Alex Final 17
Alex Final 17
Alex Final 17
Alemayehu Zewdie
June, 2008
An assessment of English language needs of journalism and communication
students: Addis Ababa University, faculty of journalism and communication in
focus
By
Alemayehu Zewdie
Approved by:
_______________________ ____________________
Advisor Signature
_______________________ ____________________
Examiner Signature
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Examiner Signature
Acknowledgment
My special thanks to my advisor Dr. Alemu Hailu. Without his tremendous
effort this thesis would have not come to completion. I really appreciate his
line-by-line correction, kindness, helpfulness and patience to go through all my
work, and make every kind of constructive comments.
My heartfelt gratitude goes to my wife, Tsigereda Wolde who has been beside
me all the time and shared the stress. She assisted me a lot starting from the
time I began my study. I am also deeply indebted to my friends, Berhan
Demeke, Tesfaye Sileshi, Denekew Abera who help me financially, materially
and morally. My special thanks go to my father, Zewdie Shibeshi, and my
friend, Amare Wolde for their valuable encouragement.
I would like to thank my brother Astaws Nigussie for his support and
cooperation to use his computer and Mulualem Workneh who, typed and
printed the materials.
Table of Content
Contents Page
Acknowledgments...........................................................................i
TABLE OF CONTENT.....................................................................ii
LIST OF FIGURE............................................................................iii
LIST OF ABBREVAATION..............................................................iv
ABSTRACT.......................................................................................v
List of table
Page
Table 1. The students English score in EGSCE and their
department in the faculty.........................................…………..35
Table 2. The purposes of taking English courses...............................36
Table 3. The language proficiency of the students and employees…...37
Table 4. Students’ problem in micro-skills……………………………….. 39
Table 5. Language skills that students and employers………………....43
Table 6. English language skills and areas of knowledge……………...45
Table 7. English courses that helped the students ………………………52
Table8. Reasons for the response.........................................................52
Table 9. Areas English language courses give emphasis………………..53
Table 10. Portions or contents that should be excluded from
the English courses..................................................................56
Table 11. English language skills and areas of knowledge
employers needed ................................................................57
Table 12. Areas English courses should give emphasis………………… 60
List of figures
Page
Figure 1 Simplified tree of ELT…………………………………………………..15.
Figure 2 ESP family tree……………………………………………………………17
Figure 3 Necessities, Lacks and Wants…………………………………………23
List of Abbreviations
Abstract
The aim of this study is to investigate the English language needs of Journalism
and Communication students at Addis Ababa University, Faculty of Journalism
and Communication. To achieve this, questionnaires were designed and
distributed to the eighty two students and four employers. Interviews were also
conducted with ten students and five graduates. Data gathered through these
instruments were compared and contrasted.
Results of the study also show that Print Media Department students need
writing skills more, and Broadcast Department students need speaking skills
more.
This study further reveals that asking and answering questions in English,
extracting appropriate information from the material they read, writing organized
paragraphs and essays, and writing radio/TV production or features are serious
problems that the students face during their stay in the Faculty.
Based on the findings of the study, it has been recommended that concerned
personalities need to revise the English language courses that Journalism and
Communication students need both for their academic as well as professional
careers.
1.1. Background
Richterich and Chanceril (1978) as cited in Richards (2001) state that needs
analysis is an on going process at different times throughout the instruction.
This helps to determine what learners want and need to learn. Besides, in
order to determine learners’ needs, learners themselves, teachers, and
employers or stakeholders could all be involved. When learners know that
educators understand and want to address their needs and interests, they will
be motivated to continue in a program and to learn. As a result, curriculum
contents, materials, and teaching approaches match learners’ perceived and
actual needs.
Brindley (1984) states specially “By the 1980s, in many parts of the world a
“needs-based philosophy” emerged in language teaching, particularly in
relation to ESP and vocationally oriented program design.”
Therefore, needs analysis is conducted for several purposes or importance.
Some of these are tried to be mentioned in the above. The others are, according
to Widdowson (1983) and Richards (2001) needs analysis is used to find out
what language skills a learner needs to perform a particular role, to determine
their communicative abilities, and what English language skills are necessary
to enable students to use the language, etc. Then, one can be able to design an
ESP (English for specific purpose). According to Hutchinson and Waters (1987:
54), “If we had to state in practical terms the irreducible minimum of an ESP
approach to course design, it would be needs analysis.”
Despite the fact that all the above researchers analyzed the English language
needs of the students in various colleges and university, none of them made a
study on English language needs of Journalism and communication trainees
and the language courses offered to them.
In addition, the study could not participate more employees who where
graduated from faculty of journalism and communication. The reason was
most of journalists who are working in different Media and organizations are
graduates of foreign languages and literature. Due to this the subject would be
limited in number.
