Language proficiency levels by using the needs analysis in english for specific purposes classes

Group 
n 
x 
Ss 
Sd 
T 
p 
Male 
58 
25.71 
2.710 
Posttest 
28 
.824 
-413 
Female 
22 
25.00 
1.683 
When the post-test scores were analyzed there was not a significant difference in the 
experimental group according to the gender variable.
The difference between the average scores of male and female students (X difference = 
0.71) is very low and the score does not indicate a significant difference.
Conclusion 
Preparing a curriculum based on the findings of needs analysis in an English for Specific 
Purposes course may be useful in many aspects for both teachers and students and it may lead 
to restructuring, assessing the traditional methods, and reviewing the curriculum, assessment 
and evaluation activities.

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International Online Journal of Education and Teaching (IOJET), 2014,1(2), 91-107
105 
Within the scope of this research, the Common European Framework of Reference for 
Languages which was examined by many language teachers, researchers, testing officers and 
program development specialists was used in determining students’ language levels. It was 
also useful at both institutional and individual level. It also lit the way for determining 
students’ language proficiency level through communicative approach in ESP. The following 
results were found in the present study: 
 1. It was seen that applying communicative approach in ESP lessons caused students to 
become more successful at proficiency level (See Table 4).
2. It was found that the pre-test and post-test mean scores of English for Specific Purposes 
(ESP) students (experimental group) were statistically significant at the advanced level (See 
Table 4).
 3. When pre-test scores of the students in the control and experimental groups were 
compared, it was found that doing English for Specific Purposes lessons in foreign language 
teaching have no effect on improving students’ language levels (See Table 5).
 4. The scores of the students in the experimental group were not changed by gender (See 
Table 9). 
The results obtained from this research may provide an important contribution to the 
courses offered in English in the faculties of universities. For the student-centered 
educational environment, especially in the design of a curriculum, it may offer both the 
teacher and the students a lot. Teachers or program designers should give particular 
importance to students’ needs to make them gain the targeted skills in a short time. 
One of the results of the study was the positive effect of using the communicative 
approach on their level of language proficiency. As can be seen from the findings of the 
study, students become successful in the teaching environment in which they are located in 
the center. Therefore, this causes a positive effect on achievement as was expected before.
As a result, when an ESP course is compared with the traditional methods, it can be said 
that a program which is designed in accordance with the needs analysis and the assessment 
and evaluation of student-centered methods makes the course more effective and enriched 
due to its effect on achieving the targets.