.01 0.97 I 29) 3.78 1.25 I
39) An introduction and the most important basics in 4.01 1.14 I 40) 3.63 1.15 I
Computer architecture and organization
41) An introduction and the most important basics in 3.99 1.17 I 41) 3.48 1.18 I
Circuits and Systems
Grand total 4.36 0.47 VI Grand 4.10 0.63 I
total

166
Appendix 5-IV: Significant differences between students and teachers about the degree of
importance of topics/lessons of the English language plus Levene's test
with t-test for statements individually
Topics/ lessons Students Teachers t- df

Description
value

(2-tailed)
deviation

deviation
Standard

Standard

P<0.05
Means

Means

Sig.
1) An introduction in Evolution stages of 4.04 1.06 4.13 0.97 -0.50- 267 0.62 NS
computer
2) Components of computer 4.78 0.48 4.70 0.61 0.95 267 0.34 NS
3) Abbreviations and Acronyms 4.52 0.75 4.63 0.59 -0.85- 267 0.40 NS
4) An introduction in Desktop publishing 4.07 1.10 4.03 0.92 0.22 267 0.83 NS
concepts
5) An introduction and the most important 4.59 0.63 4.45 0.88 0.97 46.38 0.34 NS
basics in Computer applications
6) An introduction and the most important 4.15 0.90 4.13 0.97 0.15 267 0.88 NS
basics in Information Ethics and Legal
Issues
7) Health and safety 4.01 0.97 4.10 0.98 -0.52- 267 0.60 NS
8) Changing technologies 4.28 1.03 3.93 1.12 2.01 267 0.05 S
9) An introduction and the most important 4.38 0.84 3.88 1.16 2.66 46.48 0.01 S
basics in Electronic learning, by using
Multimedia/ modern technologies, e.g.,
Data show, TV and video, tape recorders,
10) Abilities and skills 4.21 0.93 3.95 0.93 1.63 267 0.10 NS
11) An introduction and the most important 4.02 1.03 4.43 0.84 -2.34- 267 0.02 S
basics in Communication Skills
12) An introduction and the most important 4.33 0.93 4.55 0.71 -1.41- 267 0.16 NS
basics in Computer Skills
13) An introduction and the most important 4.51 0.78 4.28 1.01 1.40 47.45 0.17 NS
basics in Computer and Information
Security
14) An introduction and the most important 4.21 0.90 4.18 1.11 0.60 267 0.55 NS
basics in Principles of Human Computer
Interaction
15) An introduction and the most important 4.65 0.73 4.43 0.93 1.43 47.65 0.16 NS
basics in operating systems
16) An introduction and the most important 4.71 0.65 4.33 0.97 2.43 45.21 0.02 S
basics in Database and Database Systems
17) An introduction and the most important 4.60 0.72 4.23 1.07 2.12 45.36 0.04 S
basics in Internet Applications and Web
Programming
18) An introduction and the most important 4.49 0.82 4.23 0.86 1.84 267 0.07 NS
basics in Principles of Computer
Networks
19) An introduction and the most important 4.35 0.95 4.13 1.04 1.34 267 0.18 NS
basics in Data Structures
20) An introduction and the most important 4.65 0.74 4.35 0.95 1.88 47.60 0.07 NS
basics in Programming Fundamentals and
Languages
21) An introduction and the most important 4.31 0.93 4.08 1.02 1.43 267 0.16 NS
basics in Information Management
22) An introduction and the most important 4.20 0.97 3.80 1.02 2.39 267 0.02 S
basics in E-Business Strategies
23) An introduction and the most important 4.60 0.81 4.33 1.05 1.57 47.46 0.12 NS