Dudley-Evans and St. John (1998: 4-5) define ESP based on two distinctive
characteristics. These are:
1. Absolute characteristics which state that an:
■ ESP is designed to meet specific needs of the learner,
■ ESP makes use of the underlying methodology and activities of the
disciplines it serves.
2. Variable characteristics which state that an:
a. ESP may be related to or designed for specific disciplines,
b. ESP may use, in specific teaching situation, a different
methodology from that of general English;
c. ESP is likely to be designed for adult learners, either at a tertiary
level institution or in a professional work situation, but it could
also be used for learners at secondary school level;
d. 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.
According to Robinson (1991), ESP is developed after needs analysis is carried
out in order to identify what the students need to do through the medium of
English. She states that, goal directed learners learn English language not to
keep or satisfy their interests, but also for academic purpose or for
occupational purpose.
Generally, these definitions posit that ESP is designed in order to keep the
needs of adult language learners through needs analysis for different
professionals.
In the 1960s, ESP practitioners believed that their main job was to teach the
technical vocabulary of a given field or profession. For example, if you were
teaching nursing students, your task would be to teach medical vocabulary of
nursing. You followed a general English syllabus that was “flavored” with
medical and nursing vocabulary. Later, teachers of ESP began to recognize the
importance of sub technical vocabulary; that is, the words and phrases that
surround the technical words (Kennedy and Balitho, 1984). At the same time,
the movement in TESOL (Teaching English for Speakers of Others Language)
towards learner-centered teaching was reflected in ESP focusing on learner
needs and needs analysis as the underpinning of course design. Later,
discourse and genre analysis and linguistic corpora began to inform the field
(Widdowson, 1981; Trimble 1985; Swales 1990).
As a result, the people showed elevated interest to learn English for several
reasons; such as learning English for the purpose of facilitating business
transactions and technology exchanges. The general effect of all these
developments exerted pressure on the language teaching profession to deliver
the required goods. Thus, English became subject to the wishes, needs and
demands of people rather than language teachers. Till this time, having
knowledge of English was considered as sign of literacy for it didn’t have an
explicit purpose (Op cit).
Another event which totally facilitated this episode of ESP’s emergence was the
oil-crises that took place during the early years of 1970’s. As a result, much
amount of money and skilled men power were sent to oil producing countries.
Due to this, English language became a huge business industry across the
world, because people wanted to learn courses that were having clearly defined
goals and effective with coast as well (Hutchinson and Waters, 1987).
Therefore, these would be the cause for the emergence of ESP. Thus designing
specific courses to better meet these individual needs was a natural extension
of this thinking. For instance, texts about Biology would be designed for
Biology students. To this day, the catchword in ESL/EFL circles is learner-
centered.
According to Yalden (1987), for instance, ESP started to develop due to the
development of sociolinguistic theory and practice which in turn enabled
teachers to be more specific about the relationship between linguistic form and
communicative function. The concept of communicative competence,
communicative language teaching, notional functional approach, discourse
analysis and others have all been associated with the development of ESP
(Robinson 1980).
Basically from its start, according to Hutchinson and Waters (1987) suggest,
ESP has passed through various stages of development. Namely, register
analysis, rhetorical/discourse analysis, target situation analysis, analysis of
study skills and strategies, genre analysis, present situation analysis.
This is the first stage of development in ESP that took place in the 1960s and
1970s. Its purpose was to identify the grammar and vocabulary of registers of
scientific and technical English to develop syllabuses in which these items are
prioritized (Hutchinson and Waters, 1987; Dudley-Evans and St. John, 1998).
For the purpose of analyzing target situation needs Munby (1978) develops
what is referred to as the communicative needs processor (CNP) which could
produce only linguistic items relevant to a target situation. He systematized a
framework for TSA type of needs analysis. His needs analysis model comprises
a set of parameter within which information on students’ target situation can
be determined.
Munby analyzes learners in terms of communication goals, the setting in
which specific language would be sued to communicate important information,
means of oral and written communication, language skills possessed by
learners, function, and structures. TSA may relate to two different stages in the
students lives. These are, first, in English medium school and on jobs when
they finish their studies (Robinson, 1991).
They are strong reasons for integrating the language teaching skills in ESP.
Teaching these skills in isolation does not favor the learners. In order to reach
one skill, it should be integrated at least with one more of the other skills. For
instance, writing can be integrated with reading and listening. These skills are
learnt more effectively when they are integrated in this manner (Dudley-Evans
and St. John, 1998).
All the four skills are though that should be practiced in ESP in an integrated
way so that the production would be facilitated and emphasized on the
communicative properties of language in reading, writing, speaking, and
listening.
