Research Design
This study was designed to assess diploma theology students’ ESP needs. Therefore, a descriptive survey was used, and interpretive analysis of the results was applied because it helped the researcher to obtain a valid and reliable data for the study more significant representations of accurate information and to gain more insights of the issues on the research questions and its objectives in a natural way (Denzin &Lincon, 2000).
Thus, mixed research methods were used for collecting and analyzing data which were obtained from respondents. In mixed research methods, the researcher accepts quantitative and qualitative approaches as they have important roles to do research. According to Dudley-Evans & St. John (1998), a mixed method approach fits with research of needs analysis as a range of data collection methods are appropriate when a needs analysis is conducted. Finally, since the study relies typically on students' self reported feelings, personal needs, and teachers’ experiences about ESP in the classroom, a descriptive survey research design was used.
Study Context
Nekemte Christian Education College is found in South West Ethiopia, Oromia Regional State, in West Wellega, Nekemte Town. Terfa Jarso is found in Ilu Aba Bor , Oromia, Ethiopia. Both of them were established by the Ethiopian Evangelical Church Mekene Yesus to train ministers in theological education at diploma level.
Population of the Study
The population of the study was first and second year diploma theology students, EFL teachers, theology instructors in Nekemte Christian Education College and former theology students. The number of first year students was 14, and the number of second year students was 12. Again, five (5) former theology students who are now on duties were considered as the population of the study. Totally, 31 1st year, 2nd year and former theology students were the study’s population for questionnire. In the same way, the numbers of EFL teachers who have been teaching in Nekemte Christian Education College were two. And, a number of subject teachers who teach theological courses were 10.
Sample and Sampling Techniques
In order to choose the sample students for questionnaire and sample EFL teachers for interview, the researcher used comprehensive sampling technique. This was done because the nature of comprehensive sampling technique when the population of the study is small in number and easily manageable, all samples will be chosen. That means all 26 students were chosen using comprehensive sampling technique, and five former theology students who were working as priests and evangelists were chosen using snowball technique to fill out the questionnaire for this pilot study. Both EFL teachers were taken as they were, and two theology instructors were chosen purposefully out of ten for interview. Totally, four teachers or instructors were interviewed.
The researcher had different reasons why he chose the above subjects. For instance, first year students were taking the courses so that they could respond to the questionnaires easily. In the same way, second year students had already taken the courses, and they had got better understanding about the importance of English language courses for their academic studies since they were familiar with them. EFL teachers had different experiences and awareness of ESP learners’ needs. Therefore, these respondents could contribute a few ideas for this study. Theology instructors were also very important respondents for they knew the needs of theology students for both academic and occupational purposes. Finally, the former seminary students had some experiences since they were already experts in this area, and could get a good awareness about the needs of theology students for occupational purposes. As a result, the researcher expected all of them to give clear and valid information for this study.
Data Collection Tools
The researcher used questionnaire , interview and content analysis of the current English language teaching materials.They were used as data gathering tools.
Questionnaire
According to Morrison (2007) and Richards (2003) , questionnaires are frequently applied tools in collecting necessary information in needs analysis since they are simple to prepare, and can be easy to utilize with in many populations, and to get the information which can be quickly tabulated and analyzed. Since the participants of the study were first and second year diploma theology students and the former theology students who are now serving in different local churches, sufficient and relevant information was obtained.
It plays a vital role in giving precise and consistence information for the researcher. Therefore, the main instrument that the researcher used to collect the necessary data were a questionnaire administered to 26 Nekemte Christian Education College students and five the former theology students. Wiersma (1995), as cited by Scott (2001) states that the questionnaire for data collection compared to interviews, the questionnaire is more relaxing and it examines the teachers' approaches more accurately.
The researcher slightly adapted and applied the questionnaire which was used by Chatsungnoen (2015) for his thesis. The researcher checked the validity and reliability of the questionnaire by using pilot testing. The questionnaires also helped to answer some research questions like the theology students English language skills needs for their academic and professional, theology students needs for biblical and theological purposes, and whether or not the students satisfied with the current English teaching materials.
Interview
To get detailed information about the learners’ needs of ESP and what they expect about language learning, the interview questions should be built on questionnaire questions (Christensen, 2010; K. Richards, 2009). The intention of the interview was to get deep and detail information from the respondents on English language skills needed for academic and professional needs and interests of diploma theology students. In this line, the researcher recorded the responses of both EFL teachers and theology instructors during interview for later transicription.
