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Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp.220-235
Department of English Language for Higher Education,
International College of Sustainability Studies,
Srinakharinwirot University, Bangkok, Thailand
In the field of ESP (English for specific purposes), needs analysis is considered essential and remains a key component of course design. The purpose of this study is to investigate the needs of engineering students, examine teachers’ perspectives on ESP courses, and identify the most effective approaches to developing courses that meet the specific needs of engineering students. This study employed an exploratory sequential mixed-methods design. Data collection consisted of semi-structured focus group interviews with ten engineering students in the first phase. Then, 68 questionnaire items were established from the qualitative results and distributed to ninety (N=90) engineering students from different majors. Furthermore, one-on-one interviews were conducted with two instructors who taught an ESP course to engineering students. Results revealed that most students strongly agreed that the ESP textbook was highly effective and well-aligned with both their learning needs and the course syllabus. They especially highlighted the vocabulary section as one of the textbook’s main strengths. Most students perceived that the textbook would be valuable for their future career development. Both students and teachers emphasized the importance of enhancing vocabulary and listening skills in ESP courses. While students viewed vocabulary development as vital for academic and professional achievement, teachers highlighted the need for additional practical tasks focusing on grammar, speaking, and listening. The results suggest that ESP course design should place greater emphasis on discipline-specific vocabulary and authentic communication skills to align more closely with learners’ needs and prepare them for future professional contexts.
Punyaporn, P. (2026). ESP Needs Analysis of Thai Undergraduate Engineering Students and Teachers’ Perspectives for Course Development. Arab World English Journal, 17(1): 220-235
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Patthaya Punyaporn is a full-time lecturer at the Department of English Language for Higher Education, International College of Sustainability Studies, Srinakharinwirot University, Thailand. She holds a doctoral degree in English Language Teaching at Thammasat University, Thailand. Her areas of interest are English for specific purposes, English language teaching, and related fields.
ORCID: https://orcid.org/0000-0002-2824-1688