Post on 14-Feb-2020
College of Language Arts
I-Shou University
Master Thesis
Needs Analysis of English Language Use in Tourism: A Case Study of International
Travel Companies in Vietnam
Advisor: Dr. Guey, Ching-Chung
Graduate Student: Bach Thi Thuy Trang
December 2015
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Acknowledgements Firstly, I am heartily grateful to my supervisor, Dr. Simon, whose guidance and
supports to my entire thesis throughout the process of course. Dr. encouraged and helped
me so much to develop more understanding of project.
Secondly, I would like to bless to my committee members (Dr. Lin and Dr. Jessica
Wu at I-Shou University). They gave me good advices and supported more problem as
well as guided me improve problems of the project. They suggested me better solutions
for future problems. I have especially thanks to their all of supports.
Lastly, I am also cordially thanking to my family, my friends in Vietnam as well
as in Kaohsiung, Taiwan. They always encouraged and helped me try the best to finish
project, my friends gave me good database and information and also had supported
suggestions for making my project well. Especially, my family always motivated me all
of my studying, they opened and created new opportunities for my future even from
troubles that i met.
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Abstract
English proficiency is required in all professional areas but it becomes essential in the
tourist industry because of its specific characteristics. Needs analysis plays a vital role in
developing English for specific purposes curriculum. This study aims to examine needs and
problems of English language use of tourism employees at international travel companies in
Hue, Vietnam. Quantitative approach was used in this study which included the survey
research to collect and analysis data. The findings showed that speaking is most important
need among English language skills of tourism employees at their workplaces, and then
followed by listening, writing and reading, respectively. In contrary, reading is most faced
problem of English language at employees’ routine jobs out of writing, listening and
speaking, respectively.
Keywords: Needs Analysis, English Language, Tourism Employees, Vietnam
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Table of Contents Acknowledgements ..................................................................................................................... i
Abstract ...................................................................................................................................... ii
Table of Contents ......................................................................................................................iii
List of Tables ............................................................................................................................. v
List of Charts............................................................................................................................. vi
List of Figures .......................................................................................................................... vii
Chapter 1 INTRODUCTION ..................................................................................................... 1
1.1 Background of the Study .................................................................................................. 1
1.2 Purpose of the Study ........................................................................................................ 4
1.3 Research Questions .......................................................................................................... 5
Chapter 2 LITERATURE REVIEW .......................................................................................... 6
2.1 The Roles of English Language in Tourism Industry ...................................................... 6
2.1.1 Language Problems Faced by Vietnamese Employees ............................................. 6
2.1.2 The Role of English Language in Tourism Industry ................................................. 8
2.2 Definition of Needs Analysis ......................................................................................... 12
2.3 The Significance of Needs Analysis in Using English Language in Vietnam Tourism 14
Chapter 3 METHODOLOGY .................................................................................................. 22
3.1 Research Design ............................................................................................................. 22
3.2 The Structure of the Questionnaire ................................................................................ 23
3.3 Sampling Design ............................................................................................................ 25
3.4 Data Collection ............................................................................................................... 25
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3.5 Data Analysis ................................................................................................................. 26
Chapter 4 RESULTS................................................................................................................ 27
4.1 Frequency of Demographic Participants ........................................................................ 27
4.2 Needs of English Skills of Travel Employees ................................................................ 28
4.3 Problems of Employees when Communicating with Foreign Tourists.......................... 34
Chapter 5 DISCUSSION AND CONCLUSION ..................................................................... 41
5.1 Research Findings .......................................................................................................... 41
5.2 Research Implications .................................................................................................... 44
5.3 Research Limitations ...................................................................................................... 46
5.4 Future Researches .......................................................................................................... 46
References ................................................................................................................................ 48
Appendix A: The Questionnaire .............................................................................................. 54
Appendix B: Significant Differences in Employees’ Needs of Skills by gender .................... 59
Appendix C: Significant Differences in Employees’ Faced Problems of Skills by gender .... 62
Appendix D Correlation between duration of work and Needs of English ............................. 65
Appendix E Correlation between duration of work and Problems of English ........................ 66
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List of Tables Table 3- 1: Structure of the Questionnaire ............................................................................... 24
Table 4. 1: The Frequency of Tourism Employees.................................................................. 28
Table 4. 2: Reliability Statistic................................................................................................. 28
Table 4. 3: Significant differences about employees’ needs by gender ................................... 33
Table 4. 4: Rankings of language skills which travel employees most used ........................... 34
Table 4. 5: Significant difference of employees’ faced problems by gender .......................... 40
Table 4. 6: Rankings of language skills which travel employees most encountered ............... 40
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List of Charts Chart 1: Needs of English Listening skills by gender.............................................................. 29
Chart 2: Needs of English Speaking Skills by gender. ............................................................ 30
Chart 3: Needs of English Reading Skills by gender ............................................................... 31
Chart 4: Needs of English Writing Skills by gender................................................................ 32
Chart 5: Needs of employees by gender .................................................................................. 33
Chart 6: Problems of English listening skills faced when communicating with tourists by
gender ....................................................................................................................................... 35
Chart 7: Problems of English speaking skills faced when communicating with tourists by
gender ....................................................................................................................................... 36
Chart 8: Problems of English reading skills faced when communicating with tourists by
gender ....................................................................................................................................... 37
Chart 9: Problems of English writing skills faced when communicating with tourists by
gender ....................................................................................................................................... 38
Chart 10: Problems of employees faced by gender ................................................................. 39
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List of Figures Figure 1: Research Framework ................................................................................................ 22
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Chapter 1 INTRODUCTION
1.1 Background of the Study
English language plays a very crucial role as the predominant tool for communication
in the global community. Nowadays, it is important for tourism industry as a means to
communicate, negotiate, and execute transactions with tourists by tourism employees. Since
tourism involves the greatest people movement and is one of the largest economic activities
in the world (Thurlow & Adam, 2010; Urry, 2002) hence it can directly or indirectly provide
the host countries with foreign currencies, create jobs in the service and manufacturing
sectors and help increase government revenues, including hotels and other types of taxes,
tourist taxes, airport exit taxes, income taxes and customs duties on imports (Badri, Dizaji, &
Zeynali, 2014).
Vietnam has made a lot of efforts over recent years to promote the tourism industry
and has increasingly encouraged foreign tourists to travel to the country since Vietnam joined
World Trade Organization (WTO) in 2007. Hue, Vietnam is one of the cities where the
tourism business has been largely promoted. Tourism plays a vital role in the development of
the quality of life in Hue, Vietnam such as create jobs for people, as well as increase income
for the local. According to the statistics of Vietnam National Administration of Tourism
(VNAT) in 2014, international visitors to Viet Nam in December estimated 657,304 arrivals,
increase 8.0% over November and in 12 months of 2014 year totally reached 7,874,312,
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which increased 4.0% over the same period of 2013 year (VietnamTourism, 2014).
Moreover, as the tourism business income from tourists earned about 200,000 billion VND in
2013, with an increase 25% over last year. As the result, Vietnam’s tourism has been
increasingly improving to attract more and more international tourists to Vietnam, and
tourism needs to be further developed. In addition, the role of tourism industry in generating
income and creating jobs could increase. To be good hosts therefore, Vietnam people who are
directly involved in tourism business should improve their English especially in terms of the
language used in hospitality industry, as well as tour services directly communicate to
international tourists. English is therefore needed for people who work in the future in
tourism, business and the civil services (Richards, 2001). Knowledge of the English language
as an international language plays an important role for those who work in tourism business
in Hue, Vietnam. According to Crystal (1997), English has already become a global
language, as it is used by more people than any other languages. Knowledge of the English
language as an international language plays an important role for those who work in tourism
business in Hue, Vietnam.
At present, tourism staffs who work in travel companies around Vietnam have more
chances to use English due to the number of foreigners who come to visit. Although these
tourism employees are trained to use English in real situations using the syllabus written by
the experts of this field, a formal need analysis to help determine the requirements of the
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English course for tourism employees has never been conducted. One of the problems of
tourism staffs are facing is difficulty in communicating with foreign travelers, which
sometimes results in inefficient service. Although these tourism employees are trained to use
English in real situations using the syllabus written by the experts of this field, a formal need
analysis to help determine the requirements of the English course for tourism employees has
never been conducted. A number of ESP researchers have argued that as language in different
context varies, methods and contents of second language teaching should vary to meet the
needs of learners in specific situations (Hutchinson & Waters, 1987). Therefore, a few
training courses have been specifically held for the tourism staffs/students to develop
proficiency in using tourism’s English language though English has so far been taught
without systematical survey of needs. Moreover, the syllabus is not based on the real needs of
tourism employees as it should be. It seems inevitable to carry out a formal needs analysis
tourism employee in using English across Vietnam. Previous studies in this field mainly
focus on examining the problems of employees/students in using English language in tourism
business or universities in nations such as Taiwan, United Kingdom, Hong Kong, Thailand,
etc. However, there are quite few studies about needs of English language use in Vietnam’s
tourism in particular about tourism employees.
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1.2 Purpose of the Study
With realization of a lack of studies of this type in Vietnam and the reason that
English is now the most popular language for travel companies used in their daily works, I
therefore have decided to undertake a study of English language needs in Vietnam’s travel
companies. The present study aims to investigate the English language needs and problems
faced by tourism employees who work at the international travel companies in Hue, Vietnam.
