Curriculum development based on students’ language needs at a vocational high school

  • Nezaket Birgül Aktaş
  • Feyza Doyran
Keywords: ESP/English for specific purposes, needs analysis, Brown’s systematic approach, curriculum evaluation, curriculum development


The main goal of the study was to investigate the English language needs of 10th grade students at a Vocational High School and evaluate the existing language program to determine whether the current curriculum, syllabus, materials, and teaching activities meet their needs. The secondary aim was to propose a new curriculum in the light of the findings. Both quantitative and qualitative research methodologies, based on questionnaires and an interview, were used in this study. Four hundred and twenty six students (23 females and 403 males) attending different specific study fields; namely motor, metal, computer, electric, and eight English language teachers at the school participated in this study. The results indicated that students would like to master their speaking and listening language skills through technological equipment, technical books, visual and authentic materials. In addition, both students and teachers agree that an ESP course should be implemented in this school because the existing curriculum does not meet the needs of the students.


Download data is not yet available.


Brown, H.D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall Regents.

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development.

Boston: Heinle & Heinle Publisher.

Burns, A. (2001). Genre-based approaches to writing and beginning adult ESL learners. In C. Candlin, Christopher N. and Mercer Neil.( 2001). English language teaching in its social context.

London: Routledge.

Coskun, A. (2009). An ESP course for tourism students ESP world, Abant Izzet Baysal University,Turkey, Issue 4 (25), Volume 8, 2009.

Csikszentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third Millennium. New York: Harper Collins.

Csikszentmihalyi, M., & Csikszentmihalyi, L.S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge: Cambridge University Press.

Ellis, M. & Johnson, C. (1994). Teaching business English. Oxford: Oxford University Press. Freeman, D.L. (2000). Techniques and principles in language teaching. Oxford University Pres.

Gonzales y, Santiage, Corugedo, Fernandez. (1999). Essays in English language teaching: A Review of the communicative Approach. Universidad de oviedo: Servicio de Publicaciones.

Hammond, J, A. Burns, H. Joyce, D. Brosnan, L. Gerot. (1992). English for special purposes: A handbook for teachers of adult literacy. Sydney: NCELTR, Macquarie University.

Hutchinson, T. & Alan Waters. 2002). English for specific purposes. Shanghai: Shanghai Foreign Language Education Press.

Hymes,D. (1972). On communicative competence. In J.B.Pride andJ.Holmes (Eds.) Socio Linguistics.

Harmondsworth, England: Penguin Books.

Keller, J.M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Erlbaum.

Littlewood, W. (2000). Task-based learning of grammar language centre. Hong Kong Baptist University.

Nunan, D. (1999). Second language teaching and learning. Heinle&Heinle Publishers, Boston. Robson,G.(2008). Needs analysis for communication classes at a Tokyo University.

Spratt, M., Pulverness A., & Williams, M. (2005).Teaching knowledge test. Cambridge: Cambridge University Press.

Tsurutani, T.(2007). Developing A New English Language Program, University of Hawai‘i at Manoa. Widdowson, H.G. (1999). Aspects of language teaching. Shanghai: Shanghai Foreign Language
How to Cite
Birgül Aktaş, N., & Doyran, F. (2017). Curriculum development based on students’ language needs at a vocational high school. International Journal of Curriculum and Instructional Studies (IJOCIS), 7(13), 1-16.