NEEDS ANALYSIS OF FIRST YEAR MEDICAL BACHELORS’ OPINIONS OF ESP COURSE DESIGN

Abstract

English for Specific Purposes (ESP) dates back to the 1960s, when there appeared a great need of finding
a common language worldwide for all manner of communication, business, cultural, scientific, etc in a postwar
environment. The need for such a linguistic and pedagogical approach was required in view of the new postwar
reality as the US emerged as the new domineering superpower and the disintegration of the British Empire, with the
latter spawning in the wake of its collapse many nations using English as a second language. By its nature ESP is an
eclectic methodology initially borrowing from other domains of linguistic study theories and practices and
combining them to suit its specific needs. Gradually, ESP has carved out its own research space and has become a
fully-fledged area of study. A focal point in ESP is the so-called “needs analysis”, i.e. analysis of what the
participants in the process of language acquisition demand and desire. Thus, in its practical aspect, ESP always starts
with a preliminary research into the purposes, needs and activities for which English is needed. In this train of
thought, course design is of paramount importance, as it reflects ESP rationale as well as its methodology. The
current paper is also focused on course design and targets a specific research area aiming at discovering students’
preconceptions of what an ESP course should look like. It is in line with similar research in other countries where
English is taught both as ESP and English for Academic Purposes (EAP). It differs though from all other studies in
its area of analysis – medical students, and its methodology employing specific tools such as questionnaires. For that
purpose, there were devised two such questionnaires, one at the beginning of the course of study and one at its end.
The sample constituted of students from the bachelor degree in their first year at the Medical College at the Medical
University of Plovdiv. After a diagnostic test had been carried out, all students were proven to be at B1 or B2 levels.
The course consisted of 60 school hours in two semesters and was held in the 2021/2022 school year. The questions
from both questionnaires target general appreciation reception and special targeted issues regarding specialized
language alike. As a whole, the questionnaires showed that the students in their majority harbor high hopes of
learning English for their profession in the course. It can be concluded on the basis of the results that the students
express their satisfaction with the overall course design which to a great extent had met their expectations. On the
other hand, the students’ reception of the modern means of study, ie. the interactive methods, together with the new
format dealing with assigning more homework and project involvement was positive in broad terms. Another
important corollary from the students’ opinions expressed in the surveys, is that they consider the length of the
course insufficient. The ESP course design will be changed in accordance with the received results from the survey.
It has to be borne in mind though, that any complete makeover or radical change should be performed in the
aftermath of more surveys delving into much greater detail.