Genre analysis basically aims to identify the distinction between text and text
types. It plays a great role within ESP. It, moreover, explains the importance of
content in relation to institutional and social aspects (Dudley Evans, 1994).
According to Dudley Evans and St. Johns (1998), Swales (1981 and 1990) is a
pioneer in order to begin genre analysis in ESP on the introduction of an
academic article. Swales (1990) as cited in (Robinson (1991), genre focused
both on text type (spoken and written) and the role of text in the community to
imply the study of institutional culture.
Tudor (1996:67) as cited in (Haile, 2006) says that PSA is a logical counterpoint
to target situation analysis that involves the analysis of learners’ current
abilities with respect to their needs or the language. It is also very helpful in
order to gather information about the student’s current needs why they want
to learn the language.
Munby exemplifies why EAP/ESP is given for two different types of department
students in two different countries as follows. A Turkish Student in the
preparatory department of the Middle East technical university who is studying
English before going on to studying engineering in English is an example of
pre-study discipline based ESP. A Mexican student in the faculty of veterinary
science at the National University of Mexico, who is studying English in order
to read books and articles on his subject that are written in English is an
example of in study discipline based ESP (Lomperis, 1998). According to
Dudley- Evans and St. John (19980, what make EAP and EOP is the five
macro-skills. These are, reading, listening, listening and speaking, speaking,
and writing. However, they have some deviation in micro-skills.
Pre- experience
EOP Simultaneous/In-service
Post experience
ESP Pre-study
For study in Specific Discipline In-study
Post-study
EEP/EAP
Independent
As a school subject
Integrated
Fig.2. ESP family tree (Robinson, 19991:3)
Pre-experience learners are those who need to learn the language.
Simultaneous/in-service EOP learners are who learn English language in
association with the job that they are going to encounter or engage, Post-
experience learners have job experience and they need to use English to
express their knowledge (Haile, 2006). Kennedy and Bolitho state
EOP is taught in a situation in which learners need to use
English as part of their work or profession. Instances of EOP
students would be doctors in causality or technicians servicing
equipment. They need English, in the first case, to talk and
respond to patients and other staff, and in the second, to read
technical manuals. There will be differences in such courses
depending on whether the learners are learning English before,
during or after the time they are being trained in their job or
profession (1984:4).
Hutchinson and Waters (1987) say that the primary objective of ESP in
teaching in English is to pay attention to what people learn rather than how
they learn. From this expression one may infer that ESP is basically concerned
with learning centered approach that relies on specific language needs of
learners. Johnson (2001:227) states “One of the attractive features of ESP is
that it is relatively easy to identify learner language needs.” Robinson (1991)
also claims that ESP students should not be beginners though it can be offered
for them too. This is to say that it is common practice that ESP learners are
mostly those who completed GE at least for some years.
However, there is no clear cut where GE courses stop and ESP courses start.
In ESP learner’s needs are often described in terms of performance, that is, in
terms of what the learner will be able to do with the language at the end of a
course of study. Whereas in general English course the goal is usually on
overall mastery of the language that can be tested on a global language test,
the goal of an ESP course is to prepare the learners to carry out a specific task
or set of tasks.
2.6.1 Needs
We can only start teaching an ESP student when we know that his/her needs
for the language. This is true for all students of course, even if the only thing
we find out is that they have no specific needs. The other thing we need to
know before starting is what the students want. However, these two things are
often very different from each other.
Rene Richterich defines language needs as “the requirements which arise from
the use of a language in the multitude of situations which may arise in the
social lives of individuals and groups” (1972:32).
Needs can be defined in terms of ownership (whose needs are they?), kinds
(what kinds of needs are identified, and sources (What are the sources for the
needs?). These are listed and identified in the following table (Tomilson,
1998:240-241).
When the language teachers are asked what their needs about a course book,
their response are influenced by:
1. teachers’ perception of administrative needs:
E.g. the school is under-resourced and a very strict syllabus is set
which the teachers are expected to obey.
2. measured learners’ needs:
E.g. the teacher has administered a diagnostic test at the
beginning of the course and is a ware of the learners’
communicative needs.
3. Teachers’ perception of learners’ needs:
E.g. the teacher believes that Japanese students are quiet and shy
and thus require special training in speaking.
4. Teachers’ wants:
E.g. Even though ELT experts recommend a learner-centered
approach these days and the other colleagues of the language
centre follow the trend, the teacher prefers and also secretly
believes in the value of a teacher-centered approach for certain
learners (Tomlinson: 241-242).
There is a deal of disagreement in ELT over the meaning of ‘needs’ and what
‘needs analysis’ should entail. Johnson (1989) says that the disagreement is
emerged because of the two orientation of needs analysis. These are product-
oriented or objective needs and process-oriented or subjective needs.
