DEVELOPING NEEDS ANALYSIS-BASED ESP CURRICULUM FOR CHEMISTRY-BIOLOGY STUDENTS IN HIGHER EDUCATION

Danara Raikhanova, Gulnara Kassymova, Nataša Bakić-Mirić

DOI Number
https://doi.org/10.22190/JTESAP250310027R
First page
351
Last page
360

Abstract


This article focuses on the development of an English for Specific Purposes (ESP) curriculum tailored to the needs of students in the combined major program 'Chemistry and Biology' at Suleyman Demirel University in Kazakhstan. The case study aims to highlight the significance of conducting a needs analysis to identify the academic and professional needs, preferences, and deficiencies of chemistry and biology students in the ESP course offered at the post-secondary level. The findings suggest that the ESP course's goals, outcomes, and content should prioritise the needs of students with an A1/A2 level of English proficiency (according to CEFR) who graduated from public high schools where the language of instruction was either Kazakh or Russian. In contrast, students who completed their high school education in schools where science subjects were taught exclusively in English should focus more on EAP. Therefore, this paper argues that the ESP curriculum must be designed to provide equal opportunities for both groups of students to learn and enhance their English language skills at the post-secondary level.


Keywords

chemistry-biology students, curriculum design, English for Specific Purposes (ESP), needs analysis (NA).

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References


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DOI: https://doi.org/10.22190/JTESAP250310027R

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