It is also hoped to provide a baseline for obtaining a wider range of input into content, design
and implementation of an English programmes by involving such people as learners,
teachers, course developers and employees in the planning process. The findings from this
study can be used as guidelines for developing a tourism English syllabus that could lead to
the improvement of the employees. Furthermore, the results of the research would also help
the designers and teachers of English for Specific Purposes (ESP) to develop teaching and
learning materials that match the specific needs of the travel agents. It is anticipated that the
conclusion of the present investigation could be utilized by those who are responsible for
policy and planning as well as the related organizations in order to have a clearer
understanding of English needs for tourism employees who plan to work in the international
tour company in Vietnam. The results of the study seemed to suggest that, in order to find out
what clients wanted and to make them impressed by the service, the agents had to listen
carefully for what they required and understood them.
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1.3 Research Questions
This study, in fact, endeavors to answer two main research questions:
1. What are the needs of tourism employees in English language using in their
workplace?
2. What problems do tourism employees encounter when using English language
skills in their jobs?
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Chapter 2 LITERATURE REVIEW
This chapter discusses related literature on needs analysis in the field of English for
Specific Purposes (ESP). The chapter is divided into main four sections. In the first section,
the roles of English language in tourism industry are discussed. Secondly, definitions of
needs analysis to this study are reviewed. Thirdly, significance of needs analysis in using
English language in Vietnam Tourism is reviewed. .Finally, theories and key findings of
needs analysis are discussed in the previous studies.
2.1 The Roles of English Language in Tourism Industry
2.1.1 Language Problems Faced by Vietnamese Employees
Tourism industry in Vietnam has been quite developed in recent years; there is a
fundamental need in development and training of service and production employees for
employment in hotels, resorts, tourist attractions and related infrastructure. However, training
for these sectors in Vietnam is relatively unsophisticated and lacking in industry credibility.
Skilled and experienced employees are scarce resource; vocational education is very limited.
Tourism employees in Vietnam are generally unskilled and require considerable investment
in training and development.
According to statistics of the Vietnam National Administration of Tourism
(VietnamTourism, 2014), the total number of workers in the tourism sector is around 850,000
at present, including 250,000 workers who directly serve tourists. Vietnamese tourism
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resources lack occupational skills and knowledge for providing good service, foreign
language skill in meeting the critical demands of the tourism industry. It is noted that
exacerbating this lack is the limited practical training and poor collaboration between training
institutions and the industry.
There are inconsistencies balance between practical, vocational, professional business
and academic theory input. Most of Vietnamese students learn great deal of theory at school
without a chance to practice their knowledge. Students need to be provided work-based
learning experience with meaningful jobs during their placements. However, there are not
many tourism companies or tour operators willing to provide them jobs with practical
experience. Vietnamese tourism students are mostly unable to undertake the tasks within their
professional right after graduations. In relates to the people who have been working in
Vietnamese tourism industry, professional skills and foreign language skill still need to be
improved.
Vietnam must overcome the problems of a shortage qualified tourism human resource
to ensure tourism as a spearheaded economic sector and sustainable development. The
government should act as a bridge between universities, and enterprises to provide sufficient
practical training to tourism human resource. Diversity of training, a mix of public and
private provision, formal an informal learning opportunities should be supplied to tourism
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students who are future tourism workforce. Therefore, tourism and hospitality schools should
be devoted to providing training in foreign languages in addition to English.
2.1.2 The Role of English Language in Tourism Industry
Language is a system of spoken or written symbols that can communicate ideas,
emotions, and experiences (Draft & Wiginto, 1979). Understanding the role of language,
organizations can improve the coordination skills (Karsten, 2007; Chen, Geluykens, & Choi,
2006), develop customer satisfaction and have effective management (Dickson & Huyton,
2008) in tourism industry. According to Domke-Damonte (2001), people cannot comprehend
what others demand if people cannot converse to other people on their own terms. This
indicates that English language creates greater interest and plays a more significant role that
influences competitiveness in tourism (Domke-Damonte, 2001). Language is a source that
encompasses daily practice and almost all other aspects of human life. Ignoring the important
roles of language may cause resources loss or result in limitations to tourism development
due to the lack of communication and knowledge sharing (Lauring, 2007). Block (2005)
points out that language skills are demanded in various occupations within organizations such
as General Management, Sales and marketing management, Financial management, Supply
and distribution management, Administrative and support management, Information and
computer management, Insurance, legal and property management, Technology management,
Product and material management, and Trainee management. The language skills and
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elements are composed of listening, speaking, reading, writing, translation, pronunciation,
vocabulary in tourism and grammar and expressions. The English language functions of each
skill are based on various English for tourism textbooks (Stott & Holt, 1991; Utawanit,
Communicate English for Hotel Personnel, 2000; Utawanit, Communicate English for
Tourism, 2003) and contents in the syllabus of various English for tourism courses (Walker,
1996). For example, vocabulary in tourism skills include language functions related to the
tourism industry, to tourism news, to transportation such as air, rail, and bus travel, to
accommodation, to culture, to festivals and holidays, to ceremonies, to food, and to giving
directions.
Language roles are defined as “Factor that is related to tourism organizational
management” (p. 13). According to a study about role of language in Tourism Organizational
Management, the researchers indicated the various key dimensions of language in tourism
(Thitthongkam & Walsh, 2010):
• to increase customers’ satisfaction;
• to enhance and maintain language competency of tourism people;
• to motivate international tourists;
• to increase better understanding on demand and culture; and
• to create effective internal and external communication.
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English has become nationally competitive in Vietnam because of globalization.
English is recognized as a global language or international language, and increases the
importance of business, trade, economy, and tourism. Applications in the tourism or
hospitality departments are growing in Vietnam (Chen, Chiu, & Lin, 2011). Moreover,
English has become a core academic subject in the hospitality training programs of most
universities and industrial sectors to achieve English proficiency for employment and
fulfilling job responsibilities. Furthermore, language barriers influence visitor spending
(Chen & Hsu, 2000), as a hotel manager says “communicating with visitors who have very
little knowledge of their host country’s language puts them at ease. We have found clients are
more likely to book if one speaks their language” (Leslie, Russell, & Govan, 2004) (p.261).
Hospitality and Tourism is often described as ‘the pleasure industry’ or ‘the welcome
industry’ (Harding, 2011). It’s an industry where communication is the key feature. It’s also
an international industry and will involve a range of inter-cultural encounters. The language
of this industry is quite clearly English in an international context, but it is also the language
of meeting needs, of providing high levels of service, of understanding people, of delighting
people, of solving problems” (Harding, 2011). Therefore, English language is a vital role as a
negotiated source of power in tourism development between employees and tourists.
In particular, Hospitality education programs in non-English-speaking countries have
been beginning to offer more English courses to students as well tourism employees. In the
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other hand, professional English is crucial for hospitality professionals (Chang & Hsu, 2010).
For example, some tourism organizations in Vietnam nowadays have been organizing
English for tourism programmes for students or tourism employees including:
• The Quang Ninh Department of Culture, Sports and Tourism opened a training course
on tourism profession and English communication skills for 80 learners who are officials and
employees working in tourism industry. The aim of the course is to provide the learners with
basic knowledge of tourism profession skill and organize hand-on activities to help them
improve their skills as well as ability of speaking English, creating confidence in serving the
tourists. The contents of course including: reception skill training (such as communication
skills, tourist marketing, check-in procedures...), and English communication skill training
(Vietnam, 2012).
• Ton Duc Thang University designed a course specialization Tour Guide Training for
students who look forward to pursue works in tourism industry (TDTU, 2015). The aim of
this program is to offer undergraduate starting qualifications for independence in the tourism
industry, particularly, provides a well – trained tour guides with good knowledge and
background of Vietnam culture, history, etc. It will equip students with specific knowledge
and job-specific technical skills for the Hospitality & Tourism such as human resources, tour
operation and marketing skills, ect. In this program, TDTU designed separate and clear
courses from special knowledge to job-special skills for all learners in order to help them
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develop further cultural, historical knowledge and skills in relation to tourism problems.
Specially, course of basis language skills were put into required courses such as resume
writing and job interview skills, event panning skills, communication skills, etc.
• Saigontourist Hospitality College (STHC) was recognized as a national tourism
school in Vietnam (Saigontourist, 2015). SHTC have been operating tourism operator with
numerous hotels, resorts, restaurants, etc. and have been designing training courses in tourism
such the Tour guiding training program which based on Vietnam Tourism Occupational skill.
In this program, learners would be taught about job-specific skills in tourist sites and
communication skill in contacting with customers. In addition, STHC designed English
language training course based on testing Toeic of listening and speaking skills of DynED
software.