The interview questions had structured and unstructured forms. Structured interview was almost the same with questionnaire, and it did not give chance for both the interviewer and interviewees to explain more ideas. However, its advantage is comparability of answers among the sample. On the other side, unstructured interview permits a great chance of flexibility for interviewer and interviewees. Unstructured interview is mainly suitable when a research focuses on the detailed meaning of a given event, and when the focus is on individual history and the way in which an event was developed (Dornyi, 2007). Another point is that the researcher arranged the interview schedule by informing to the all interviewees before hand to feel free and relax them. This process had great contributions for its reliability.
All the interview questions were prepared to obtain the valid and reliable information in line with the needs analysis form since they were evaluated during the study. Therefore, the following information was included in the interview questions: the learners’ English language information; needs of learners from the course and the environmental situation. The interview also helped the researcher to answer question related to the perceptions of theology instructors and EFL teachers have on the current English language teaching materials and the extent to which theology students need ESP for theological and biblical purposes. It also assisted him to answer the problems that anticipate to face theology college students in using the English language in their particular field of studies.
Content Analysis
Content analysis can be defined as an organized research process in which written information can be analyzed using consistent way that permits assessors to make deductions about that information (Weber, 1990; GAO, 1996). Accordingly, the researcher analyzed the current English teaching materials of diploma theology students at Terfa Jarso Seminary. The seminary is currently using two English language teaching materials as common courses. These courses are Basic English I and Basic English II. In this line, the sample unit the unit was identified in this study, all its recording units were, evaluated by two different coders. Next, the evaluation was done using the prepared checklists. Finally, the analysis and narration took place by the researcher.
Methods of Data Analysis
The researcher used both quantitative and qualitative methods to analysize the data. In descriptive survey method, mixed research methods were utilized. That means both quantitative and qualitative data analysis methods were applied.
Ethical Consideration
When conducting any scientific research, ethical issues should be considered. Informed consent was obtained from all research participants, and all of them had to get the important information about the research, like its process and use, as well as the risks, advantages and uncertainties (McKay, 2006). In addition, according to Duff (2008), the researcher reported the findings truthfully, precisely and responsibly. To care for the respondents’ security, privacy and anonymity, the researcher should take great responsibility (Babbie, 2014). Thus, in this study the researcher asked their willingness and got permission before conducting the study. He informed them the purposes and the reason why he conducted the study. He also would never publicize any information relating to the participants’ privacy without their permission.
Findings of the Study
Perception of Theology Students, Instructors and EFL Teachers Concerning Contents of the ELT Materials
The results obtained from Mettu Terfa Jarso Seminary and Nekemte Christian Education College using students’ questionnaire about theology students’ needs and interests addressed research question number two. The question was, “What are the theology students and EFL teachers’ perceptions concerning the skills included in the current ELT materials?” the results are presented as follows:
Table 1: Perception of theology students on the current ELT materials
No of Items
|
Mean
|
Std. Deviation
|
N of res’nts
|
1
|
The materials assist you to recognize and learn the fundamental concepts of English theological thinking.
|
2.7826
|
.95139
|
23
|
2
|
The materials help you to use English as a tool for missionary purposes in order to present biblical truth, consult believers, and interact within church settings.
|
2.8696
|
1.01374
|
23
|
3
|
The modules help you to understand theological articles, Bibles and books written in English.
|
2.6522
|
.88465
|
23
|
4
|
The teaching materials are concerned with the principles of CLT.
|
2.9130
|
1.08347
|
23
|
5
|
The modules are compatible to your needs and interests.
|
2.8696
|
.91970
|
23
|
The above table shows that theology students needs and interests concerning the current teaching materials whether or not assist them to recognize and learn the fundamental concepts of English theological thinking, and helping them to use English as a tool for missionary purposes in order to present biblical truth, consult believers, and interact within church settings, the respondents responded that they disagreed with the items. In the same way, helping them to understand theological articles, Bibles and books written in English as well as the teaching materials are concerned with the principles of CLT and are compatible to their needs and interests of the students; the respondents precieved the materials did not assist them to meet their academic and professional needs and interests.