On the other hand, learning needs show the route of needs how we are going to
get from our starting point (lacks) to the destination (necessities) although
there is some dispute. That is, the destination either it should be necessities or
wants. It is also a cover term for all the factors connected to the process of
learning like attitude, motivation, personality, learning style and strategies,
social background, etc (Hutchinson and Waters, 1987).
According to Johnson (2001), there are steps that provide a way of selecting the
most relevant content for the language syllabus. He exemplifies how to develop
a syllabus for a group of secretaries learning English and presents mini-needs
analysis for these learners (2001:226).
In order to develop curriculum, first, the learner’s needs should be analyzed for
sound educational program. Then varieties of procedures are used to gather
information about learners’ needs. Needs analysis is the necessary phase in
planning educational program. This information could be obtained from test
data on student’s performance, reports by teachers on typical problems
students face, information from students via interviews and questionnaires,
analysis of textbooks etc. (Richard, 2001).
You should then have a better idea about which skill you need to work on and
be able to establish your priorities. Learner should prioritize their needs.
Needs are the requirement learners have for their academic studies or for jobs
for which they are being trained, and the learning requirements for attaining
those academic or professional goals. Assessing these needs is called needs
analysis (Tarone and Yule, 1989).
Richards and Rodgers (1986) also states that needs analysis is required for
curriculum development. They suggests, in addition, it is concerned with
identifying general and specific language needs that can be utilized in
developing goals, objectives and content in language programme.
Moreover, (Abiy, 1990 and Haile Michael, 1993) write needs analysis may be
important in order to set up goals, determine the general direction of courses,
and specify syllabus contents, language skills and language forms. Besides,
(Berhan, 2007) states it can be used for language instruction or programs
assessment in general and for syllabus assessment in particular.
This model gives more emphasis to the learners or makes them the central
position of the system. The learner himself, the teaching establishment, and
the user institution are very important sources of information about the
learner.
According to Nunan (1988), needs analysis did not find its remarkable
influence and positioning language for specific purpose (LSP) until Munby’s
approach to needs analysis came into being. Munby’s work “communicative
syllabus design” (1978), then, became a target for criticisms by academics and
linguists.
In traditional sense syllabus refers in course more closely associated with the
product-centered rather than process-centered (Richards and Rodgers, 2001).
It refers the organization of the principles of the language for what is to be
taught and learned (McDonough and Shaw, 2003, Cunnings worth, 1984).
Language syllabus designers use different types of need analysis. The first of
these is learner analysis which identifies for what purpose the learner learning
the language. The second task is task analysis which is employed to specify
and categorize the language skills required to carry out real-world
communicative tasks and this follows the types of needs analysis.
3.1.3. Employers
Four organizations that usually employ graduates of the Faculty were also
involved in this study. These were Walta Information Center, Ethiopian
Television and Radio, Ethiopian News Agency, and Sheger FM 102.1. These
organizations were selected because it was hoped that they would give
information regarding the English language needs of their employees.
3.2. Instruments
3.2.1 Questionnaire
Questionnaires were used for gathering reliable information from the students,
and employers. Both students’ and employers’ questionnaire were adapted
from the questionnaire employed by Munby (1978), Haile Kassahun Richard
(2001) and (2006), Berhan Demeke (2007).
3.2.2. Interviews
Structured interviews were conducted with ten Journalism and
Communication students and five graduates who were working in different
organizations. Students were selected randomly from those who filled in the
questionnaire. The purpose of the interview was to validate the data gathered
through the questionnaire and explore further students’ English language
difficulties and needs. Thus, the content of the interview was similar to that of
the content of questionnaires.
Table 1 above shows that majority of the students in both departments had
scores between 50-60%. 30.5% of both departments had scores between 61-
70%. Only 4.9% from both departments reported that their scores in English in
EGSCE were between 81-90%. From this, it is possible to conclude that
students who join the Faculty of Journalism and Communication have no good
English language background.
As indicated in the above table, 34.1% of the students said that they took
English courses because of the fact that the causes helped on their academic
studies in the faculty. Almost equal number of students (31.7%) said that they
took English courses because they would help them in future occupation and
for their academic studies. This indicates that majority of the students know
that English courses they took are useful both for their academic and
professional careers. Eleven percent of the students said that they took the
courses because they were compulsory. Again 9.8% of the students said that
they took the courses because they were compulsory, for academic purpose
and for the purpose of future occupation. 7.3% of them said that they took the
course because they were compulsory and they help them for their academic
purpose in the faculty. The rest 6.1% said that they took the courses for the
purpose of future occupation.
a Listening F % F % F % F % F %
Comprehension S 15 18.3 45 84.9 19 23.1 3 3. - -
7
E 3 - 1 - - - - - - -
b Speaking S 4 4.9 24 29.3 47 57.3 7 8. - -
5
E - - - - 4 - - - - -
c Writing S 28 - 40 48.8 14 17.1 - - - -
E - - 4 - - - - - - -
d Reading S 10 12.2 37 45.1 30 36.6 5 6.
