VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ VÂN

THE NEEDS-BASED EVALUATION OF ESP MATERIAL “ENGLISH
COURSE FOR NURSING STUDENTS” FOR SECOND YEAR STUDENTS
AT THANH HOA MEDICAL COLLEGE

(ĐÁNH GIÁ DỰA THEO NHU CẦU TÀI LIỆU TIẾNG ANH CHUYÊN
NGÀNH “ENGLISH COURSE FOR NURSING STUDENTS” DÀNH CHO
SINH VIÊN NĂM THỨ HAI TRƯỜNG CAO ĐẲNG Y TẾ THANH HÓA)

M.A. MINOR THESIS
Field: English Teaching Methodology
Code: 60.14.10

Hanoi, 2012

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

iv

TABLE OF CONTENTS

Certificate of originality of the thesis ……………………………………………… i
Acknowledgements ……………………………………………… ii
Abstract ……………………………………………… iii
Table of contents …………………………………………… iv
Abbreviations …………………………………………… vii
List of figures …………………………………………… viii
List of tables …………………………………………… ix

’
PART I: INTRODUCTION 1

I.1. Rationale ……………………………………………… 1
I.2. Aims of the study ……………………………………………… 2
I.3. Scope of the study ……………………………………………… 2
I.4. Methods of the study ……………………………………………… 2
1.5. Organization of the study ……………………………………………… 2

PART II: DEVELOPMENT 4

Chapter 1: Literature Review 4

1.1. An Overview of English for Specific Purpose ……………………………… 4
1.1.1. Definition of ESP ……………………………… 4
1.1.2. Classification of ESP ……………………………… 4
1.1.3. Characteristics of ESP Course ……………………………… 6
1.1.4. Characteristics of English for Medical Purpose …………… 7

Chapter 3: Findings and Discussion 21

3.1. Objectives ……………………………… 21
3.2. Contents ……………………………… 22
3.3. Methodology ……………………………… 27

PART III: CONCLUSION 31

III.1. Conclusion ……………………………… 31
III.2. Recommendations ……………………………… 31
III.2.1. Objective Adjustments ……………………………… 31
III.2.2. Content Improvements ……………………………… 32
III.2.3. Methodology Improvements ……………………………… 33
III.3. Limitations of the Study ….………………………… 34
III.4. Suggestions for Further Research ….………………………… 34
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REFERENCES 35

APPENDIX 1: QUESTIONAIRE FOR TEACHERS I

APPENDIX 2 : QUESTIONAIRE FOR STUDENTS III

APPENDIX 3: QUESTIONAIRE FOR TEACHER INTERVIEW V

APPENDIX 4 : QUESTIONAIRE FOR STUDENT INTERVIEW VI

APPENDIX 5 : STUDENT NEEDS ANALYSIS RESULTS VII

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ABBREVIATIONS TMC: Thanh Hoa Medical College
ESP: English for Specific Purpose
EMP: English for Medical Purpose

Figure 4: Framework for Material Analysis and Evaluation (Littljohn,1998)…………… 11
Figure 5: Skill Importance Ranking …………………… 43
Figure 6: Skill vs. Class-Time Distribution …………………… 43
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LIST OF TABLES

1

PART I: INTRODUCTION

I.1. Rationale
Since the early 1960s, English for specific purposes (ESP) has grown to become
one of the most prominent areas of English Language Teaching. The growth of ESP has
also generated an increasing number of specialized textbooks. The importance of the
textbook is undeniable since it determines the major part of classroom teaching and student
learning. Although choosing a textbook is daunting, it has a significant influence on the
ability of students to meet their language learning objectives and affects both the process of
learning and outcomes. Nevertheless, as Swales (1980) states, textbooks, especially course
books, exhibit problems and in extreme cases are examples of educational failure. Thus, to
have a successful language teaching program, it is necessary to have good materials, and to
make the most effective use of a textbook, it is necessary for teachers to carefully examine
all aspects of the textbook and compare it against an assessment tool. The present ESP
textbook taught at Thanh Hoa Medical College (TMC) was collected and edited from
various sources. To some extent, its objectives meet teaching and learning’s goals such as

In material evaluation, there has been a great number of criteria that should be
taken into consideration such as: the audience, the content, the methodology, the cultural
bias, the layout, the authenticity, and so on. In this study, the criteria for evaluation were
based on Hutchinson and Water’s (1987) with focus on the three following criteria:
objectives of the material, contents of the material, and methodology.

I.4. Methods of the study
This study employs survey research with two methods, including survey
questionnaires and informal interviews. These methods are described in detail in chapter
two.