2.2 Definition of Needs Analysis
According to Wannapok (2004), Needs analysis has been one of the key factors and
an integral part of English for specific purpose (ESP) practitioners; i.e. researchers, course
designers, material developers, testers, evaluators as well as classroom teachers for many
years. Richards (2001) indicated that needs analysis as a process of gathering data may be
defined “as procedures used to collect information about learners’ needs” (p. 51). Similarly,
Nunan (1988) interpreted needs analysis as “techniques and procedures for collecting
information to be used in syllabus design’’ (p. 13). In this vein, Kandil (2009) concluded that
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the needs of Arab learners are not usually incorporated in the instructional materials because
“needs analysis (NA) has not yet received sufficient attention from researchers and language
teaching professionals in the Arab world” (p. 1). Robinson (1991) pointed out the term needs
analysis is “influenced by the ideological preconceptions of the analysts” (p. 724) which
implies that needs “do not have of themselves an objective reality”. However, Widowson
(1981) this type of needs as a goal-oriented definition which may refer to “the learner’s study
or job requirements; that is, what they have to be able to demonstrate at the end of their
language course” (Prachanant, 2012)(p.118). Whereas Piyanapa (2004) defines “the needs in
different viewpoint which focuses on learners’ needs at the end of a language course”, and
can be called a target situation analysis (TSA). This is the best known framework for a TSA
type of needs analysis which concentrates on communication purposes, communication
settings, the means of communication, language skills, functions, and structure. In addition,
in terms of types of needs, other researcher divides the needs into two types (Mackay, 1978).
The former is academic needs where English is required for further academic study. For
example, medical students requiring English in order to understand the lectures or read
medical textbooks in English. The latter is job needs where English is required in order to
perform a particular job, such as, technicians requiring English in order to work on a project
in which English is used. In the present study, the needs of language skills (listening,
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speaking, reading and writing) based on job needs defined by Mackay are investigated. The
functions and problems in using English skills are also included in the investigation.
2.3 The Significance of Needs Analysis in Using English Language
in Vietnam Tourism
Needs analysis or needs assessment has been an important feature of ESP (English for
specific purposes), EAP (English for academic purposes) and adult educational courses.
English for Occupational Purposes (EOP) is more general compared to ESP because it does
not focus on the specific job disciplines but it is more based on general basic skills required
by students in order to be prepared for the workforce. Examples of basic skills in EOP are the
same as in ESP: reading, writing, listening and speaking. “English for specific purposes is a
term that refers to teaching or studying English for a particular career (like law, medicine) or
for business in general” (International Teacher Training Organization, 2005). Hawkey (1980)
suggests that needs analysis enables the course designer to achieve two things:
• to produce a detailed profile of what the learner needs to be able to do in English in an
occupation or study for which he/she is being trained;
• to produce a specification of the language skills, functions and forms required to carry
out the communication described in the needs profile.
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Needs analysis can be a helpful tool in the planning of course duration, course
intensity, teaching methodology, staff matters, the group of learners and any language policy
or planning situation (Johnson, 1989). Boon-Long (1998) adds that “needs analysis is needed
in ESP as a curriculum design prerequisite, as it is crucial for teachers to observe and be
aware of the nature of data identified by needs analysis not only for the performance features
of the learner of importance but also the underlying competence”.
However, applying English language skills for ESP in tourism courses have to be
considered and designed in professional and experienced tourism organization. After most of
students finished their training programs tourism sectors, they cannot apply studied general
and special knowledge at their workplace. One part of reasons is perhaps from tourism
training courses designed by tourism organizations, universities, or centers. For example,
according to program of The Quang Ninh Department of Culture, Sports and Tourism, the
course just last within one month and in particular for tour guides stay in Van Don, Quang
Ninh. In addition, the course only focuses on training of the speaking skill to may
communicate to tourists. They have an understanding of the particular tourist culture
established within the Quang Ninh’s setting. Perhaps, they have knowledge of “tourist
behavior” and the genre of shopping or touring associated with this. Their English language
skills have been developed in this context. However, the course hardly emphasizes on other
basic skills of employees such as listening, reading, and writing. As the same cons as tourism
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program of Ton Duc Thang University and other tourism programs of Saigontourist
Hospitality College, both of these programs that centers designed didn’t totally focus on
developing English language basic skills just emphasis on training speaking skill in tourism,
especially in hotels, restaurants, tour guiding. In other words, a high standard of academic
English including verbal, reading and writing skills is necessary. Taylor (2014) wrote that:
“Without competence in standard English, students will fail academically and face
diminished career, social and life options” (p.2). This means that few Vietnamese have
actually learned English in the context of a totally English speaking environment, thus their
knowledge of English may be missing many of the cultural idiosyncrasies of the language.
An individual needs to possess basic English skills; to progress further up the ladder a
reasonably high level of spoken English, and some skills in reading and writing in English
would be beneficial. Brown (2000) claimed that: “Communication may be regarded as a
combination of acts, a series of elements with purpose and intent. Communication is not
merely an event, with something that happens; it is functional, purposeful and designed to
bring on some effect…” (p.250). Therefore, in Spolsky’s (1989) theory of second language
learning, individual; language learner through listening and reading generally develop prior to
a higher level through speaking and writing. The language domains and modify the
communication for the language proficiency levels as follow (Spolsky, 1989):
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Listening: process, understand, interpret, and evaluate spoken language in a variety of
situations.
Speaking: engage in oral communication in various situations for an array of
purposes and audiences.
Reading: process, interpret, and evaluate written language, symbols, and text with
understanding and fluency.
Writing: engage in written communication in various forms for an array of purposes
and audiences (Lisboa, 2004).
2.4 Theories and Key Findings on Needs Analysis
The area of teaching English for tourism has been given much attention as English
became a lingua Franca in the international tourism industry; still there is a paucity of studies
in this area (Abdel-Ghany & Abdel-Latif, 2012).
In the field of English for tourism students most of the studies have focused on the
analysis of the required skills and needs in work place, adequacy and appropriateness of
instructional materials and strategies. Al-Khatib (2007) examined the communicative needs
of tourism and banking personnel by shedding lights on their perceptions of needs, wants,
lacks, and attitudes toward English in order to include what is needed and exclude what
deemed less important to them. It has been observed that the type of work plays a significant
role in evaluating and using of English. The most common reasons for communicating as a
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travel agency worker were found to be offering destination guides, writing and sending email
and faxes, making on-line ticketing, browsing the internet, making online hotel booking, etc.
Travel agency users were found to be heavier users of English than their banking
counterparts. The results of the study indicated that the most important skill for tourism
personnel is writing. When instructing an ESP course an issue to take into consideration is
that using adequate language learning and professional strategies are required in tourism field
(Al-Khatib, 2005). Moreover, Bachman and Palmer (1996) argues, “Needs analysis or needs
assessment, involves the systematic gathering of specific information about the language
needs of learners and the analysis of this information for purposes of language syllabus
design” (p.102). In addition, Graves (2000) further states that needs analysis is a systematic
and ongoing process of gathering information about students’ needs and preferences,
interpreting the information, and then making course decisions based on the interpretation in
order to meet the needs. For example, Aunruen (2005) had a study about needs analysis and
problems of tourism employees in all of eight language skills at travel agents in Chiang Mai,
Thailand including listening, speaking, reading, writing, translation, pronunciation,
vocabulary and grammar and expressions. In this thesis, the researcher claimed that “listening
and speaking skills were rated highly essential for the travel agents in Chiang Mai, whereas
grammar and expressions and translation were seen as difficult skills”. In addition,
Prachanant (2012) surveyed the needs, functions and problems of English language use in
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tourism industry in Thailand. A questionnaire was distributed to 40 employees serving in
tourism sector. Results showed that speaking is the most important skill, followed by
listening, reading and writing. “The three most relevant functions in using English language
were giving information, followed by providing services, and offering help. English use
problems included; inability to use appropriate words and expressions, inadequate
vocabulary, and lack of grammar knowledge” (p.117). Moreover, Romaya (2009) carried out
a study which aimed at examining the needs of the Tourist Police (TP) in Thailand. The
problems of English communication faced by the TP officers with foreign tourists were
examined, including the e-learning English course. The findings revealed that the TP officers
found speaking and listening skills to be the most problematic aspect of communicating with
foreigners in English. Foreign tourists perceived that the TP officers used English
comprehensibly, even though some barriers in communication were found in terms of
pronunciation, grammatical misuse, and inadequate vocabulary. In the same objectives as
police officers, Alhuqbani (2008) analyzed the English language needs of Saudi police
officers.103 on-the-job police officers responded to the questionnaire developed by the
researcher. The findings emphasized the police officers and security sectors’ awareness of the
significance of English language in police work. Nevertheless, many police officers indicated
that they cannot use English in their job because of inadequate training. The researcher
concluded that English materials for police purposes should be designed and delivered to the
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police officers to develop their proficiency in the four English skills (listening, speaking,
reading, and writing). Furthermore, Alhuqbani (2014) continued one study in relation to
tourism English needs that examined 223 police cadets’ English language needs, motivations
and attitudes. The subjects were studying at King Fahd Security College in Saudi Arabia.
Results revealed that English teaching was confined to the cadets holding degrees in
humanities. The subjects rated speaking and listening the most important skills.
As the literature reviews above showed, most of studies conducted survey researches
in Thailand, Taiwan, Malaysia, etc. However, there are very few studies conducting to survey
the needs and problems of employees in using English language in tourism business in
Vietnam which I am currently investigating in basic skills including listening, speaking,
reading, and writing. In particular, one study examined “designing an appropriate ESP
reading syllabus for students of the Tour- Guiding program at Tourism Industry, which is
expected to contribute the development of ESP teaching and learning at Quang Ninh College
of Arts, Culture and Tourism” (Nguyen, 2012) (p.3). In this thesis, Nguyen (2012) just found
about the situational needs and students’ needs in reading skill which based on qualitative and
quantitative approach to gather data. The findings in the study claimed that ESP reading
syllabus would increase the motivation of learners and teachers during the ESP learning
process. Therefore, in the present study, I consider needs to be what an individual lacks and
desires to fulfill. Learner needs refer to what learners want to know and to learn in a
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particular language course and what they lack in knowledge of the language. Needs analysis
serves as a method of gathering data on learner needs or what learners want to study in a
subject. The results of needs analysis studies are important contributions to curriculum
design, as they provide appropriate contents for a particular course.