1
E 3 - 1 - - - - - - -
4.1.3.1. Listening
The data in the above table show that, 84.9% and 18.3% of the students said
that their English ability was ‘good’ and ‘very good’ respectively. Similarly,
three of the employers reported that graduates have no problem in listening
English. This suggests that both the students and graduates of the Faculty
have no problem in Listening to English. Data from the interview with the
students and three employers also supported data obtained from the
questionnaire.
4.1.3.2. Speaking
Table 3 shows that only 4.9% and 29.3% of the students claimed that they
were ‘very good’ and ‘good’ at speaking in English. More than half of them
(57.3%) reported that they were ‘average’ in using English in speaking. All of
the employers also reported that graduates of the Faculty were ‘average’ in
using English in speaking. Employers also confirmed the same during the
interviews.
However, data gathered from the students’ questionnaire and interview are not
in harmony. During the interview, most of the students’ claimed that they were
‘good’ at speaking in English. Similarly, all of the employers reported that
speaking ability of the graduates of the Faculty is ‘average’.
Observation confirms that not all the sample students were willing to conduct
interviews in English, which might suggest that they were not ‘good’ in
speaking as they claimed during the interviews.
4.1.3.3. Reading
A great number of the students claimed that their reading ability was ‘good’. As
it is reported by (45.1%) and (12.2%) said that their reading ability was ‘good’
and ‘very good’ respectively. 36.6% of the students said that they were ‘average’
in their reading skill. Small percentage of the students (6%) claimed that they
were ‘very good’.
Information from the interviews indicates that, to some extent, the students
had a little problem in reading ability. However, the employers’ responses were
quite different from the data that were gathered from the students’
questionnaire. Three of the employers said that their employees were ‘very
good’ at reading. The rest, one of them said that their employees were ‘good’ at
reading.
4.1.3.4. Writing
Regarding the writing skill, more than one fourth of the students claimed that
their ability was ‘good’ and ‘very good’. As seen in the table, 48.8% of the
students said that they were ‘good’ and 22% of them were ‘very good’ at writing.
The rest of the students, 29.3%, said that their writing ability was average.
Data from the interview indicate that most of the students need writing skill
because they were not confident on their writing ability. However, all employers
stated that all the journalists were ‘good’ at writing skill.
Data from the interviews indicate that some of the students had ‘a serious
problem’ to participate in class discussion because of their lack of adequate
vocabulary and appropriate use of grammar problem.
Data from the students’ interviews, however, indicate that most of the students
have a serious problem in writing well organized paragraphs and essays in
English.
Information from the interviews shows that most of the students have a serious
problem in writing Radio/TV production or features. Accordingly, students
underlined during the interviews that the English courses did not incorporate
writing radio/TV production or features. Specially, Print Media students made
complain to this problem because they needed to have the skill for their future
careers.
From the above discussion, it is possible to infer that in most micro-skills, the
students had a minor problem. The students had a problem in some areas
which are related to writing skill. The interviewed students claimed that they
had ‘a serious problem’ in writing skill although they need to be a good writer.
They also mentioned that during the interview they had a serious problem in
descriptive and creative writing.
4.1.5. English Language Needs
Item 5-10 in the students’ questionnaire and item 3 and 4 in the employers’
questionnaire were designed to gather data about the language needs of the
students. In these items the students and the employers were questioned to
report the relative importance of the four skills, vocabulary, grammar and the
language activities needed for the learners’ academic and professional careers.
Table 5. English language skills that students and employers need most
Rank
Skills and The nd
2 3rd
4th 5th The
Area of Most Needed Needed Needed Needed Least
Knowledge Needed Needed
F % F % F % F % F % F %
a S 17 20.7 18 22 26 31.7 10 12.2 5 6.1 5 6.1
Listening E - - - - - - 2 - 1 - 1 -
b S 24 29.3 21 25.6 10 12.2 16 19.5 5 6.1 6 7.3
E - - - - 3 - - - 1 - - -
Speaking
c S 13 15.9 11 13.4 12 14.6 27 32.9 7 8.5 8 9.8
Reading
E 1 - 2 - - - - - - - - -
As the table depicts, 29.3% and 26.8% reported that speaking and writing were
the most frequently needed skills for their academic studies as well as for their
future occupation respectively. 20.7% and 15.9% of the students claimed that
listening and reading skills were the third and the fourth most frequently
needed skills respectively. The rest of the students, 4.9% and 2.4%, needed
vocabulary and grammar most frequently.