I.5. Organization of the study
The study consists of 3 parts:
Part I - Introduction - presents the rationale, aims, scope and methodology of the study
Part II - Development - includes 3 chapters:
Chapter 1 – Literature review – provides a theoretical basis for the study. First, it
surveys the literature on the theories of the basic concepts such as English for Specific
Purposes and English for Medical Purposes, regarding the definition, classification, and
characteristics. Second, it reviews material evaluation, need analysis in terms of definition,
types, purposes and models. The last part of the chapter presents the issues involving
material adaptation which serve as a base for the improvements recommended at the end of
the study.
3

Chapter 2 – Methodology – includes an overview of the approach used in
conducting the study. It also provides a thorough description of the data collection
procedure as well as the analytical procedure.
Chapter 3 – Result and discussion – reports the findings of the survey and
discusses the prominent aspects.
Part III – Conclusion – makes conclusion of the study; recommends the improvements to
4

PART II: DEVELOPMENT

Chapter 1: Literature Review

1.1. An Overview of English for Specific Purpose

1.1.1. Definition of ESP

The concept of ESP has been basically agreed by numerous researchers to be a kind
of language learning which has its focus on all aspects of language pertaining to a
particular field of human activities while taking into account the time constraint imposed
by learners. Hutchinson and Waters (1987:19) states “ESP is an approach to language
teaching in which all decisions as to content and methods are based on the learners’
reasons for learning.” Widdowson (1983:5) makes it more specific when linking tasks with
the direct purpose of an ESP course: “ESP is essentially a training operation which seeks to
provide learners with restricted competence to enable them to cope with certain clearly
defined tasks. These tasks constitute the specific purposes, which the ESP course is
designed to meet.”
ESP is also defined as “a particular case of general category of special purpose
language teaching” of which, advantages are widely recognized as : being focused on the

Figure 1: Types of ESP (From Strevens, 1977, Robinson 1991)

To make the ESP classification more clearly, Hutchinson and Water (1987) divide
it into three branches with each branch subdivided into two smaller ones: EOP and EAP as
follows: Figure 2: Types of ESP (From Hutchinson and Water, 1987)


studies technicians Economics Accountancy Psychology Law

6

1.1.3. Characteristics of ESP Course

According to Carter (1983), there are three features of ESP courses: a) authentic
material, b) purpose-related orientation, and c) self-direction. The use of authentic content
materials, modified or unmodified in form, is indeed a feature of ESP. Purposed –related
orientation refers to the simulation of communicative tasks required of the target setting.
Finally, self-direction is the characteristic of ESP courses in that the “….point of including
self-direction …is that ESP is concerned with turning learners into users”.
Hutchinson and Waters (2007) also point out the traditional ESP course design has
two major drawbacks: Firstly, the development in the learner of a capacity to communicate
is neglected, and secondly, there is a failure to analyze and take into account the realities of
the ESP learning situation.
In giving ESP definition, Dudley-Evans and St John suggest the following absolute
characteristics and variable characteristics.
Three absolute characteristics are:
- ESP is designed to meet specific needs of learners
- ESP makes use of the underlining 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.
Four variable characteristics are:
- 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 or in
a professional work situation. It could, however, be used for learners at

determining what information to gather and ends with bringing about the change in current
activities or influencing future ones” (p.128)
Material evaluation is “A process not a final product” (Nunan,1998) with
“Attempts to measure the value of materials” (Tomlinson,1998, p.3)
Hutchinson and Waters (1987) define: “Evaluation is basically a matching process:
matching needs to available solutions” (p.97). They also note that evaluation is really a
matter of judging the fitness of something for a particular purpose. “Given a certain need,
and in the light of the resources available, which out of number of possibilities can
represent the best solution. There is no absolute good or bad – only degrees of fitness for
the required purpose”.
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Although each researcher has his/her own way of giving opinion on evaluation they
still come to the agreement that evaluation is a process of collecting data giving judgments
based on the collected data, and the most importantly, evaluation must include action. 1.2.2. Types of material evaluation
Regarding types of material evaluation, Tomlinson (1988) indicates that for each
dimension of evaluation, there are certain types of evaluation. These dimensions include:
approach, purpose, focus, scope, the evaluators, the timing and types of information.
Cunningsworth (1995) points out that there are three types of material evaluation,
i.e. pre-use evaluation, in-use evaluation and post-use evaluation. This classification is
similar to Ellis (1997) with different names, i.e. Preliminary, Formative and Summative
evaluation respectively. The first type, pre-use evaluation is carried out before a course
begins in order to select the most relevant and suitable materials for a particular group of
learners. This is probably the most difficult kind as there is no actual experience of using
the course book. In-use evaluation is a kind of evaluation for suitability, involving
“matching the course book against a specific requirement including the learner’s
objectives, the learner’s background, the resources available, etc.” (Cunningsworth, 1995,

recommend a four-step macro-evaluation presented in the following model:

Figure 3: Four-step macro-evaluation (Hutchinson and Waters, 1987) DEFINING CRITERIA

as the points may be concentrated in one area.
Ellis (1997) suggests a Micro-evaluation model which is probably clearer and more
detailed:
1. Choosing a task to follow;
2. Describing the task with specification of input, procedures, language
activities, and outcome;
3. Planning the evaluation with reference to the dimensions above;
4. Collecting information before, while and after the task was used, and what
and how the task was performed;
5. Analysis of the information collected;
6. findings of the evaluation and making recommendation for future teaching;
7. Writing the report.
He points out the advantage of this model is that it can be more manageable than a
macro-evaluation. Nevertheless, this type of evaluation can only be conducted when the
materials are being used in the classroom.
Littljohn (1998) suggests a preliminary framework for material analysis and
evaluation as follows:
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1.3.1. Need Definition
Various writers have discussed the concept of need. One of the best known is
Abraham Maslow (1954), who developed the notion of a “hierarchy of needs”. Based on
ascending levels of more complex needs , Maslow hypothesized that, once a lower level
ANALYSIS OF TARGET
SITUATION OF USE

