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

Group 
n 
x 
Ss 
Significance 
Experimental Group 
80 
77.02 
6.8 
t=9.338 
p<0.001 
Control Group 
80 
65.98 
38.06 
Post-test mean score of the experimental group is 77.02 ± 6.83, while it is 65.98 ± 8.06 in 
the control group. The difference between the post-test mean scores of the experimental and 
control groups was statistically at an advanced level. It was found statistically significant in 
favor of the experimental group (t = 9338 p <0.001) (Table 9). It is thought that the teaching 
style (using communicative approach in English for Specific Purposes) led to this result in the 
experimental group. With this result the second hypothesis has been confirmed (Hypothesis 
II: Students’ level of English can be improved by using communicative approach in teaching 
English for Specific Purposes).
The difference between the pre-test and post-test mean scores of the students of the 
experimental group was significantly higher (p <0.001) due to the fact that in order to 
improve communicative skills in foreign language teaching ESP lessons may be effective. 
However, it was found that pre-test and post-test scores of the students in the control group 
did not differ (P> 0.05) (Table 9).
Table 10. Independent Samples T-Test Results According to the Gender Variable
Group 
n 
x 
Ss 
sd 
t 
p 
Male 
43 
22.36 
3.999 
Posttest 
28 
.681 
.502 
Female 
37 
23.60 
.894 
As shown in Table 10, there are no significant differences between students considering 
their gender (boys and girls) in the control group. 
Table 11. Independent Samples T-Test Results of the Students in the Experimental Group 
According to the Gender Variable