167
 basics in Information Systems
24) An introduction and the most important 4.48 0.80 4.30 1.00 1.26 267 0.21 NS
basics in Types of Information Systems
25) An introduction and the most important 4.37 0.88 3.85 1.05 3.32 267 0.00 S
basics in Information Systems Change
Management
26) An introduction and the most important 4.29 0.98 3.80 1.09 2.88 267 0.00 S
basics in Information Systems Strategies
and Policies
27) An introduction and the most important 4.22 0.97 3.83 1.11 2.31 267 0.02 S
basics in Introduction to E-Business
Systems
28) An introduction and the most important 4.24 0.98 3.80 1.02 2.60 267 0.01 S
basics in Decision Support Systems and
Theory
29) An introduction and the most important 4.42 0.86 3.78 1.25 3.15 45.63 0.00 S
basics in Information Systems applications
and development
30) An introduction and the most important 4.48 0.88 4.18 0.98 1.97 267 0.05 NS
basics in Information Technology
Fundamentals
31) An introduction and the most important 4.49 0.84 4.28 0.96 1.45 267 0.15 NS
basics in System Administration and
Maintenance
32) An introduction and the most important 4.42 0.89 4.20 1.02 1.38 267 0.17 NS
basics in Computer Science
33) An introduction and the most important 4.44 0.91 4.00 1.13 2.69 267 0.01 S
basics in Object-Oriented Programming
34) An introduction and the most important 4.46 0.88 3.90 1.08 3.57 267 0.00 S
basics in Software Engineering
35) An introduction and the most important 4.37 0.92 3.93 1.00 2.78 267 0.01 S
basics in Software Requirement and
Specifications
36) An introduction and the most important 4.45 0.85 4.00 1.04 3.01 267 0.00 S
basics in Software Design and
Construction
37) An introduction and the most important 4.51 0.81 3.98 1.00 3.71 267 0.00 S
basics in Software Testing
38) An introduction and the most important 4.45 0.79 4.30 0.94 1.11 267 0.27 NS
basics in Computer Engineering
(Hardware), as Input devices: e.g.,
Magnetic drives, Disks, and keyboards;
CPU; and as Output devices: e.g., scanners
and printers
39) An introduction and the most important 4.01 1.14 3.78 1.12 1.22 267 0.22 NS
basics in Computer architecture and
organization
40) An introduction and the most important 4.15 1.03 3.63 1.15 2.91 267 0.00 S
basics in Electronics
41) An introduction and the most important 3.99 1.17 3.48 1.18 2.55 267 0.01 S
basics in Circuits and Systems
Grand total 4.36 0.47 4.10 0.63 2.50 46.61 0.02 S

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Appendix 6: The Designed Suggested Syllabus
Framework

A6.1 Introduction
A6.2 Target Learners
A6.3 The Designed Suggested Syllabus Framework
A6.3.1 Students’ Needs
A6.3.2 Objectives of the Suggested Courses Framework
A6.3.3 The Courses Syllabus
A6.3.4 Contents
A6.3.4.1 Organization of Content and Activities
A6.3.4.2 Suggested Topics/Lessons (or Units) of the Courses
A6.3.4.2.1 First Semester
A6.3.4.2.2 Second Semester
A6.3.5 Methodology
A6.3.6 Evaluation and Assessment
A6.4 Conclusion

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 Appendix 6
The Designed Suggested Syllabus Framework

A6.1 Introduction

Appendix 6 sheds light on the target learners. Then, it introduces the designed
suggested syllabus framework. It consists of students’ needs, the objectives, the courses
syllabus, the contents, the methodology, and the evaluation and assessment. For the content,
the organization of content and activities will be clarified. The suggested topics/lessons of
the units of the courses, for the first and the second semester will be listed. Finally, the
conclusion will be done.

A6.2 Target Learners

The target learners of the courses 101 and 102 are the students at the first level who
have already completed six academic years studying English as a compulsory subject within
the school curriculum- during the primary and secondary stages.
The learners of this level probably have already developed the ability to ask
questions and make statements, which involve the materials they learnt throughout the
teaching-learning process. Furthermore, it is expected that they have developed their reading
ability and become able to read short and long statements to answer some direct questions.
They are also supposed to read messages, e-mails, different sites, expressions, and phrases
for instructional and directional purposes such as timetables, maps, signs, menus, and so
forth as well as surfing the internet. Moreover, they are expected to have developed their
writing skill. This means that they are expected to write a process of doing something,
complete answers to questions or sentences based on reading materials or through the
description of computer programs, pictures, and postcards. They are also supposed to
acquire the ability to spell the assigned vocabulary and use some important punctuation
correctly for writing simple sentences on familiar topics. It is also hoped that the learners of
this level have already acquired approximately 3300 English words during their primary and
secondary stages, as most of them involve the learners' direct contact, according to
Al-Shamiry, 2005, p.276. The English proficiency level of these learners is expected to be
within the range of the intermediate or advanced. This indicates that the learners have
already acquired the basic requirements of simple communicative interactions. However,
unfortunately some of them are still unable to make satisfactory communicative expressions.
That is to say that they have not reached the stage where they apply what they have learnt

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creatively to fulfill the communicative needs that face them. The results of the study showed
that the learners at the department are aware of the importance of the English language
nowadays in all the spheres of life, especially in their major. This awareness develops within
the learners the positive attitudes towards the language that in turn increases their
potentiality to acquire and improve their proficiency level even beyond the English language
courses provided by the department. Students hope that the English courses at the university
should focus on both ESP and EGP with more focus on ESP in order to fulfill their needs.

A6.3 The Designed Suggested Syllabus Framework

It provides an outline of a proposed ESP courses for ISD based on the learners' needs
investigated with reference to needs analysis mentioned in the second chapter. Undoubtedly,
the outcomes of the planning stage were the proposed English language curriculum
framework. Before starting the courses planning process, it was important to shed light on
the type of the suggested courses syllabuses and had a clear description of the target group
of learners for whom the courses should be developed.

