Abstract:
This study analyzed the requirement of English education for arts students and the language needs for arts administrators in the workplace in Taiwan. A total of 83 participants, comprising 37 graduate students majoring in the arts and 46 company administrators in art-related jobs, responded to a questionnaire requesting their opinions concerning English education. The results indicated that the language skills that the students required were similar to those that company administrators used in the workplace. Reading was the skill that company administrators used the most, and speaking was the least used skill. However, among the 30 language tasks, the comparison of mean scores indicated a discrepancy in needs between the students and company administrators. The arts students required sufficient vocabulary and adequate reading practice, because they were required to take English proficiency tests as a graduation requirement and their course materials included English articles and journal papers. Regarding the company administrators, introducing artwork and presenting products were crucial because they must sell artwork. The results can serve as fundamental information for reforming and preparing English curricula and courses tailored to the needs of arts students in Taiwan.
Machine summary:
tw Abstract This study analyzed the requirement of English education for arts students and the language needs for arts administrators in the workplace in Taiwan.
A total of 83 participants, comprising 37 graduate students majoring in the arts and 46 company administrators in art-related jobs, responded to a questionnaire requesting their opinions concerning English education.
Several scholars (Berwick, 1989; Brindley, 1989; Dudley-Evans & St. John, 1998; Finney, 2002; Hutchinson & Waters, 1987; Seedhouse, 1995; West, 1994) have supported that needs analysis is vital in designing and teaching any language course.
In the context of English teaching and learning, Language Needs Analyses (LNA) refers to using systematic means to explain the specific sets of skills, texts, linguistic forms, and communicative practices pertaining to a special group of students.
Elamin and Osman (2018) investigated the needs analysis of English language productive skills (speaking &writing) for students of Sudanese.
A total of 46 (20 men, 26 women) company administrators working in arts-related industries and the design field were invited to complete questionnaires regarding the predominant language skills that are required in their workplace and their expectations regarding future employees.
Student Questionnaire This questionnaire included two principal sections, on background information and time spent on relevant English activities, as well as language skills and courses (Tseng, 2013).
The participants were asked about English requirements for employees and the language skills, activities, and courses that should be provided to students.