The data from the interviews of the students also supported that almost all
Print Media students who were interviewed needed writing skill most
frequently. On the other hand, Broadcast department students who were
interviewed said that speaking was the most needed skill for their future
occupation next to the other skills. Most of the students from both
departments who were interviewed said that they needed to have knowledge of
grammar and adequate vocabulary.
As the table shows, the majority of the employers, three of them reported that
writing was the most frequently needed skill in their organizations. Reading
was the second most frequently needed skill as reported by one of the
employers. Speaking was the third frequently needed skill for three of the
employers.
From the above discussion we can conclude that the students of the two
department students, Print Media and Broadcast (Radio and Television), have
different needs although they were in the same faculty. Their needs, however,
were partially consistent with the employers.
The results of the above discussion under the listening skill are not confirmed
by the students’ interview. None of the students stated that these sub skills
were the most frequently needed.
Data gathered from the students’ interviews stated that they most frequently
needed to develop their speaking skills through group discussion. As it was
analyzed under 4.1.4.4, for significant number of students this speaking
activity was a minor problem.
From the above discussion, the majority of the students needed to develop
better their writing skill most frequently than the other skills. Under these
writing skills, equal number of student, 57.3% most frequently needed to
develop writing radio/TV production or feature and preparing community
news/newspaper although they are not incorporated in the content of English
language courses. Similarly, listening to take lecture notes and conducting an
interview were the other needed sub-skills to develop by three fourth of the
students most frequently.
As the table depicts, 86.6% of the students said that the English language
courses they took helped in their studies at the faculty. The rest of the
students, 13.4%, reported that the courses didn’t help them to study their
major courses.
As most of the students’ indicated their responses in the interview, the courses
didn’t help them, for example, to conduct interview, to write features, for
creative writing, to write articles, to make conversation etc.
As we can see the table, seven of the students from those eleven who said ‘No’
reasoned that the English courses that they took didn’t have any relation with
their major subject area courses. Two of them said that the teaching method of
some language instructors did not help them that much to use the language.
Three of the students who said ‘No’ reasoned that the courses were not given
according to their needs and they didn’t have a journalism style guide.
The information obtained from the interview does not have harmony with the
responses to students’ questionnaire. The response to the interview showed
that the language courses that they took helped the majority of the students
partially. As they stated in the interview, specially, the two courses,
Intermediate English and Sophomer English helped them in writing
paragraphs and essays. However, these courses did not have any relationship
with journalism.
As the table above indicates the majority of the students needed English
language courses to develop their speaking and writing skills. For instance,
more than three fourth of the students, 78% and 75% said that they needed
the courses to give emphasis to group discussion, and writing features and
articles respectively. 37.2% and 69.5% of the students reported that writing
paragraphs and essays and conversation were the second most needed sub-
skills that English language courses should give emphasis respectively. These
students gave their own reasons why they needed these skills and areas of
knowledge accordingly.
The data obtained from the interviews of the students and the employed
graduates indicated the same skills were needed to be emphasized in the
course and their reasons were the same with the students who were
questioned.
Significant number of students, 48.8% and 29.3% reported that they needed
the language courses to give emphasis to grammar and listening respectively.
They reasoned out that grammar would help them to be accurate in writing
features, to be accurate while interviewing others and to edit written materials.
Whereas those who needed listening thought that this skill would help them to
listen and understand foreigners.
Reading and vocabulary were the other skill and areas of knowledge which are
mentioned that needed emphasis in the English courses. 23.2% and 20.7% of
the students believed that reading skill and vocabulary would help them to
gather information from printed and prominent materials, and to use the
language effectively and to be rich in media words respectively.
45.1% of the students said that there were no any areas or contents should be
excluded from the English language courses. They thought that all portions of
English courses were significant although some of the contents didn’t have any
relation with journalism.
Speaking Conducting an 3 1 -
interview
Making - 3 1
discussions
Writing effective 1 2 1
editorials
Translating from 2 1 1
English language
to language
another
Writing Summarizing 3 - 1
/paraphrasing
factual information
Summarizing 2 1 1
something they
read
Writing organized 2 2 -
paragraph and
essay
Writing Radio/TV 2 - 2
production or
features
Reading to extract 3 1 -
information needed
Reading 3 1 -
Reading reports/journal
Reading news 3 - 1
Editing Written 3 1 -
materials
Extracting 3 1 -
appropriate
information from
materials they
needed
4.1.10.1. Listening
As the above table shows, with regard to listening skill two of the employers
indicated that journalists are needed to listen to recorded materials. The rest,
two of them said that journalists are needed to listen to recorded materials.