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Chapter 3 METHODOLOGY
This chapter had an overview about the methods and procedures of research in the
study. The chapter was divided into five parts: research design, research framework,
sampling design, data collection and data analysis.
3.1 Research Design
The study aims to investigate the English language needs and problems faced by
tourism employees who work at the international travel companies in Hue, Vietnam. Besides,
the data in this study are hoped to determine problems foreign tourists facing when dealing
with the tourism employees, and the essential language skills and the improvement of
difficult problems are useful for travel companies. Moreover, the study attempts to answer
two main research questions:
1. What are the needs of tourism employees in English language using in their
workplace?
2. What problems do tourism employees encounter when using English language
skills in their jobs?
Figure 1: Research Framework
Demographic
(gender)
Needs of English Language
Faced Problems of English language
23
3.2 The Structure of the Questionnaire
Quantitative approach is utilized in needs analysis for the study of travel companies in
Hue, Vietnam because this helps the researcher to collect data easily from a number of large
participants and more effective results of the study from numerical data. Besides, the survey
research mainly conducted in the study was based on the questionnaires in needs analysis of
English in tourism made by (Aunruen, 2005). The questionnaire consists of three parts and
given to chosen travel companies: personal information, needs of English use at workplaces,
and problems of employees when using English to deal with foreign tourists.
In the personal information, participants were asked about their personal information
concerning such as gender, age, educational background, current level of English proficiency.
Especially frequency of using English of employees in work helped the researchers to
determine who have a lot of experience in tourism services as well need to find which needs
and facing problems of English use at workplace are helpful to travel companies. In addition,
the participants need to rank language skills which travel officers are used most and
encountered elements used difficult. Basic language skills and elements in this study were
made up of listening, speaking, reading, and writing. The second part of the questionnaire
was adapted from Aunruen’s eariler work (2005), which covered four main domains of
language skills to ask needs of English used most built on a five-point Likert scale from (5)
Most, (4) A lot, (3) Moderate, (2) A little and (1) Least. In the last part, participants were
24
asked about problems they encountered in English use when communicating with foreign
tourists. This part was also adapted from Aunruen, divided into four main domains on a
five-point Likert scale from (5) Most, (4) A lot, (3) Moderate, (2) A little and (1) Least. The
questionnaire used in the study was totally written in English instead of in Vietnamese
because all of international travel employees definitely know English to service foreign
tourists anytime. To ensure the validity of the questionnaire, the draft questionnaire was
modified and revised by the suggestions of advisor, committee members and one expert;
besides, structure of the questionnaire is shown in table 3.1. Besides, the completed
questionnaire could be found at Appendix B.
Table 3- 1: Structure of the Questionnaire
Variables Survey Items Measurements References Personal Information Gender, age, education, level of English use) Rank used skills Rank difficult skills
7
5-point Likert scale from (5) Most, (4) A lot, (3) Moderate, (2) A little
and (1) Least (Likert, 1932)
(Aunruen, 2005)
Needs of English Use 34 Listening 8 Speaking 11 Reading 8 Writing 8
Faced Problems 34 Listening 8 Speaking 11 Reading 8 Writing 8
Total 77
25
3.3 Sampling Design
The population in the study was international travel companies who worked in 16
international travel companies exclusive of domestic travel companies located in Hue,
Vietnam. The number of the registered travel companies was collected from Tourism
Authority of Hue, Vietnam according to the latest record in 2014.
Non-probability convenience sampling or systematic nonrandom sampling is used on
a group of employees available in 16 international travel companies. According to the
statistics of travel companies, each of company has approximately 6-9 employees who have
been using English and dealing with foreign tourists such as tour guides, tour operators, tour
sellers, etc. Therefore, a total of 16*9= 144 employees participated in the study.
3.4 Data Collection
Upon completion, the questionnaire was modified and developed based on the pilot
study. A total of 144 questionnaires were given to tour employees at 16 international tour
companies in Hue, Vietnam to identify needs and faced elements of English using when
communicating with foreign tourists. The questionnaire was designed in both internet
questionnaire and direct hand-out and written in English. The time of collecting data was
distributed to participants from July to September 2015, a 3-month period.
26
3.5 Data Analysis
The analysis and use of collected data was based on SPSS software (16.0). The
primary statistical procedures in the study were as follows:
1. Cronbach Alpha Coefficient was applied to evaluate the internal consistency or the
reliability of sections in the questionnaire, which used a five-point Likert scale.
2. Frequency (f) and percentage (%) were also used to calculate problems of English
use of employees at their workplace.
3. A 5-point Likert scale was used to score the levels of needs of English of tourism
employees.
4. Arithmetic Mean (X) and Standard Deviation (S.D) were used to calculate the
average levels of English needs. The highest mean score (X) reflected the more needs in
English using of tourism employees in their work. Besides, the lowest mean score showed the
needs for activity. Standard Deviation (S.D) was a measure of the dispersion of the scores,
giving information on the extent to which a set of scores varies related to the mean.
5. Weighted scores were used to rank the needs from most used to least used in basic
language skills (listening, speaking, reading and writing) and elements from most difficult to
least difficult.
27
Chapter 4 RESULTS
4.1 Frequency of Demographic Participants
The collection of all participants in Vietnam was conducted in 3-month period helped
me much more convinient to figure questionnaires and get a high percentage of responese
through internet such as email, googledocs although there was a little dificult to collect datas
of a large number of participants who have been working at travel agencies in Hue, Vietnam.
Therefore, a total of 144 questionnaires were equally distributed to survey travel employees
136 responses was collected, yielding a 94.4% response rate. A number of respones were
failed because of responsing questions in questionnaire unseemly were 8 responese, yeilding
a 5.6% rate. Out of the total number of 136 participants, the percentage of female employees
(66.9%) was higher than male (33.1%). Most employees work at travel companies aged from
25-30 (66.9%) and possess a bachelor’s degree. In addition, the result also showed that there
were 117 employees (66.9%) with upper level of English proficiency. The duration of work
for 1-5 years and for 6-10 years, occupied 40.4% and 39.7%, respectively, which showed that
most participants have been working relatively long in the traveling companies.
28
Table 4. 1: The Frequency of Tourism Employees
Demographic Frequency (N = 136) %
Gender Female 91 66.9 Male 45 33.1
Age 25-30 91 66.9 31-35 27 19.9
Over 35 18 13.2 Educational Background
Bachelor's Degree 117 86.0 Higher than bachelor's degree 19 14.0
Level of English Proficiency
Beginner 18 13.2 Lower Intermediate 18 13.2 Upper Intermediate 91 66.9
Advanced 9 6.6
Duration of work
Less than 1 year 9 6.6 1-5 years 55 40.4 6-10 years 54 39.7
Over 10 years 18 13.2
4.2 Reliability Analysis of Variables
According to the reliability for each variable has the lowest Cronbach’s Alpha limit
that can be only acceptable set as 0.7. Thus, reliability of variables in this study had high rate
at .9658 was acceptable (as shown at Table 4.2).
Table 4. 2: Reliability Statistic
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.955 .951 70
4.2 Needs of English Skills of Travel Employees
This session answers the first question: “What are the needs of tourism employees
in English language using in their workplace?” Data from different sections were
29
compared through separate charts to explain clearer needs of English skills using of
employees in tourism.
Chart 1: Needs of English Listening skills by gender
As shown in Chart 1, most tourism employees indicate listening skill as an important
need in their work, which suggests that most workload of employees at travel companies
involve listening to English in their daily operation. Especially, six highest needs in listening
skill are tourists’ needs (M=4.6), direct conversations (M= 4.40), reservation details (M=
4.33), telephone conversations (M= 3.93), discourse on tourism topics (M= 3.8), and personal
details of tourists (M= 3.67). The results in chart 1 showed male employees have higher
needs in listening problems than female employees at their work. Especially, there were
significant differences between genders through using One-way ANOVA analysis (see
Appendix B).
4.50
4.20 4.20
3.80
3.40
3.10
4.80 4.80 4.60
4.20
4.60 4.80
4.60 4.40 4.33
3.93 3.80
3.67
Tourists' Needs DirectConversations
ReservationDetails
TelephoneConversations
Discourse onTopics
Personal Petailsof Tourist
Female Male General
30
Chart 2: Needs of English Speaking Skills by gender.
According to Chart 2, travel employees need to significantly have speaking skills in
their daily jobs. Eight most important elements in speaking are tourists’ needs (M= 4.40),
taking reservations (M= 4.20), giving directions (M= 4.13), travel information (M= 4.13),
conversations of tourists (M= 4.00), tourist’s information (M= 3.93), tour programs (M=
3.87), and detail transportations (M= 3.80). Most of the elements in speaking involve
employees’ need to speak a lot to clients as well to discuss tours and tickets information. In
addition, results from One-way ANOVA showed that male have much more needs in
speaking skills than female employees at their jobs. Significant differences were found in all
of the items on speaking skill (see Appendix B).
