English Needs Analysis for Technology Students at A Technopreneurship-based University
DOI:
https://doi.org/10.31605/eduvelop.v9i1.6130Keywords:
English for Specific Purposes; Needs Analysis; Technopreneurship; Task-Based Learning; Communicative Language TeachingAbstract
In the context of rapid digital transformation, English proficiency has become a strategic competency for students in technopreneurship-oriented information technology programs. However, discrepancies remain between students’ current competence and the communicative demands of startup ecosystems. This study aims to identify the specific English language needs of technopreneurship-based IT students using Dudley-Evans and St. John’s (1998) Needs Analysis framework. A descriptive mixed-method design was employed, involving 38 respondents (students, alumni, and industry practitioners). The questionnaire demonstrated strong content validity (S-CVI/Ave=0.98) and acceptable internal consistency across core dimensions. Quantitative findings indicate a substantial gap between Target Situation demands (M=9.16) and Present Situation competence (M=5.08), confirming substantial professional communication “lacks.” Qualitative thematic analysis using NVivo further highlights the prioritization of productive skills, particularly digital content writing and professional complaint handling, as key industry necessities. By systematically mapping findings into the domains of necessities, lacks, and wants, this study contributes to contemporary ESP discussions in digitally mediated and entrepreneurial contexts. The study recommends a hybrid pedagogical model integrating task-based learning and communicative language teaching to enhance authentic task performance and sociolinguistic competence in technology-driven higher education.
Downloads
References
Anthony, L. (2018). Introducing English for Specific Purposes. In Routledge (First). Routledge. https://doi.org/10.4324/9781003049678
Basturkmen, H. (2022). Current Trends in ESP Research in the Asia Pacific. World Englishes Wiley, 41, 512–522. https://doi.org/10.1111/weng.12601
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes. Cambridge University Press.
Education First. (2024). EF-EPI: EF English Proficiency Index 2024. In EF Education First. https://www.ef.com/wwen/epi/
González-Lloret, M. (2016). Technology and Task-Based Language Teaching. In Encyclopedia of Language and Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-02328-1
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach (Sixth). Cambridge University Press.
Klimava, H. (2022). Language and Access to Work: The Role of English in Recruiting. Universitat Autonoma de Barcelona.
Laadem, M., & Mallahi, H. (2019). Multimodal Pedagogies in Teaching English for Specific Purposes in Higher Education: Perceptions, Challenges and Strategies. International Journal on Studies in Education, 1(1), 33–38.
Natsir, M., Purba, A. S., Ellyana, E., Saragih, A. T., & Amal, B. K. (2022). English Teaching in an Indonesian Vocational High School Majoring Industrial Machinery Engineering. AL-ISHLAH: Jurnal Pendidikan, 14(2), 1743–1754. https://doi.org/10.35445/alishlah.v14i2.1221
Nghia, T. L. H., Anh, N. P., & Kien, L. T. (2024). English Language Skills and Employability: A Theoretical Framework (Issue September). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-4338-8_4
Nguyen, H., & Nguyen, T. (2017). English for Specific Purposes ( ESP): Perceptions of Students and Teachers of Learning Needs at A Vietnamese School. International Journal of Advanced Research (IJAR), 5(4), 793–803. https://doi.org/10.21474/IJAR01/3877
Nurhasanah, T., & Kurniawan, E. (2023). ESP Need Analysis of Computer and Network Engineering in Vocational High School. J-SHMIC : Journal of English for Academic, 10(2), 139–154. https://doi.org/10.25299/jshmic.2023.vol10(2).13347
Pogatsnik, M., & Kendrovics, R. B. (2020). Communication and Reading Comprehension among Informatics and Engineering Students. SAMI 2020 - IEEE 18th World Symposium on Applied Machine Intelligence and Informatics, Proceedings, 235–240. https://doi.org/10.1109/SAMI48414.2020.9108764
Prasetya, R. E. (2021). The English Language Needs for Information Technology: A Comparison Case of Professionals and Students. JETLe (Journal of English Language Teaching and Learning), 3(1), 7–19. https://doi.org/10.18860/jetle.v3i1.12202
Succi, C., & Canovi, M. (2020). Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420
Talentics. (2023). Talentics Insight: Kemampuan Bahasa Inggris Jobseeker di Indonesia. Talentics. https://www.talentics.id/resources/blog/kemampuan-bahasa-inggris-jobseeker-indonesia/
Tushar, H., & Sooraksa, N. (2023). Global employability skills in the 21st century workplace: A semi-systematic literature review. Heliyon, 9(11), e21023. https://doi.org/10.1016/j.heliyon.2023.e21023
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The Relation between 21st-Century Skills and Digital skills : A Systematic Literature Review. Computers in Human Behavior, 72, 577–588.
Xia, S. A. (2020). English for Specific Purposes in the Digital Era: What Has Changed? Interview with Vijay Bhatia. RELC Journal, 51(1), 188–197. https://doi.org/10.1177/0033688219895328
.png)
.png)
.png)
.png)
