Determining the Perceived Academic English Language Course Needs of ICT Students of Technical and Vocational Education Training: Alamata TVET College in focus

Zinabu Mohammed Ali

dc.contributor.author	Zinabu Mohammed Ali
dc.date.accessioned	2021-03-16T10:12:37Z
dc.date.available	2021-03-16T10:12:37Z
dc.date.issued	2021-03-16
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/12045
dc.description.abstract	The purpose of this study was to determine the academic English language needs of ICT students in Alamata TVET College. The objective of the study is to determine the academic English Language course needs of ICT students in the Technical and Vocational Education Training students at Alamata TVET College. Descriptive survey method was employed to conduct the research. The primary source of data were 27level three, 21 level four trainees and 11 instructors as well as dean of the college. A stratified random sampling technique was used for students and a purposive sampling was used for instructors and dean of the college. To achieve the objective of the study, a 5 point Likert scale questionnaires was administered for respondents. A semi-structured interview was used for the college Dean and classroom observation was also employed as a third data collection instrument during the actual teaching and learning process. Those instruments were prepared to indicate the degree of importance of the macro skills and language activities and the contents of the new academic English language course which satisfies students’ needs. The data were analyzed using percentage. And the data also showed some possible problems like students’ lack of language proficiency, language difficulty, fear of making mistakes when students could encounter in group presentation and discussion and wants(they want content relation with their academic study and necessities with regard to English language skills).The finding showed that the receptive skills(listening and reading) are the most important skills followed by speaking and writing(the productive skills). And also showed how often students use the main language activities under each macro skills such as listening, speaking, reading, writing and their preference of the contents in the language course (General English and content-based syllabus). The paper also summarized with relevant pedagogical recommendations that may help to redesign the academic English language course	en_US
dc.language.iso	en_US	en_US
dc.subject	English	en_US
dc.title	Determining the Perceived Academic English Language Course Needs of ICT Students of Technical and Vocational Education Training: Alamata TVET College in focus	en_US
dc.type	Thesis	en_US