Tourist’ Needs
TakingReservati
ons
GivingDirections
TravelInformati
on
Conversations ofTourist
Tourist'sInformati
on
TourPrograms
Transportation
Female 4.10 3.90 3.70 3.90 3.90 3.50 3.40 3.40Male 5.00 4.80 5.00 4.60 4.20 4.80 4.80 4.60General 4.40 4.20 4.13 4.13 4.00 3.93 3.87 3.80
3.00 3.20 3.40 3.60 3.80 4.00 4.20 4.40 4.60 4.80 5.00
31
Chart 3: Needs of English Reading Skills by gender
Chart 3 indicates that reading is quite necessary for tourism employees after listening
and speaking skills. Employees mostly need to read information related to tourism magazines
(M= 4.20), emails (M= 4.13), tourist leaflets (M= 3.93), and tourism news (M= 3.67). Male
employees have much more needs in reading skills than female employees at their jobs
through using One-way ANOVA analysis. Significant differences between genders were
found in all the items with the exception of “reading information from the Internet”
(F[1,134]=.392), “E-mails and Reading telexes, faxes” (F[1,134]=.717) (see Appendix B)
4.00 4.10 3.90
3.40
4.60
4.20 4.00
4.20 4.20 4.13 3.93
3.67
3.30 3.50 3.70 3.90 4.10 4.30 4.50 4.70 4.90
Tourism Magazines Internet, E-mails Tourist Leaflets Tourism News
Female Male General
32
Chart 4: Needs of English Writing Skills by gender
Chart 4 shows that writing emails is considered the most important needs in every
tourism employee’s work (M= 4.87). In addition, other elements in writing skills such as
writing travel plans are used a lot in their routine jobs (M= 4.00), travel timetables (M= 3.8),
writing texts to give information (M= 3.47), and tourist leaflets or brochures (M= 3.27).
Using One-way ANOVA analysis, the only difference between male and female were found
in that females have higher needs writing texts related to tourism plans than male employees
in their workplace. There are significant differences indicated based on all the items
excluding “Producing faxes in a proper format” (F[1,134]=2.084) (see Appendix B).
4.80
3.90 3.70 3.70
2.80
5.00
4.20 4.00
3.00
4.20
4.87
4.00 3.80
3.47 3.27
2.50
3.00
3.50
4.00
4.50
5.00
5.50
Writing Emails Travel Plans Travel Timetables Information Texts Tourist Leaflets orBrochures
Female Male General
33
Chart 5: Needs of employees by gender
The result of chart 5 shows that speaking is the most important among the four
English skills at tourism employees’ workplace (M=3.93), as followed by listening (M=
3.79), writing (M= 3.73), and reading (M= 3.57), respectively. There is a highly significant
difference between genders and language skills. The result means that tourism employees
have much more needs in four English skills through using One-way ANOVA analysis (see
table 4.3 below).
Table 4. 3: Significant differences about employees’ needs by gender
Sum of Squares
df Mean Square F Sig.
NeedListening Between Groups 18.563 1 18.563 35.833 .000 Within Groups 69.415 134 .518 Total 87.977 135
NeedSpeaking Between Groups 50.177 1 50.177 192.826 .000 Within Groups 34.869 134 .260 Total 85.047 135
NeedReading Between Groups 1.886 1 1.886 6.023 .015 Within Groups 41.963 134 .313 Total 43.849 135
NeedWriting Between Groups 9.719 1 9.719 29.312 .000 Within Groups 44.430 134 .332 Total 54.149 135
3.93
3.79 3.73
3.57
3.30
3.40
3.50
3.60
3.70
3.80
3.90
4.00
Speaking Listening Writing Reading
Needs
34
After the bivariate Correlation analysis was run to find the correlation between
duration of work of employees and needs of English language in their jobs, the result shows
that the correlation was found including needs of speaking and writing skills in tourism
employees’ workplace (see Appendix D).
Table 4. 4: Rankings of language skills which travel employees most used
Listening Speaking Reading Writing 1 18 (13.2%) 82(60.3%) 9(6.6%) 27(19.9%) 2 73(53.7%) 27(19.9%) 27(19.9%) 9(6.6%) 3 27(19.9%) 18(13.2%) 18(13.2%) 82(60.3%) 4 18(13.2%) 9(6.6%) 82(60.3%) 18(13.2%) Mean 2.3309 1.6618 3.2721 2.6691 Std. Deviation .86970 .94454 .99975 .94324 Obtained ranking 2 1 4 3
Note: 1- the most used, 4- the least used Obtained ranking- based on mean
Among the four English skills ranked from “most used” to “least used” that
employees choose, speaking is most used and important skill in their needs (M=1.66)
followed by second highest rate, listening (M=2.33), writing (M=2.67), and reading
(M=3.27), respectively. The result shows that employees intend to carry on conversations
with tourists or partners to deal with tourists’ needs and problems.
4.3 Problems of Employees when Communicating with Foreign
Tourists
This part continues to answer the second question: “What problems do tourism
employees encounter when using English language skills in their jobs?” Each of the
35
sections was compared through separate charts to explain clearer problems of English skills
used by employees in tourism. Specifically, among the five charts, there was one table (table
4.6) about ranking of English needs encountered by employees, from the most difficult to the
least difficult.
Chart 6: Problems of English listening skills faced when communicating with tourists by gender
As shown in Chart 6, the result indicated that tourism employees encounter a lot of
difficulties in listening skill. In particular, the most difficult listening problems they consider
are listening to reservation details of flights, hotels or tickets (M= 4.27), as followed by
phone conversations with tourists (M= 3.93), listening tourists’ needs and decisions (M=
3.93), discourse on tourism topics (M= 3.87) or direct conversations (M= 3.7.3) are moderate
elements employees rarely face in their routine jobs. Generally, males only have less difficult
problems in listening phone conversations with tourists than female in their work. Using One-
way ANOVA analysis, the result showed that there were significant differences found in four
items inclusive of “Listening to verbal instructions” (F[1,134]= 5.920, p<0.05), “Listening to
spoken discourse on tourism topics” (F[1,134]= 4.170), “Listening to face to face
2.50
2.70
2.90
3.10
3.30
3.50
3.70
3.90
4.10
4.30
ReservationsDetails
PhoneConversations
Tourist’ Needs Discourse onTopics
DirectConversations
Female
Male
General
36
conversations” (F[1,134]= 28.642), “Listening to news related to tourism” (F[1,134]= 8.520).
The result of all items was shown at Appendix C.
Chart 7: Problems of English speaking skills faced when communicating with tourists by
gender
Employees’ problems in speaking skill indicated that they encounter a lot of
difficulties at their workplace. The top five problems they face include: taking reservations,
explaining price, transportations, travel information, and tourist’s needs. Among the eleven
elements of speaking skill, tourism employees in Hue, Vietnam rarely feel easier to
communicate and discuss trip or tourism related problems. Further, significant differences
between genders were found at eight items “Providing information about travel plans”,
“Suggesting travel information (e.g. information about”, “Giving clients directions”, “Asking
for information from tourists”, “Inquiring clients’ needs and decision”, “Negotiating for
mutual understanding”, “Giving details about foreign exchange” through using One-way
ANOVA analysis (see Appendix C).
3.90 4.10 3.80
3.40 4.00
4.40 3.80 3.60
4.40
3.00
4.07 4.00 3.73 3.73 3.67
Taking Reservations Explaining Pricing Transportation Travel Information Tourist’ Needs
Female Male General
37
Chart 8: Problems of English reading skills faced when communicating with tourists by
gender
In Chart 8, the travel employees encountered difficulties in reading English with total
moderating mean score. All the reading elements are considered moderating scores which
the highest score among above problems is reading written documents related to the tourism
industry (M= 3.333), followed by reading information from the Internet, E-mails (M=3.267),
getting detailed information of tourist documents (M= 3.1333), Reading business letters (M=
3.1333), reading news related to tourism (M= 3.2000), respectively. There are only male
employees who have faced problem higher than female at reading business letters. Based on
One-way analysis, significant differences were found in five items between genders in
reading element including “Reading written documents related to the tourism industry”
(F[1,134]= 40.055, p <0.001), “Getting detailed information of tourist documents”
(F[1,134]= 7.727, p <0.05), “Reading information from the Internet, E-mails” (F[1,134]=
-
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
TourismDocuments
Internet, Emails Tourism News Tourist'sInformation
Business Letters
Female
Male
General
38
29.958, p <0.001), “Reading brochures or tourist leaflets” (F[1,134]= 14.828, p <0.001),
“Reading articles from travel magazines” (F[1,134]= 9.302 p <0.01) (see Appendix C).
Chart 9: Problems of English writing skills faced when communicating with tourists by gender
As shown in Chart 9, the results indicate that tourism employees face some problems
in writing skill at their daily jobs, with total mean score. However, they have a lot of
difficulties writing emails (M= 3.93). Other problems they find at moderating rates such as
writing travel plans (M= 3.80), Writing advertisements (M= 3.40), Writing texts for giving
information (M= 3.33), respectively. Moreover, male employees have faced problems higher
than female in writing advertisements in relation to tours or plans. There is significant
difference between two genders at all items with the exception of “Writing texts for giving
information” (F[1,134]= 1.445, p >0.05) (see Appendix C).
2.00
2.50
3.00
3.50
4.00
4.50
Writing Emails Travel Plans WritingAdvertisements
Texts Information
Female
Male
General
39
After the bivariate Correlation analysis was run to find the correlation between
duration of work of employees and needs of English language in their jobs, the result showed
that there is a negative correlation between the duration of work and reading problems they
face. (See Appendix D).