A6.3.1 Students’ Needs

All the academic 46 needs investigated should be included and taught in English
courses 101 and 102 (see Appendix 5-II, pp. 163-165). However, among those needs, 17 and
37 were considered as optional to be included and taught, since they were as Quite
important for one group and Important for another group. They were as follows:
 Need No. 17 (Write punctuation marks (comma, full stop …) correctly) was
considered as Quite important by students and Important by teachers.
 Need No. 37 (Chat and apply it on –line) was considered as Important by students
and Quite important by teachers.

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A6.3.2 Objectives of the Suggested Courses Framework

The overall objectives of the courses are derived from the findings of this study, the
students’ needs.

A6.3.2.1 Academic objectives

Six academic objectives are as follows:

1- Reading objectives:
Developing the undergraduates’ efficient reading skill especially of:
 Reading with comprehension technical course books and lecture handouts.
 Reading and understanding examination papers.
 Reading and understanding scientific terms and basic concepts.
 Reading and understanding homework assignments.
 Reading texts that include: abbreviations, such as q-question, ur- your…/ acronyms,
such as Fb=facebook, OS=operating system.../ and homophones, such as, u=you,
b4=before…
 Reading with comprehension texts related to computer on the internet (esp. when
doing graduation projects).
 Reading with comprehension technical articles in academic scientific journals and
references.
 Familiarizing them with some essential techniques such as scanning, skimming and
the backward drilling technique that can help them understand when they read
technical texts in particular.
 Reading and understanding given and followed instructions: booklets of users,
specifications and safety precautions on sets, catalogs and manuals (steps of
operating a system).
 Familiarizing them with reading description and notes that accompany charts,
graphs, Diagrams and tables.
 Familiarizing them with reading and understanding the main/general ideas and their
supporting details in a text.
 Familiarizing them with reading job ads or specifications of the new technology in
daily newspapers.
 Familiarizing them with reading cursive handwriting (joined letters), for example,
notes on the board or photocopied notes.

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  Reading and translating texts and to understand the meanings and connotations of
language.
2- Writing objectives:
Developing the undergraduates’ efficient writing skill especially to:
 Enable students to write statements and paragraphs about themes related to their
studies.
 Write clear and meaningful sentences.
 Take down notes through listening to their teachers.
 Write test answers.
 Frame definitions/ classifications/hypotheses correctly.
 Practice using the technical terms.
 Write answers to homework assignments (limited writing).
 Write a summary of a text or an idea in the text through extracting relevant points.
 Familiarize them on how to write lab reports (lab assignment).
 Familiarize them on how to construct, complete or label diagrams/ tables/ graphs/
charts (to converse a chart into a statement) or explain and compare between them.
 Familiarize them on how to describe properties of things, like computer, systems,
and so on.
 Familiarize them on how to write drafts for practical purpose (e.g. memos, an
application for a job, CVs, data process, specifications, manuals, business letters, and
e-mails).
 Familiarize them on how to write punctuation marks (comma, full stop …) correctly.
3- Listening objectives:
Developing the undergraduates’ efficient listening skill especially to:
 Listen with comprehension to lectures (presentation; demonstration).
 Listen and understand technical (computer) conversations.
 Listen and understand oral instructions/directions and explanations to perform a task
in labs.
 Listen to and understand seminars.
 Understand the main idea in the educational programs/films, related to computer.
4- Speaking objectives:
Developing the undergraduates’ efficient speaking skill especially of:
 Preparing students to talk about issues related to Information Systems.

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  Pronouncing correctly the language of those terms and their derivations (words and
sounds).
 Enhancing students’ fluency as well as accuracy in English.
 Discussing the personal qualities and professional skills needed for a job in IS.
 Using and understanding phonetic samples of transcription of a dictionary to
pronounce words.
 Using and expressing the functions of English properly (e.g., requesting, ordering,
suggesting, stating, sharing, complaining, justifying claims, refusing or accepting,
arguments/ ideas (and evaluating ideas) and opinions…
 Familiarizing them on how to present projects, reports or topics orally in the
classroom.
 Familiarizing them on how to chat and apply it on –line.
5- Vocabulary objectives:
 Develop students basic active vocabulary/words related properly to their academic
studies, especially the technical words of computer and lexical jargons, such as New
(Ctrl +N).
 Study vocabulary related to the Internet: email, Web, e-commerce, online banking,
online chatting, and so forth.
 Study the basic features and vocabulary related to desktop publishing.
 Use the English dictionary or English spell checks properly.
 Familiarize students on how to deduce the meaning and use of unfamiliar lexical
items through contextual clues and through understanding word formation:
stems/roots, affixation, derivation and compounding-vocabulary building.
6- Grammar objectives:
 Developing students’ awareness to cohesive devices within and at the boundaries of
sentences and whole texts.
 Recognizing and understanding parts of speech/ the elements of the sentence
structure to determining the type of required terms, that is, verbs, nouns and
adjectives.
 Learning about nouns, and relative pronouns.
 Learning how to use common verbs, modal verbs, and phrasal verbs.
 Learning about the three forms of adjectives.
 Learning about adverbs.