Again, with regard to understanding recorded materials, three of these
employers showed that journalists are needed to have this skill. One of the
employers reported that understanding recorded materials was needed rarely.
4.1.10.2. Speaking
Regarding speaking skill, three of the employers reported that they most
frequently needed a skill of conducting interview from journalists. One of the
employers claimed that Journalists are needed to give oral reports. Again three
of these employers indicated that Journalists are sometimes needed to make
discussion in English. The rest, one of the employers reported that this activity
was rarely needed from Journalists.
4.1.10.3. Writing
As the above table depicts regarding writing skill, the majority of the employers
said that journalists need to have the skill of summarizing/paraphrasing
factual information most frequently to carry out their duties effectively.
Similarly, one of employers indicated that Journalists are sometimes needed to
translate from English language to another language (L1) and summarize
something they read. Again two of these employers reported that Journalists
are expected to translate from English language to another language (L1),
summarize something they read, write organized paragraphs and essays, write
radio/TV production or features most frequently.
4.1.10.4. Reading
With regard to reading, majority of the employers demand reading as a major
skill. For instance, three of them indicated that Journalists are most frequently
needed to read and extract information and reading reports/journals, reading
news, editing written materials. The rest, one of the employers reported that
these two sub skills were sometimes needed from journalists.
Story writing 3
Information gathering 3
Reading skills 3
Writing articles 4
Organizing articles 2
Conducting interview with their principles 3
Translation from language to language 2
Pronunciation 1
The employers suggested that some skills and areas of knowledge that English
courses should give emphasis. For instance, all of them proposed that writing
articles should be given emphasis. In addition, three of the employers
commented that English courses should give emphasis to story writing,
information gathering, reading skills, and conducting interview with their
principles. Again half of them stated that organizing news and translating from
English language to another language (L1) should be given emphasis in English
courses. One of the employers said that English courses should give emphasis
to pronunciation in line with other skills and areas of knowledge.
As it was tried to discuss earlier, most of the skills and areas of knowledge
were needed to be emphasized in English courses. Graduates were also
proposed that emphasis should be given to descriptive writing, creative writing
and grammar.
As table 6 shows, a great number of students said that they needed speaking
skill most frequently. This implies that, there is mismatch between the
response of the questionnaires and the interviews. This finding confirms the
validity of the interviews. That is, their speaking proficiency had been observed
during the interview. The speaking proficiency of most interviewees was weak.
It has been observed during the interview that most of them were not
comfortable to respond in English.
The second question is focused on which skill/skills were more difficult while
the students were taking English courses and which skills they thought that
they needed most during their stay at the faculty. Most of the students replied
that grammar was their basic difficulty and they needed to improve it although
they learnt when they were in high school. They also said that writing and
speaking skills were their areas of difficulty while they were taking the courses.
Therefore, they needed them most during their stay at the faculty.
The third question asked the students that how English language courses that
they took have helped them in their studies. When the students answered this
question, some of them suggested that the English courses didn’t help them as
they expected. However, Print Media students stated that the courses helped
them to write effective paragraphs and essays and to take notes from lecture.
The fourth question was focused on to identify which areas of English courses
emphasis should be given. As the students mentioned above in the second
question, they explained that it would be better if the courses gave due
emphasis on grammar, writing and speaking skills. Two of the interviewees
mentioned listening skill and vocabulary were the areas that would be
incorporated in the courses. As it can be seen in table 9, the majority of the
students commented English courses should give due emphasis to group
discussion, writing features and articles, writing paragraphs and essays and
conversation. Print Media department students needed the courses to give due
emphasis to writing skill more; whereas, Broadcast department students
needed speaking skill more.
The fifth question asks that which areas of English courses they thought that it
should be excluded from the English courses. Most of them responded College
English to be excluded from English courses. The rest of them reported that all
the courses were important. Therefore, they said that nothing would be
excluded.
Three of the sample employees said that English language courses didn’t help
them as a journalist because the courses do not have any relation with the
journalism profession. In addition, they suggested that what they are working
currently asks them to put into practice the knowledge that they didn’t get
from the language courses. Therefore, most of the graduates are obliged to join
the Amharic desk. The other two sample graduates mentioned that the
language courses they took at the faculty are helping them partially. They said
that to some extent, those courses are helping them to write news and articles.
These subject graduates reported that English language courses lacked several
activities which could help them in their professional careers. For instance,
the courses require to include report writing, news writing, article writing,
descriptive writing, and creative writing. Moreover, they said that if those
courses incorporated techniques of conducting interview, conversation,
journalistic activities, they would be applicable courses. Therefore, when those
courses are given to Journalism and Communication students, they should
add the above basic skills and some other related activities.