Chart 10: Problems of employees faced by gender
From Chart 10, reading is considered as difficult problems tourism employees
encountered (M= 3.40), as followed by writing (M= 3.00), listening (M= 1.87), and speaking
(M= 1.73), respectively. Moreover, there are two significant differences between genders in
the problems faced by employees at their workplace, which include listening
(F[1,134]=1.406) and speaking (F[1,134]=2.518) through using One-way ANOVA analysis
(see table 4.5). It means that both genders have more difficult problems when communicating
with their tourists at tourism destination.
3.40 3.00
1.87 1.73
-
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Reading Writing Listening Speaking
Faced
40
Table 4. 5: Significant difference of employees’ faced problems by gender Sum of Squares df Mean Square F Sig. FacedListening Between Groups 1.351 1 1.351 1.406 .238
Within Groups 128.718 134 .961 Total 130.069 135
FacedSpeaking Between Groups 1.972 1 1.972 2.518 .115 Within Groups 104.981 134 .783 Total 106.954 135
FacedReading Between Groups 7.233 1 7.233 10.938 .001 Within Groups 88.607 134 .661 Total 95.840 135
FacedWriting Between Groups 4.297 1 4.297 7.102 .009 Within Groups 81.062 134 .605 Total 85.358 135
Table 4. 6: Rankings of language skills which travel employees most encountered Listening Speaking Reading Writing 1 54 (39.7%) 55(40.4.3%) 8(5.9%) 27(19.9%) 2 55(40.4%) 63(46.3%) 18(13.2%) 9(6.6%) 3 18(13.2%) 15(9.2%) 45(33.1%) 55(40.3%) 4 9(6.6%) 3(2.2%) 65(47.8%) 45(30.1%) Mean 1.8676 1.7279 3.4044 3.0000 Std. Deviation .88451 .68277 .71366 1.09545 Obtained ranking 2 1 4 3
Note: 1- the most difficult, 4- the least difficult Obtained ranking- based on mean
Among four ranked English skills from the most difficult to the least difficult that
employees choose, the results indicate that speaking is the most difficult and important skill
in their needs (M=1.72), followed by second high rate is listening (M=1.86), writing
(M=3.00), and reading (M=3.40). The result shows that employees intend to have lot
conversations with tourists or partners to deal with tourists’ needs and problems. Besides,
they need to think how to communicate with tourists in order not to make them disappointed.
41
Chapter 5 DISCUSSION AND CONCLUSION
5.1 Research Findings
This study provided concepts in relation to needs and problems of English language
use of tourism employees at international travel companies in Hue city, Vietnam. The results
in the study showed the majority of the tourism employees claimed that all the four skills are
highly essential and needed, especially speaking and listening skills, followed by writing and
reading ones, respectively (Aunruen, 2005; Prachanant, 2012). In other words, almost all the
participants perceived that the English language plays an important role in their daily work.
Since tourism industry has been promoted for many years, and Hue city is one of the most
popular tourism spots in Vietnam with history, culture, regions, traditional festivals, events,
etc., and there are many foreign tourists that come to Vietnam and as a result of this, tourism
employees have had much more opportunities to use their own language in order to
communicate and guide travellers use services as well as visit the tourist attractions, tourism
destinations and events over Vietnam. Moreover, the perceived participants’ levels of English
proficiency were middle intermediate. Most of the agents still had some difficult problems in
English skills such as speaking and listening used at work, followed by writing and reading,
respectively. These findings were related to the results of the other previous studies of
Aunruen (2005) and Prachanant (2012) that the tourism employees had fewer problems in
42
writing and using vocabulary in the tourism field. Reading skills were not really considered
problematic to them.
Among four language skills, speaking was regarded the most important by tourism
employees in international travel companies in Vietnam. Interestingly, when considering the
problem of English language skills for the agents, speaking was indicated as the most
problematic to them. The findings showed that the participants needed to speak English in
order to communicate with foreign clients in their routine jobs. They spent most of the day
talking to the clients and regularly dealt with them. In particular, tourism employees have to
explain price of tours or services in order to make tourists understand. Negotiating for mutual
understanding, conducting telephone conversations with clients and inquiring about clients’
needs and decisions were also crucial problems. The previous study pointed out that speaking
a foreign language on the telephone called for special skills because the telephone did not
allow the speaker and his listener to use the visual components of normal face to face
communication (Aunruen, 2005).
The tourism employees thought that the following listening-related functions were
problematic to them. They mostly had problems in understanding spoken discourse on
tourism topics (Aunruen, 2005; Prachanant, 2012; Romaya, 2009; Al-Khatib, 2005). They
had to pay attention to what foreign clients were saying, taking much time to understand the
points being made. Also, understanding face to face conversations, telephone conversations
43
and what tourists wanted were their problems to a moderate extent. In their jobs the agents
had to listen to different accents of English from both native and non-native travellers of
English. Therefore, the employees sometimes were unable to understand their speech. As the
results, listening to the foreign tourists’ enquiries is also the second crucial skill as shown in
Aunruen (2005), Pingyoad (2005) because of leading tourism employees to understand the
problems that the foreign tourists would need and want.
In writing skill, the participants significantly needed to write e-mails in English to
contact clients. E-mail and facsimile were popular communication methods, as they were
quick, convenient and economical. This was similar to Sucompa’s study (1998), which found
that some tourism workers who operated business in offices needed to write correspondence
or e-mail to contact overseas travel representatives, they rarely wrote formal correspondence.
Short words or brief and meaningful sentences were written to reach the communication
target. Tourism employees had high needs in writing programmes or schedules for local
sightseeing or overseas tours (Aunruen, 2005; Sucompa, 1998). To operate outbound and
inbound tours, tourism employees needed to write correspondence or e-mail to contact travel
agencies overseas. In addition, the travel employees faced a lot of problems in writing emails
and tour designations in appropriate formats. Apart from that, the tourism employees in
Vietnam also had problems in writing emails to describe things to do and inform information
at various places. Writing advertisements and plans to promote their service and writing texts
44
for giving information were also difficult for them. With these problems, the employees
normally asked other companies to perform these tasks for them, which added to company
costs.
Compared with the other three skills, reading skill has the smallest problem and is the
least important one that the tourism employees encountered. The employees usually read
tourism information in both written documents and electronic forms. They normally read
information such as flight, hotel and car rental information. The tourism employees suggested
that they got used to some specific vocabulary in the tourism field. Thus, reading English
materials in tourism was not their major problem. Nevertheless, they felt that understanding
detailed information of tourist documents was the most difficult. Thus, the tourism employees
needed more practice reading tourist documents such as, passports and visas. Understanding
information from the Internet, e–mails, news related to tourism and written documents related
to tourist industry were their moderate problems.
5.2 Research Implications
This study was carried out to provide an insight into the needs and problems of
English use of tourism employees in international travel companies located in Hue, Vietnam.
It is hoped to provide a baseline for obtaining a wider range of input into content, design and
implementation of an English programmes by involving such people as learners, teachers,
course developers and employees in the planning process. One of the greatest contributions of
45
English for Specific Purposes (ESP) to language teaching has been its emphasis on careful
and extensive needs analysis for course design (John, 1991). According to Robinson (1991)
and Jordan (1997), the significance of a needs analysis could be emphasized for devising a
course, writing textbooks or course books, and the kind of teaching and learning that took
place. It could also help educators and administrators to gain awareness of the ‘context
variable’ (Chaudron, 1990) and program designers to provide appropriate instructional input
to foster effective learning. Implementing an academic needs analysis had a significant role in
the identification and examination of needs for any educational institution.
Although the present investigation does not intend to represent all tourism employees,
the researcher does believe that the sampling frame might give a relatively good
representation of tourism employees working in the tour companies located in the tourist
attractions in Vietnam. Needs analysis is part of the curriculum development and is basically
required before a syllabus development for English language teaching. The findings from this
study can be used as guidelines for developing a tourism English syllabus that could lead to
the improvement of the employees. Furthermore, the results of the research would also help
the designers and teachers of English for Specific Purposes (ESP) to develop teaching and
learning materials that match the specific needs of the travel agents. It is anticipated that the
conclusion of the present investigation could be utilized by those who are responsible for
policy and planning as well as the related organizations in order to have a clearer
46
understanding of English needs for tourism employees who plan to work in the international
tour company in Vietnam. The results of the study seemed to suggest that, in order to find out
what clients wanted and to make them impressed by the service, the agents have to listen
carefully to what they heard and understood them. Therefore, they needed to be trained in
order to understand the different accents of English from both native and non-native speakers.
The training should focus on conversational skills, as they needed to conduct services mainly
based on listening and speaking. The content in an English training course design should be
relevant to the specific needs of the travel agents. Learner needs should be considered in the
process of planning the content of a language program.
5.3 Research Limitations
First of all, the present study employed only one instrument - a questionnaire survey
as a data collection method. Secondly, the data collection period was during high season for
tourism in Hue, Vietnam, the participants were very busy with tight schedules. The researcher
was not able to spend time interviewing them or talking to them in detail about their needs
and problems of using English. Thirdly, the present study was carried out in only one
province despite the fact that there are many important tourism provinces in Vietnam.
5.4 Future Researches
The present study was carried out in only one province while there are other important
tourism provinces in Vietnam. Hence, it was suggested that a parallel study to investigate the
47
needs and the problems of using English of the travel agents should be conducted in other
areas in Vietnam.