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  Practicing using the correct determiners with countable and uncountable nouns.
 Learning about present, past and future forms.
 Learning how to form different types of question. -
 Learning how to use conditional sentences.
 Learning, recognizing and using the types of sentences.
 Understanding and expressing the relations between parts of a text through
grammatical cohesion devices of: reference words (e.g. who), comparison (e.g.
while), logical connectors (e.g. and, but, or), ellipsis (e.g. Yes, he has left).
 Learning using discourse connectors.
 Recognizing and understanding the other basic rules of grammar: time; cause, result,
purpose, reason, contrast; definiteness and indefiniteness; quantity and amount;
place, direction; passive voice, and negation.

A.6.3.2.2 Content Objectives

Students should be able to:

 Learn about an introduction in Evolution stages of computer.
 Study the basic structure of computer components in general (input, CPU and
output).
 Study the basic structure of computer devices: flash memory, RAM and ROM,
different keys on keyboard, magnetic drive and disk, types of printer, scanners and
so forth.
 Study the differences between certain types of computer.
 Learn how to understand and give instructions and advice for different purposes, for
example, the use of computers and monitors.
 Talk about personal experience of using computers.
 Learn about Abbreviations and Acronyms.
 Learn about an introduction in Desktop publishing concepts.
 Learn about an introduction and the most important basics in Information Ethics and
Legal Issues.
 Learn about changing technologies.
 Learn about an introduction and the most important basics in Principles of Human
Computer Interaction.
 Learn about Health and safety.

175
 Learn about Abilities and skills, like Communication Skills in English, Computer
Skills and so forth.
 Learn about an introduction and the most important basics in Computer applications,
like the applications of spreadsheets and databases, multimedia systems, word
processors and so forth.
 Learn about an introduction and the most important basics in Electronic learning, by
using Multimedia/ modern technologies, for example, Data show, TV and video, and
tape recorders.
 Learn about an introduction and the most important basics in Introduction to
E-Business Systems and E-Business Strategies.
 Give instructions, advice and an introduction and the most important basics in
Computer and Information Security, for example, how to protect data.
 Learn about an introduction and the most important basics in operating systems.
 Learn about an introduction and the most important basics in Database and Database
Systems.
 Learn about an introduction and the most important basics in Data Structures.
 Learn about an introduction and the most important basics in Software Requirement
and Specifications.
 Learn about an introduction and the most important basics in Software Design and
Construction.
 Learn about an introduction and the most important basics in Software Testing.
 Learn about an introduction and the most important basics in System Administration
and Maintenance.
 Learn about an introduction and the most important basics in Information Systems.
 Learn about an introduction and the most important basics in Types of Information
Systems.
 Learn about an introduction and the most important basics in Information Systems
Strategies and Policies.
 Learn about an introduction and the most important basics in Information
Management.
 Learn about an introduction and the most important basics in Information Systems
Change Management.

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  Learn about an introduction and the most important basics in Information Systems
applications and development.
 Learn about an introduction and basics in Information Technology Fundamentals.
 Learn about an introduction and the most important basics in Computer Science.
 Learn about an introduction and the most important basics in Programming
Fundamentals and Languages.
 Ask and answer questions about computer languages.
 Learn about an introduction and the most important basics in Object-Oriented
Programming.
 Learn about a short introduction and the most important basics in Internet
Applications.
 Learn about an introduction and the most important basics in Principles of Computer
Networks.
 Learn about the basic ideas related to security and privacy on the Internet.
 Study the basic principles of Web page design.
 Design a mock home page for a college or a company.
 Learn about an introduction and the most important basics in Software Engineering.
 Learn about an introduction and the most important basics in Computer Engineering
(Hardware), as Input devices: for example, Magnetic drives, Disks, hard drives, and
keyboards; CPU; and as Output devices: for example, scanners and printers types.
 Learn about an introduction and the most important basics in Decision Support
Systems and Theory.
 Learn about an introduction and the most important basics in Electronics.
 Learn about an introduction and the most important basics in Computer Architecture
and Organization.
 Learn about an introduction and the most important basics in Circuits and Systems.
A good ESP course should state its objectives clearly. ESP and EGP courses allow
the teacher/ course designer to create a clear picture of what the course is going to be about.
Objectives of any course should express certain ways of achieving the general goals
generally in a form of statements that students will need to achieve at the end of the course.
Moreover, Objectives should be more teachable, usable, realistic, appropriate and
measurable.

