ENGLISH LANGUAGE NEEDS ANALYSIS OF FINE ART STUDENTS AT MEKELLE COLLEGE OF TEACHER EDUCATION
AbstractA THESIS PRESENTED TO THE DEPARTMENT OF FOREIGN LANGUAGE AND LITERATURE (GRADUATE PROGRAME) IN PARTIAL FULFILMENT OF THE REQUIRMENT FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)
The purpose of this study is to identify the English language needs of the fine art students at Mekelle College of Teacher Education (MCTE). To this effect, 120 students, 4 English teachers, 6 subject area teachers, and 3 college deans were data sources for the study. The students, English teachers, subject-area teachers and college deans were selected using available sampling. The data were collected using a 5-Point Likert Scale questionnaire, interview, focus - group discussion, and text material analysis. Descriptive statistics and analysis of variance (ANOVA) were employed in analyzing the quantitative data, and qualitative description of responses or events was used to analyze the qualitative data. The ANOVA test, despite showing similarity of values given by all groups together to the importance of English for students’ academic studies, future profession, and private life, proved a significant difference in the respondents’ values attached to the competence of the students in the three areas. English for academic studies, thus, found to be the domain in which students’ competence is the lowest of the three. This implies that the students need English for Academic Purposes (EAP) more than English for Occupational Purposes (EOP). Even with in English for academic, respondents altogether rated the skill of speaking, writing, listening, and reading, from the most important to the least important one. The ANOVA test also revealed the existence of significant difference in the importance among the skills. The qualitative data analysis also made clear that students’ low motivation, low confidence, poor background, shortage of instructional aids, lecture dominated class room teaching and in adequacy of the material to meet students’ needs were the most serious problems. Based on the implications of these findings, the researcher recommends that syllabus designers should consider the sub-skills under the academic studies in designing the English course material for fine art students.