Needs analysts should be cautious in collecting information from various sources due
to the multiplicity and diversity of views on the prerequisites for an ESP course. Therefore,
questionnaires in further studies could be administered to foreign tourists in order to find out
their problems when using services. Data collection from the employer of the travel agency
should be done in order to find out their employees’ clearer needs and problems of English
use. In addition, the data to be collected from learners, teachers, administrators, and managers
of travel companies in the planning process would help identify general and specific language
needs and content of a language program. Especially, the further research might also include
the needs of teaching methodology by which the learner prefers, using the strategy analysis
framework. Further investigations of the needs of the travel agents should be carried out to
determine updated current use of English.
48
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54
Appendix A: The Questionnaire
Needs Analysis of English Language Use in Tourism: A Case
Study of Travel Companies in Vietnam
Part A: General Information
Please put in the appropriate box.
1. Sex Female Male
2. Age Fewer than 25 31-35
25-30 Over 35
3. Educational background
Lower secondary school Bachelor’s degree
Upper secondary school Higher than bachelor’s degree
Vocational school Other (please specify):
__________________
4. Please choose your current level of English proficiency (choose only one)
Beginner
Elementary
Lower intermediate
Upper intermediate
Advanced
5. How many years have you been working in the field of tourism?
Less than 1 year 6-10 years
1-5 years Over 10 years
6. In your job, which of the following language skills and elements do you use most?
(Please rank 1-4 in order of priority in which 1 = use most, and 4 = use least)
Listening
Speaking
Reading
Writing
7. In your job, which of the following language skills and elements do you encounter
problems most?
(Please rank 1-4 in order of priority in which 1 = most difficult, and 4 = least difficult)
55
Listening
Speaking
Reading
Writing
Part B: Needs of the English language at workplace
How much do you need the following English skills or elements in your job?
Please indicate your opinion towards the following topic areas by circling the appropriate
numbers by 5 = Most; 4 = A lot; 3 = Moderate; 2 = A little; 1 = Least
1. Listening
1.1 Listening to verbal instructions 5 4 3 2 1
1.2 Listening to spoken discourse on tourism topics 5 4 3 2 1
1.3 Listening to face to face conversations 5 4 3 2 1
1.4 Listening to telephone conversations 5 4 3 2 1
1.5 Understanding what clients want 5 4 3 2 1
1.6 Listening to reservation details (flight reservations, 5 4 3 2 1
hotel reservations, tickets reservation, etc.)
1.7 Getting personal details of clients 5 4 3 2 1
1.8 Listening to news related to tourism 5 4 3 2 1
2. Speaking
2.1 Conducting telephone conversations with clients 5 4 3 2 1
2.2 Providing information about travel plans 5 4 3 2 1
(e.g. itineraries, tour programmes)
2.3 Suggesting travel information (e.g. information about 5 4 3 2 1
tourist attractions, accommodation, restaurant,
insurance, etc.)
2.4 Giving details about transportation (e.g. air, 5 4 3 2 1
rail, and bus travel )
2.5 Giving clients directions 5 4 3 2 1
2.6 Asking for information from clients 5 4 3 2 1
2.7 Inquiring clients’ needs and decision 5 4 3 2 1
2.8 Negotiating for mutual understanding 5 4 3 2 1
2.9 Taking reservations 5 4 3 2 1
2.10 Giving details about foreign exchange 5 4 3 2 1
56
2.11 Explaining pricing 5 4 3 2 1
3. Reading
3.1 Reading written documents related to 5 4 3 2 1
the tourism industry
3.2 Reading news related to tourism 5 4 3 2 1
3.3 Getting detailed information of tourist documents 5 4 3 2 1
3.4 Reading information from the Internet, E-mails 5 4 3 2 1
3.5 Reading telexes, faxes 5 4 3 2 1
3.6 Reading business letters 5 4 3 2 1
3.7 Reading brochures or tourist leaflets 5 4 3 2 1
3.8 Reading articles from travel magazines 5 4 3 2 1
4. Writing
4.1 Producing faxes in a proper format 5 4 3 2 1
4.2 Producing tourist leaflets or brochures 5 4 3 2 1
4.3 Writing texts for giving information 5 4 3 2 1
4.4 Writing travel timetables 5 4 3 2 1
4.5 Writing travel plans 5 4 3 2 1
4.6 Taking telephone message 5 4 3 2 1
4.7 Writing advertisements 5 4 3 2 1
4.8 Writing e-mails 5 4 3 2 1
Part C: Problems when using English language to communicate with foreign Tourist
How much do you have problems with each of these English language functions at your
workplace?
Please indicate your opinion towards the following topic areas by circling the appropriate
numbers by 5 = Most; 4 = A lot; 3 = Moderate; 2 = A little; 1 = Least
1. Listening
1.1 Listening to verbal instructions 5 4 3 2 1
1.2 Listening to spoken discourse on tourism topics 5 4 3 2 1
1.3 Listening to face to face conversations 5 4 3 2 1
1.4 Listening to telephone conversations 5 4 3 2 1
1.5 Understanding what clients want 5 4 3 2 1
1.6 Listening to reservation details (flight reservations, 5 4 3 2 1
hotel reservations, tickets reservation, etc.)
57
1.7 Getting personal details of clients 5 4 3 2 1
1.8 Listening to news related to tourism 5 4 3 2 1
2. Speaking
2.1 Conducting telephone conversations with clients 5 4 3 2 1
2.2 Providing information about travel plans 5 4 3 2 1
(e.g. itineraries, tour programmes )
2.3 Suggesting travel information (e.g. information about 5 4 3 2 1
tourist attractions, accommodation, restaurant,
insurance, etc.)
2.4 Giving details about transportation (e.g. air, 5 4 3 2 1
rail, and bus travel )
2.5 Giving clients directions 5 4 3 2 1
2.6 Asking for information from clients 5 4 3 2 1
2.7 Inquiring clients’ needs and decision 5 4 3 2 1
2.8 Negotiating for mutual understanding 5 4 3 2 1
2.9 Taking reservations 5 4 3 2 1
2.10 Giving details about foreign exchange 5 4 3 2 1
2.11 Explaining pricing 5 4 3 2 1
3. Reading
3.1 Reading written documents related to 5 4 3 2 1
the tourism industry
3.2 Reading news related to tourism 5 4 3 2 1
3.3 Getting detailed information of tourist documents 5 4 3 2 1
3.4 Reading information from the Internet, E-mails 5 4 3 2 1
3.5 Reading telexes, faxes 5 4 3 2 1
3.6 Reading business letters 5 4 3 2 1
3.7 Reading brochures or tourist leaflets 5 4 3 2 1
3.8 Reading articles from travel magazines 5 4 3 2 1
4. Writing
4.1 Producing faxes in a proper format 5 4 3 2 1
58
4.2 Producing tourist leaflets or brochures 5 4 3 2 1
4.3 Writing texts for giving information 5 4 3 2 1
4.4 Writing travel timetables 5 4 3 2 1
4.5 Writing travel plans 5 4 3 2 1
4.6 Taking telephone message 5 4 3 2 1
4.7 Writing advertisements 5 4 3 2 1
4.8 Writing e-mails 5 4 3 2 1
59
Appendix B: Significant Differences in Employees’
Needs of Skills by gender
Sum of Squares df
Mean Square F Sig.
Listening A1.1verbal instructions Between Groups 19.377 1 19.377 21.206 .000 Within Groups 122.440 134 .914 Total 141.816 135 spoken discourse on tourism topics Between Groups 42.884 1 42.884 40.825 .000
Within Groups 140.756 134 1.050
Total 183.640 135
face to face conversations Between Groups Within Groups Total
10.919 129.640 140.559
1 134 135
10.919 .967 11.287 .001
telephone conversations Between Groups 4.765 1 4.765 11.077 .001 Within Groups 57.640 134 .430 Total 62.404 135 Tourists' needs Between Groups 2.810 1 2.810 5.710 .018 Within Groups 65.947 134 .492 Total 68.757 135 reservation details Between Groups 4.871 1 4.871 15.094 .000 Within Groups 43.240 134 .323 Total 48.110 135 personal details of clients Between Groups 86.009 1 86.009 81.106 .000 Within Groups 142.101 134 1.060 Total 228.110 135 A1.8Listening to news related to
tourism Between Groups 23.739 1 23.739 19.820 .000
Within Groups 160.497 134 1.198 Total 184.235 135 Speaking A2.1Conducting telephone
conversations with clients Between Groups
2.690 1 2.690 7.025 .009
Within Groups 51.310 134 .383 Total 54.000 135 Providing information about travel
plans (e.g. itineraries, tour programmes)
Between Groups 57.543 1 57.543 74.622 .000
Within Groups 103.332 134 .771 Total 160.875 135 Suggesting travel information (e.g.