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 In general, the English courses should combine the four skills, but with more focus
on listening and reading together with the grammatical/lexical knowledge. The courses
should focus on the ability of students to master and operate the language in specific context
related to Information Systems. The language skills do not appear in their pure form as
‘Learning Outcomes’ or as individual entities, but do appear as integrated in the process of
achieving these outcomes. The integration of skills focuses on the application of inquiry
skills to solve problems faced by students.
Students should be able to use English in the different situations mentioned in the
curriculum objectives and above all students should also be able to translate some relevant
topics in computer Information Systems from English to Arabic and vice versa.

A6.3.3 The Courses Syllabus

The suggested syllabus type is a notional- functional, situational, content-based, task-

based, or a combination of more than one. Some educators argue that these syllabuses could be
used in teaching language for specific purposes where learners have specific language needs, and
all of them focus on the learners and are used with the communicative method of teaching. They
can be integrated with each other to form a complete syllabus framework for specific and general
courses purposes.
In the notional-functional syllabus, the term “function” may be described as the
communicative purposes for which language is used, while the term ‘notion’ refers to the
meanings and concepts to be expressed through language (Nunan 1988). According to
Finocchiaro and Brumfit (1983), the functional-notional approach has put the students and their
communicative needs at the center of the teaching-learning process. In the notional-functional
syllabus, all language aspects, such as language grammar, vocabulary, meanings, language use,
communicative functions, pronunciation, and so forth, receive attention. All these aspects are
integrated. It is organized and graded according to the communicative needs of the learners and
the appropriateness of the content to their age and level of knowledge.
Regarding the situational syllabus, it is organized around different real-life situations. It
focuses on what the language learner will use in real communicative situations, such as at the
university, at the post office, at the company, and so forth.
The task-based syllabus is organized around tasks. In the light of the information of the
students’ needs investigated, the syllabus designer can set a list of learning tasks and activities
related to the Information Systems Department that learners are expected to carry out in the

178
language, like performing actions based on oral instructions, giving orders and instructions to
others, and so forth. Advocates of task-based syllabus argue that it puts the learners’
communicative needs in the heart of the teaching-learning process

A6.3.4 Contents

Developing students’ English communication skills: listening and reading, speaking,

and writing skills is one of the main objectives of these suggested courses. The contents
should be in consonance with their objectives. According to Saif (2007, p. 97), many ESP
course contents in use exhibit the following characteristics:
 Content-based language instruction.
 Specialized terminology.
 Stylistic conventions.
 Frequent use of the passive voice (especially in physical science courses).
 Low redundancy.
The language used in the courses should be presented in a clear manner and
interesting way that suits ISD learners specifically with different levels of English
competence. The language content should be relevant and appropriate in dealing with
special areas of grammar concerning computer and information technology texts. Most of
the exercises provided should be dependent on the topics investigated. Priority is given to
obtaining information by reading different text types related to the ISD.
The exercises that follow the lessons provide students with opportunities to practice
and extend their English language skills. They allocate free production practice where
students are asked to present information using simple English on a variety of computer-
related topics. Exercises should consider the weaker students. That is, students should have
some questions, like Fill in the blanks, choosing true or false statements, answering yes or
no questions, simple comprehension exercises, and so forth. The activities created can be
expanded in which students can engage in carrying out experiments (hands-on experience),
as well as carrying out reference work to explore the topic under study. As there are two
English courses 101 and 102, there should be two contents. Therefore, each content should
have half of the topics investigated.

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A6.3.4.1 Organization of Content and Activities

Courses organization, either at the level of a specific lesson or the overall

organization of the courses is very important, as it provides the teacher and the students
with a clear idea of what will be taught. Two principles underlie the concept of sequencing
material: Building and recycling. Building the topics/ lessons by selecting, developing and
grading Topics/Lessons and Activities. This can follow the process of the simple to the
more complex, from concrete to more abstract, from known and common to unknown and
uncommon, from teachable to less teachable, and so forth.

A6.3.4.2 Suggested Topics/Lessons (or Units) of the Courses

English courses 101 and 102 for Information Systems are taught for level one, where
they are requirement courses. As students have two terms, each course will be taught in one
term. On each semester, a teacher gets an average of 16 weeks to teach. Each course is
composed of 14 units, consisting of 14 topics with grammar lessons accompanying each
topic. They have to be taught four hours a week. The other two weeks will be for mid-term
exam and for assessing students’ performance. The suggested lessons are as follows:

A6.3.4.2.1 First Semester

The researcher will first list the topics, and then he will list the grammar lessons,
which accompany each topic.
1- First Semester Topics
 An introduction in Evolution stages (History) of computer.
 The basic (hardware and software) components of computer (input, CPU and
output):
- The differences between certain types of computer.
- The technical specifications of different computers in a shop.
- Personal experience of using computers.
 The basic computer devices:
- Classifications of computer devices.
- The technical details of flash memory and its uses.
- RAM and ROM.
- How memory is measured.
- Different keys on keyboard and their functions.