- The cultural context
- The institution
- The course (proposed aims,
content, methodology, measures
of evaluation)
- The teachers
- The learners
MATERIAL ANALYSIS

From analysis:
- What is their explicit nature?
- What is required by users?
- What is implied by their use?
To description:
- aspects of design
- aspects of publication
MATCH AND EVALUATION

How appropriate are the respects of design and the
aspects of publication to the target situation of
use?
ACTION


inputs into resource allocation decisions with a view to discovering and identifying goods
and services. The community is lacking in relation to the generally accepted standards and
for which there exists some consensus as to the community’s responsibility for their
provision.” (p.2). York (1982) stated simply that needs assessment is a “measure of how
much of what is needed”. For Mc Killip (1987) needs assessment is a process of “ordering
and prioritization” of community needs.
These definitions implicitly assume that needs assessment is basically a method of
data collection or population description. The present population to those who can and will
utilize it to make judgments about policy and programs. Needs assessment is population-
specific, but systemically focused, but systemically focused, empirically based, and
outcome-oriented. Need assessment, then is a form of applied research that extends beyond
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data collection and analysis to cover the utilization of the finding. In other words, needs
assessment is a process of evaluating the problems and solutions identified for a target
population. In this process, it emphasizes the importance and relevance of the problems
and solutions.

1.3.3.
Models of Need Assessment:

McKillip (1987) provides three models of needs assessment:
•
Discrepancy Model
This model is the most straightforward and widely used, especially in education. This
model emphasizes normative expectations and involves the three phases: [1] Goal setting,
identifying what ought to be; [2] Performance measurement, determining what is; [3]
Discrepancy identification, ordering differences between what ought to be and what is.
•
Marketing Model

geographic dispersion may include transportation, demographic characteristics of the target
population, eligibility restrictions, and service capacity. Client analysis refers to the
comparison of those who use services with those who are eligible to use services. Resource
inventories detail services available.
Step 3: Identify needs
•
Describe problems

According to McKillip (1987), three types of problems are identified by need analysis:
[1] Discrepancies: “Problems are revealed by comparison of expectations with outcomes.
Discrepancies are problems” (p. 11); [2] Poor outcome: Problems involve those at-risk of
developing poor outcomes; [3] Maintenance need: “A group with maintenance needs can
develop poor outcomes if services presently offered are withdrawn or altered” (p. 11).
Bradshaw identified four types of outcome expectations that support judgments of
needs: [1] Normative need: Expectations based on expert identification of adequate levels
of performance or service. (This type of expectations may miss real needs of target
population); [2] Felt need: Expectations that members of a group have for their own
outcomes (e.g., parents’ expectations about the appropriate amount of elementary level
mathematics instruction); [3] Expressed need: Expectations based on behavior of a target
population. Expectations are indicated by use of services (e.g., waiting lists, enrollment
pressure, or high bed occupancy rates); [4] Comparative need: Expectations based on the
performance of a group other than the target population. (Comparative expectations
mainly depend on the similarity of the comparison group and the target population. In
addition, such expectations can neglect unique characteristics that invalidate
generalizations)
•
Describe solutions
According to McKillip (1987), there are three criteria (dimensions) for evaluating
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No textbook is perfect. Any textbook should be used judiciously, since it can not
cater equally to the requirements of every classroom setting (William, 1983, p.251). That is
why a textbook should be adapted. Teachers, with direct personal knowledge of their
classroom teaching, should see textbooks as their servants instead of masters; as a resource
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or an “idea bank” which can stimulate teachers’ own creative potential (Cunningsworth,
1984, p.65). Adapting materials helps teachers to maximize the value of the book for the
benefit of their learners. Hence they can improve it so that it is suitable for the particular
situation. (Apple and Jungck, 1990; Shannon, 1987)

1.4.3. Areas for Adaptation
McDonough and Shaw (1993) identify the possible areas to adapt as follows:
- Lack of grammar coverage in general
- Lack of practice of grammar points of particular difficulty
- Reading passages contain too much unknown vocabulary.
- Comprehension questions are two easy
- Subject matters are inappropriate for learners
- Photographs and other illustrative materials are not culturally acceptable
- Amount of material is too much/too little to cover
- Lack of guidance of teachers on group work and role play
- There are no vocabulary list or a key to exercises
However, they also note that more areas could be added to this list, depending on
actual contexts.

1.4.4. Techniques for Adaptation
There are various ways to adapt materials. Tomlinson (1998) suggests the
following options:
- Omission: The teacher leaves out things deemed inappropriate, offensive