Similarly, the responses were given by the informants, EFL instructors and theology instructors during interview about the types of contents needed in the ESP or in the field of theology, for students both current and future careers. For instance, the first informant’s responses were summarized as follows:
As to me, the types of contents have to come out of the students themselves. Let us teach what they need and if you make need assessment based on own observation, it is not enough. Initiation of curriculum development should be from need analysis, and need analysis is what you are doing now. This need analysis, focuses on teachers’ perception, the way teachers look into. This is not again a problem. Testing the lack of students and a gap and collecting data based on their wants and necessities after these are done, it is good to design a material. This issue is related to seminary, evangelism and doctrine. Therefore, the material to be designed has to include the general language and the theological doctrine or issues related to theology. If you only focus on the reading or speaking or only on theological or doctrine, how do you communicate with others in the world? They suffer when communicating with other people in the community. Meaning, their religion affiliation and balancing with what we call social competency and their target competency is important because these guys communicate with everybody. For instance, when one visits a bank…etc, communication is not only surrounded by campus. Therefore, balancing these two issues is essential parts of human life. In one case about communication issue in society, in other case what they can really use after graduation for their carrier, and their carrier is also not only limited to church level. Other carrier is reflected when they live in the society. Thus, these two major things are essential.
Based on the above questionnaire and interview results, one can say that the students percieved the materials as it did not assist them in their academic and professional contexts . However, concerning the contents of English language that are needed in the field of theology, the responses which were obtained from EFL instructors and theology instructors during interview stressed that great attention should be given for both general English and theological related English which the current ELT materials did not consider theological related English.
Problems that face Theology Students in using the English Language Skills
The results which were obtained from the interview made with EFL instructors and Theology instructors aimed to answer the research question number 4, “What problems do theological college students, anticipate to face after they graduate, in using the English language within their particular profession areas?”. The responses were summarized as follows:
The first informant was asked to answer the question which says, ‘In which language skills do your students have problems?’ and he answered as follows:
From my experience, the students whom I taught do have gaps in almost all skills. For instance, in listening, if English were their mother tongue and their vernacular language, they could understand it. If you expose them to the down loading materials such as spiritual preaching and teachings, they can learn listening skills. After listening, let them memorize, rehearse some parts of the preaching and let them preach it as they are building block. They have also problems in vocabulary. If they are not rich in vocabularies, they can not communicate as they have shortage of words to use. If you give them audio materials by down loading from internet, preaching from youtubes they could not understand, and they have problems in listening natural English. They can understand my tone if I speak slowly like foreign language teacher but they could not understand if it is in a natural way. At the same time, if you tell them the truth about your life experiences, and the evangelical life experience, very few of them will talk well about it. They do not want to make errors, and at the same time the majority of them off from school for long period of time. They come back to school after 15 or 20 years. I could not talk about writing because it is a difficult task. Writing at college and university level is not writing a sentence, or not writing a simple paragraph. It requires matured analysis and synthesizing and then evaluating. There are also their background, tiredness, competence and their academia are not considered because it is a spiritual. Someone who scores 1.00 point or 2.00 points might be there that having no caliber, but anointed with Holly Sprit, and can teach, preach and do all spirituality matters.
Here, the informant stressed that the problems theology students have in English language skills related to all skills; the informant stressed that the problems of vocabulary, writing, listening and speaking as the major problems. Again, he addressed that the other problem that hinders the students not to be successful in their academic and professional areas is the ways they grew up which does not allow them not to communicate in English. He also stressed that the ways they were chosen in order to join to different seminaries is not based on their academic ability but it is based on sprituality matters.
In short, based on the above verbatim, one can conclude that diploma theology students who are currently taking English courses have problems almost in all English skills, especially, in writing, listening, speaking and vocabulary. Here, there was contradiction between students’ responses during questionnaire and instructors’ responses during interview on the issue of vocabulary skills. The students put vocabulary skills and sub-skills as they were rarely needed. However, the instructors stressed that vocabulary skills and sub-skills were one of the skills that theology students needed most. All these problems were due to their background as they were out off school for long period of time, the inappropriateness of the teaching materials, environments in which they grew up, the ways they were selected for attending this program which was not academic based but spirituality based, and their reading habits were also very poor. Consequently, the challenges that might face them in their future professional areas would be failing to communicate in English with native and non-native English speakers, different services related to missionaries, churches and Gospel related were some of the felt challenges.