181
 - Different types of magnetic drive and disk.
- The technical specifications of digital printers and display devices.
- Comparing different types of printer, scanners, and so forth.
- Recommending the most suitable display device for particular people.
- Instructions and advice for different purposes, for example, the use of computers
and monitors.
 Abbreviations and Acronyms.
 An introduction in Desktop publishing concepts.
 An introduction and the most important basics in Information Ethics and Legal
Issues.
 Changing technologies.
 An introduction and the most important basics in Principles of Human Computer
Interaction.
 An introduction and the most important basics in Abilities and Communication
Skills in English.
 An introduction and the most important basics in Abilities and Computer Skills.
 An introduction and the most important basics in Computer applications:
- Basic features and applications of spreadsheets and databases.
- The main components and applications of multimedia systems.
 An introduction and the most important basics in Electronic learning, by using
Multimedia/ modern technologies, for example, Data show, TV and video, and tape
recorders.
 An introduction and the most important basics in Introduction to E-Business
Systems and E-Business Strategies.
 Health and safety.
2- First Semester Grammar Rules:
Grammar lessons that go with each topic mentioned above were as follows:
 Sentence components and the relationship among the (noun N, verb V, pronoun Pro,
adverb Adv. …).
 Nouns and pronouns: singulars and plurals nouns, types of nouns, types of pronouns,
countable and uncountable nouns and determiners, and definiteness and
indefiniteness.

181
  Common verbs: regular and irregular verbs, auxiliary and main verbs, phrasal verbs,
and verb conjugates.
 Adjectives, forms of adjectives, and adjectives of quantity and quality.
 Adverbs and types of adverbs, such as quantity and amount.
 Prepositions.
 Different ways of making new words: affixation, conversion and compounding, and
so forth.
 Giving instructions, advice and warning using verbs and phrasal verbs.
 Requesting.
 Suggesting.
 Complaining.
 Apologizing.
 Refusing or accepting, arguments/ideas, and justifying claims.
 The relations between parts of a text through grammatical cohesion devices of:
comparison (e.g. while), logical connectors (e.g. and, but, or), cause and effect,
purpose, reason, and contrast.

A6.3.4.2.2 Second Semester

The researcher will first list the topics, and then he will list the grammar lessons,
which accompany each topic.
1- Second Semester Topics
 An instructions, advice and an introduction and the most important basics in
Computer and Information Security, for example, how to protect data.
 An introduction and the most important basics in operating systems.
 An introduction and the most important basics in Database and Database Systems.
 An introduction and the most important basics in Software Requirement and
Specifications:
- Software Design and Construction.
- Software Testing.
- System Administration and Maintenance.
 An introduction and the most important basics in Information Systems and Types.
 An introduction and the most important basics in Information Systems Strategies and
Policies, Information Management and Information Systems Change Management.

182
  An introduction and the most important basics in Information Systems applications
and development.
- Yemen soft, for example.
 An introduction and the most important basics in Information Technology
Fundamentals.
 An introduction and the most important basics in Computer Science.
 An introduction and the most important basics in Programming Fundamentals and
Languages:
- Basic concepts in programming.
- Features and applications of word processors.
- Object-Oriented Programming.
 An introduction and the most important basics in Principles of Computer Networks:
- The basic features of the Web.
- Collocations related to the Internet.
- Basic ideas related to security and privacy on the Internet.
- Controversial issues related to the Internet.
- The basic principles of Web page design.
- Designing a mock home page for a college or a company.
 An introduction and the most important basics in Internet Applications and Web
Programming.
 An introduction and the most important basics in Software Engineering and
Computer architecture and organization.
 An introduction and the most important basics in Electronics.
2- Second Semester Grammar Rules
Grammar lessons that go with each topic mentioned above were as follows:
 The relations between parts of a text through grammatical cohesion devices of:
reference words (e.g. who).
 Present simple, present progressive and Present perfect tenses.
 Simple past, past progressive and Past perfect tenses.
 Simple future, progressive future and perfect future tenses.
 Interrogative sentences: forming different types of questions.
 Negation.
 Types of sentences.

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  Using passive voice.
 Business letters.
 Making CVs.
 Conditional sentences.
 Synonyms and antonyms.
 Reported and indirect statements.
 Writing paragraphs and reports.