As the finding reveals, most of the students are weak in speaking skill, writing
organized paragraph and essay, writing radio/TV production or features as well
as in grammar. In general, the students are found to be weak in both
productive skills- speaking and writing skills, but they are better in receptive
skills- reading and listening skills.
The finding of the research indicates that speaking and writing skills are the
most needed skills for academic purpose as well as professional careers.
However, these two skills are needed in different degree in different
departments. Print Media department students most frequently needed to have
writing skill. For instance, writing effective editorial, editing written materials,
writing features, creative writing, translating from English language to another
language (L1), summarizing/paraphrasing factual information, and preparing
community newspaper are vital skills to these students. These sub-skills are
secondary to Broadcast department students although they are important
skills to them.
5.2. Recommendations
On the basis of the study, the writer of this thesis would like to give the
following recommendations:
1. The English language courses which are currently taught at the Faculty
of Journalism and Communication lack some skills and areas of
language knowledge need by students of the Faculty. They do not suit
the students’ needs. Therefore, they should be revised, and suitable
courses should be designed.
2. Since Print Media and Broadcast (Radio and Television) department
students have some different needs, English language courses should be
designed to center the needs of the two department students.
3. English language courses should have journalistic activities, and it
should be “English for journalism”.
4. English language instructors should give due emphasis to the skills
which are significant for the profession of journalism.
5. Language instructors should work in collaborates with other subject
instructors to gather information about the English language which
gears with the subject courses and what sort of language activities the
subject courses demand.
6. The English language instructors should take into account the English
language needs of the students to make the students proficient in their
language skills.
7. Students should be given much time to train on journalistic activities
like, creative writing, feature writing, conducting interview. This plays a
crucial role to make the students effective on their academic and
occupational activities.
References
Dear students:
Thank you.
5 Which of the following language skills do you think that you need most during your stays at the
faculty? Rank them using a 6 scale (1-6).
Skills and area of
knowledge Rank
Listening
Speaking
Reading
Writing
Vocabulary
Grammar
6. Which of the following English language skills and areas of knowledge you need
to develop through English courses that you take at the faculty? Please tick (√) as
appropriate to you.
Most More less Least Not
Skills needed needed needed needed needed
skill skill skill skill skill
Listening to lectures
Listening to instructors’
questions
Listening to instructions
Listening to recorded
materials in Radio/TV
lab
Listening to class
discussion
Asking and answering
questions in classroom
Giving oral reports
Conducting Radio/TV
production in labs.
Conducting an interview
Participating in pair
/group discussion
Reading lecture notes
Reading to extract
information needed.
Reading textbooks or
reference books
Reading
reports/journals
Reading news in lab.
Editing written
materials
Writing notes from
lecture notes in
classroom
Writing effective
editorials
Writing Radio/TV
production or features
Translating from
language to language.
Summarizing/paraphra
sing factual information
Prepare community
news/newspaper
If any others, please
specify and tick
7. Do you think that the English courses that you took have helped you in
your studies? Please circle one.
A. Yes B. No
8. If you say ‘No’, please write your reasons in the space provided below.
A
B
C
9. Please list areas that you think English courses should give emphases
A
B
C
D.
10. Please indicate portions or contents that should be excluded (if any) from
the English courses that you took.
A
B
C
11. Please add any other comments regarding the English courses
__________________________________________
Appendix II
Dear Sir/Madam:
This questionnaire is designed for a study purpose on the language needs of
Journalism and Communication students. Therefore, you are kindly asked to
give responses.
Thank you.
4. Please list portions or contents that you think English courses should give
emphasis to in training journalists
A
B.
C.
D
5. If you have any other comments regarding the English courses given in
training journalists, please write it here
________________________
Appendix III
Interview to students
1. How is your English language proficiency regarding to the skills and
areas of knowledge?
- Listening - Writing
- Speaking - Vocabulary
- Reading - Grammar
2. Which skills were more difficult while you were taking the courses, and
which skills and areas of knowledge do you think that you need most
during your stay at the faculty?
3. How English language courses that you took have helped in your studies?
4. Which areas of English courses do you think that emphasis should be
given?
5. Which areas of English language courses do you think that it should be
excluded from the English courses that you took?
Appendix IV
Interview to journalists
1. To what extent English language courses that you took in the Faculty of
Journalism and Communication are helping you on your occupation?
2. What do you think that the English language courses you took at the
Faculty of Journalism and Communicational?
3. What areas of knowledge or activities those English language courses
should be added?
4. Which skills of English language should be emphasized regarding to your
profession?