A6.3.5 Methodology

Learning-centered and task-based approaches to need analysis in a primary

notional-functional, situational, content-based, task-based, or a combination of more than
one of those syllabuses should be adopted since it suits the type of the suggested courses
contents designed above. The other syllabuses will be there as minor ones. Students are
encouraged to communicate using all skills.
Communicative methodology of teaching should be adopted as it helps students to
participate, discuss in pairs or groups to promote their use of English for real life purposes.
As a result of the spread of communicative language method, much emphasis in ESP
methodology has become learner-oriented instruction. It is suggested that classroom
activities should focus on involving students in purposeful and meaningful practical tasks
related to the real world outside the classroom through interaction, negotiation, and
information sharing between the students themselves as well as between the students and
their teacher. Practicing ways of negotiating, such as role-play and simulation could be used
to provide practice in situations in which learners might face in their professional lives. The
teacher has to guide and monitor all the students and make them participate in the classroom
activities and supply them with the information needed to carry out the language activities
properly (Al-Shamiry, 2005, pp. 292-3). Teachers are seen more as learning facilitators than
language judges, and students are required to take responsibility for their own learning as
well as being seen as active portrayers of information (Saif, 2007, pp. 84-85).
In addition, the eclectic methodology is also used or adopted in the time the teacher
feels it is necessary to teach using his own way. He encourages students to be active
participants in the teaching-learning process. However, students will be focusing on
grammar translation method in their self-study as they informed the researcher, in which
lists of structure and vocabulary form the basis of any ESP syllabus could be used. It

184
 presents the rules of a particular item of grammar deductively, from rules to examples. The
text is often accompanied by a vocabulary list consisting of new lexical items used
accurately in the text together with the mother tongue translation. The vocabulary
introduced in long word lists should be memorized by rote learning.
The illustrations should be in the courses as it will be more functional to explain
processes and serve as a stimulus for language production. With the help of computer
technology, visual aids should be used as part of an activity for helping students getting the
exact meaning and help them to understand faster. Feedback should be provided regularly as
it helps to improve learners' performance in ISD.

A6.3.6 Evaluation and Assessment

Courses evaluation is a systematic attempt to discover the strengths and weaknesses

of any courses. It is a process designed to find out whether the courses have achieved
objectives or not and to what extent they have been achieved. However, the terms
"evaluation" and "assessment" are often used interchangeably. According to this syllabus
framework, the two terms can be defined as follows:
1- Evaluation
It is the process of making accurate judgment on all the components of the courses
for further development and change. It helps to assess whether the courses objectives are
being met and whether the courses do what they were designed to do. Further, it tracks any
faults in the courses design, such as inappropriate ordering, inappropriate methodology or
wrong analysis of the students’ initial competence, and so forth. The courses evaluation can
provide a good feedback on any ESP courses.
2- Assessment
It is a process of collecting information about the students' achievements. It refers to
that part of evaluation, which is concerned with the general language abilities, acquired by
the students in relation to the specific courses objectives.
The researcher states that the existing English language courses in the faculty ignore
the evaluation process of the courses and only concentrates on the assessment and testing
the students’ knowledge of the content of the courses and their language skills. However,
this proposed curriculum framework looks at both evaluation and assessment as important
features of the educational process.

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 As there are two types of assessment, the researcher will shed light on both of them
as follows:
a) Formative Assessment
It is used to improve the learners’ performance by giving them feedback on their
performance on a specific task and then enable them to repeat their performance on the task
or on a similar task. This assessment is directed to provide learners with information that
will help them to improve their performance during the courses of study before they come to
the final measurement. This type of assessment can be carried on with all activities during
the courses. This assessment could be in the form of different exercises given to students to
do at the end of the class or at home. These exercises should be designed to assess the
students' achievement in relation to the objectives of the task and to encourage the students
to practice the language outside the classroom in real life situations.
b) Summative Assessment
It is concerned with the totality of the learners’ performance in relation to all the
activities they have learnt during the courses. Therefore, it is usually comes at the end of
courses like achievement tests. At that time learners cannot repeat their performance or
improve it. Achievement tests (proficiency tests): These types of tests are used as a
summative assessment to find out what and how much the learner knows about the task he
has studied and how well he can perform it. The purpose of the achievement tests is to
highlight achievement differences between and among learners to produce dependable rank
order of learners from high achievers to low achievers. They are also used to provide a clear
understanding of whether the pre-determined goals of the specific subject have been
achieved or not. They are interpreted against knowledge and skills that are expected to have
been mastered by the learners after completing a course of instruction.
Teachers should assess their students' progress after each step in the curriculum.
Furthermore, the mid-term, mid-year, and final tests should be done to find out the students'
strength and weakness in order to reinforce the areas of strength and improve or modify the
areas of weakness (Al-Shamiry, 2005, pp. 294-5). Moreover, different forms of the
assessment item types should be used in each test in order to improve the validity of the test
and to make it more interesting. Finally, the assessment tests should provide teachers with
valuable feedback about the appropriateness of their teaching strategies and techniques and
methods adopted during the classroom instruction to enhance or consolidate the
effectiveness of the courses.

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A6.4 Conclusion

It is expected that this framework could be used as a guide for designing

appropriate materials to improve the English proficiency level of the ISD students.
Moreover, it is hoped that it could make teachers and learners aware of the objectives of the
English courses so that they could direct their efforts towards the achievement of those
objectives. Finally, it is expected that this effort is just the first step in developing a precise
English curriculum framework for the whole English courses at the ISD. The number of
units and lessons within each unit have been determined according to the time available for
the courses as well as the time available for each lecture given to English within the ISD
plan.

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 ‫‪Abstract of the Study in Arabic‬‬

‫الملخص‬
‫هرردفت هررذه الدراسررة إلررى تقصرري حاجررات طلبررة م ررم نظررم المعلومررات‪ ،‬فرري كليررة الحاسرروب وتكنولوجيررا المعلومررات‪ ،‬للغررة‬
‫اإلنجليزية كما شعر بها الطلبة‪ ،‬والمدرسين‪ ،‬والخريجين والشرركات‪ /‬المؤس رات فري الميردان‪ .‬كمرا أنهرا أيضرا هردفت إلرى‬
‫تصرميم إطرار مرنهج مقتررر فري ضرو حاجررات الطلبرة للغرة اإلنجليزيررة تحرت البحرث‪ .‬تكونررت مجموعرات عينرات الدراسررة‬
‫باستخدام أداة المقابلة الرسمية من ‪ 59‬طالب‪/‬طالبرة‪ 6 ،‬مدرسرين و‪ 8‬خرريجين وشرركات وباسرتخدام أداة االسرتبانة المغلقرة‬
‫من ‪ 229‬طالب‪/‬طالبة و‪ 41‬مدرس‪ .‬هذه الدراسة كانت وصفية نوعية وكمية حيث إن المعلومرات ترم اسرتنتاجها نوعيرا مرن‬
‫اإلطررار النظررري والدراسررات ال ررابقة والوثررابق الرسررمية المتعلقررة بالبحررث‪ ،‬وأيضررا بواسررطة اسررتخدام أداترري المقابلررة غيررر‬
‫الرسمية‪ ،‬واالستبانة المفتوحة‪ ،‬وكميا عن طريق استخدام أداتي المقابلة الرسمية واالسرتبانة المغلقرة‪ .‬أهرم مرا توصرلت إليره‬
‫نتررابج الدراسررة هررو‪ .1 :‬تررم اعتبررار جميررع الحاجررات األكاديميررة التاليررة (المفررردات كثيرررة االسررتخدام‪ ،‬ومهررارتي االسررتما‬
‫والقرا ة‪ ،‬والقواعد النحوية) مهمة جدا بالترتيب‪ .2 .‬تم اعتبار مهارتي الكتابرة والتحردث مهمرة بالترتيرب‪ .3 .‬ينبغري إدراج‬
‫وتدريس جميع الحاجات األكاديمية التي تم بحثها في مقررات اللغة اإلنجليزية ‪ 111‬و‪ .4 .112‬ينبغي أن تصرمم مقرررات‬
‫اللغة اإلنجليزية ألغراض خاصة وعامة‪ .5 .‬ينبغي أن تصمم مناهج اللغة اإلنجليزية على ح رب المفراهيم ووظرابف اللغرة‬
‫أو على ح ب الحاالت (الموامف)‪ ،‬أو على ح ب المحتوى‪ ،‬أو على ح ب المهمات أو الجمع برين أكثرر مرن واحرد منهمرا‬
‫كضرورة لتنفيذ أنشطة مختلفة في جميع مراحل دراسات الطلبة األكاديمية‪ ،‬و‪ .6‬تم عرض إطرار منراهج اللغرة اإلنجليزيرة‬
‫المقترحررة ‪ 111‬و‪ .112‬أهررم مررا أظهرررت توصرريات هررذه الدراسررة هرري كالتررالي‪ .1 :‬ينبغرري علررى مصررممي المنرراهج‪ ،‬وإدارة‬
‫الكلية‪ ،‬وأعضا هيئرة تردريس اللغرة اإلنجليزيرة ومرواد التخصرص‪ ،‬والطلبرة فري م رم نظرم المعلومرات فري كليرة الحاسروب‬
‫وتكنولوجيررا المعلومررات أن يكونرروا علررى درايررة بدرجررة أهميررة األشرريا الترري ينبغرري أن ترردرج وترردرس فرري مقررررات اللغررة‬
‫اإلنجليزية ‪ 111‬و‪ .2 .112‬ينبغي أن يتم تدريب مدرسي اللغة اإلنجليزية ألغراض خاصة بشكل جيد‪.‬‬

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