information about tourist attractions, accommodation,
Between Groups 14.249 1 14.249 50.119 .000
60
restaurant, insurance, etc.) Within Groups 38.097 134 .284 Total 52.346 135 Giving details about transportation
(e.g. air, rail, and bus travel ) Between Groups
42.884 1 42.884 83.577 .000
Within Groups 68.756 134 .513 Total 111.640 135 Giving clients directions Between Groups 50.629 1 50.629 92.949 .000 Within Groups 72.989 134 .545 Total 123.618 135 Asking for information from clients Between Groups
50.457 1 50.457 141.01
5 .000
Within Groups 47.947 134 .358 Total 98.404 135 Inquiring clients’ needs and
decision Between Groups
24.449 1 24.449 403.97
1 .000
Within Groups 8.110 134 .061 Total 32.559 135 Negotiating for mutual
understanding Between Groups
85.339 1 85.339 168.35
4 .000
Within Groups 67.925 134 .507 Total 153.265 135 Taking reservations Between Groups 24.330 1 24.330 47.038 .000 Within Groups 69.310 134 .517 Total 93.640 135 Giving details about foreign
exchange Between Groups
118.071 1 118.071 119.13
4 .000
Within Groups 132.804 134 .991 Total 250.875 135 A2.11 Explaining pricing Between Groups
200.802 1 200.802 279.90
2 .000
Within Groups 96.132 134 .717 Total 296.934 135 Reading A3.1 Reading written documents
related to the tourism industry Between Groups
7.627 1 7.627 23.129 .000
Within Groups 44.189 134 .330 Total 51.816 135 Reading news related to tourism Between Groups 19.483 1 19.483 90.154 .000 Within Groups 28.958 134 .216 Total 48.441 135 Getting detailed information of
tourist documents Between Groups
2.612 1 2.612 4.169 .043
Within Groups 83.947 134 .626 Total 86.559 135 Reading information from the
Internet, E-mails Between Groups
.308 1 .308 .392 .533
Within Groups 105.310 134 .786 Total 105.618 135 Reading telexes, faxes Between Groups 1.101 1 1.101 .717 .399 Within Groups 205.833 134 1.536
61
Total 206.934 135 Reading business letters Between Groups 10.524 1 10.524 6.973 .009 Within Groups 202.233 134 1.509 Total 212.757 135 Reading brochures or tourist
leaflets Between Groups
.295 1 .295 4.866 .029
Within Groups 8.110 134 .061 Total 8.404 135 A3.8 Reading articles from travel
magazines Between Groups
10.840 1 10.840 50.435 .000
Within Groups 28.800 134 .215 Total 39.640 135 Writing A4.1 Producing faxes in a proper
format Between Groups 2.496 1 2.496 2.084 .151
Within Groups 160.497 134 1.198 Total 162.993 135 Producing tourist leaflets or
brochures Between Groups 58.831 1 58.831 136.77
0 .000
Within Groups 57.640 134 .430 Total 116.471 135 Writing texts for giving
information Between Groups 14.893 1 14.893 13.765 .000
Within Groups 144.989 134 1.082 Total 159.882 135 Writing travel timetables Between Groups 2.651 1 2.651 4.866 .029 Within Groups 72.989 134 .545 Total 75.640 135 Writing travel plans Between Groups 2.690 1 2.690 4.129 .044 Within Groups 87.310 134 .652 Total 90.000 135 Taking telephone message Between Groups 48.927 1 48.927 25.399 .000 Within Groups 258.132 134 1.926 Total 307.059 135 Writing advertisements Between Groups 67.253 1 67.253 60.585 .000 Within Groups 148.747 134 1.110 Total 216.000 135 A4.8 Writing e-mails Between Groups 1.178 1 1.178 10.933 .001 Within Groups 14.440 134 .108 Total 15.618 135
62
Appendix C: Significant Differences in Employees’
Faced Problems of Skills by gender Sum of
Squares df Mean
Square F Sig. Listening A1.1verbal instructions Between Groups 7.233 1 7.233 5.920 .016 Within Groups 163.701 134 1.222 Total 170.934 135
spoken discourse on tourism topics Between Groups 4.818 1 4.818 4.170 .043 Within Groups 154.800 134 1.155 Total 159.618 135 face to face conversations Between Groups
Within Groups Total
36.361 1 36.361 28.642 .000
telephone conversations Between Groups 170.110 134 1.269 Within Groups 206.471 135 Total .295 1 .295 .176 .675 Tourists' needs Between Groups 224.110 134 1.672 Within Groups 224.404 135 Total 1.204 1 1.204 .669 .415 reservation details Between Groups 241.200 134 1.800 Within Groups 242.404 135 Total .282 1 .282 .384 .536 personal details of clients Between Groups 98.189 134 .733 Within Groups 98.471 135 Total .335 1 .335 .425 .515 A1.8Listening to news related to
tourism Between Groups 105.547 134 .788
Within Groups 105.882 135 Total 10.760 1 10.760 8.520 .004 Speaking A2.1Conducting telephone
conversations with clients Between Groups 169.240 134 1.263
Within Groups 180.000 135 Total .001 1 .001 .000 .986 Providing information about travel
plans (e.g. itineraries, tour programmes)
Between Groups 248.558 134 1.855
Within Groups 248.559 135 Total 7.363 1 7.363 10.41
3 .002
Suggesting travel information (e.g. information about tourist attractions, accommodation, restaurant, insurance, etc.)
Between Groups
94.747 134 .707
Within Groups 102.110 135 Total 29.715 1 29.715 38.01
0 .000
Giving details about transportation (e.g. air, rail, and bus travel )
Between Groups 104.756 134 .782
Within Groups 134.471 135
63
Total 1.231 1 1.231 1.696 .195 Giving clients directions Between Groups 97.240 134 .726 Within Groups 98.471 135 Total
19.377 1 19.377 12.22
2 .001
Asking for information from clients
Between Groups 212.440 134 1.585
Within Groups 231.816 135 Total 50.800 1 50.800 48.17
3 .000
Inquiring clients’ needs and decision
Between Groups 141.310 134 1.055
Within Groups 192.110 135 Total 30.110 1 30.110 24.90
6 .000
Negotiating for mutual understanding
Between Groups 162.000 134 1.209
Within Groups 192.110 135 Total 10.919 1 10.919 8.834 .004 Taking reservations Between Groups 165.640 134 1.236 Within Groups 176.559 135 Total 7.495 1 7.495 6.165 .014 Giving details about foreign
exchange Between Groups
162.910 134 1.216
Within Groups 170.404 135 Total 10.603 1 10.603 6.459 .012 A2.11 Explaining pricing Between Groups 219.956 134 1.641 Within Groups 230.559 135 Total 2.690 1 2.690 2.923 .090 Reading A3.1 Reading written documents
related to the tourism industry Between Groups
123.310 134 .920
Within Groups 126.000 135 Total
35.926 1 35.926 40.05
5 .000
Reading news related to tourism Between Groups 120.185 134 .897 Within Groups 156.110 135 Total 2.651 1 2.651 2.450 .120 Getting detailed information of
tourist documents Between Groups
144.989 134 1.082
Within Groups 147.640 135 Total 7.761 1 7.761 7.727 .006 Reading information from the
Internet, E-mails Between Groups
134.585 134 1.004
Within Groups 142.346 135 Total
30.376 1 30.376 28.95
8 .000
Reading telexes, faxes Between Groups 140.558 134 1.049
64
Within Groups 170.934 135 Total .004 1 .004 .003 .956 Reading business letters Between Groups 162.989 134 1.216 Within Groups 162.993 135 Total .244 1 .244 .264 .608 Reading brochures or tourist
leaflets Between Groups
124.101 134 .926
Within Groups 124.346 135 Total
10.760 1 10.760 14.82
8 .000
A3.8 Reading articles from travel magazines
Between Groups 97.240 134 .726
Within Groups 108.000 135 Total 7.561 1 7.561 9.302 .003 Writing A4.1 Producing faxes in a proper
format Between Groups 108.910 134 .813
Within Groups 116.471 135 Total 43.042 1 43.042 48.48
4 .000
Producing tourist leaflets or brochures
Between Groups 118.958 134 .888
Within Groups 162.000 135 Total 2.690 1 2.690 5.201 .024 Writing texts for giving
information Between Groups 69.310 134 .517
Within Groups 72.000 135 Total 1.285 1 1.285 1.445 .231 Writing travel timetables Between Groups 119.156 134 .889 Within Groups 120.441 135 Total
43.677 1 43.677 41.63
9 .000
Writing travel plans Between Groups 140.558 134 1.049 Within Groups 184.235 135 Total 10.840 1 10.840 14.41
0 .000
Taking telephone message Between Groups 100.800 134 .752 Within Groups 111.640 135 Total 36.652 1 36.652 28.26
1 .000
Writing advertisements Between Groups 173.789 134 1.297 Within Groups 210.441 135 Total 10.919 1 10.919 13.10
6 .000
A4.8 Writing e-mails Between Groups 111.640 134 .833 Within Groups 122.559 135 Total
59.573 1 59.573 48.10
2 .000
65
Appendix D Correlation between duration of work
and Needs of English Years NeedListening NeedSpeaking NeedReading NeedWriting
Years Pearson Correlation 1 .250** .045 -.123 -.542**
Sig. (2-tailed) .003 .604 .154 .000
N 136 136 136 136 136
NeedListening Pearson Correlation .250** 1 .813** .645** .574**
Sig. (2-tailed) .003 .000 .000 .000
N 136 136 136 136 136
NeedSpeaking Pearson Correlation .045 .813** 1 .352** .715**
Sig. (2-tailed) .604 .000 .000 .000
N 136 136 136 136 136
NeedReading Pearson Correlation -.123 .645** .352** 1 .409**
Sig. (2-tailed) .154 .000 .000 .000
N 136 136 136 136 136
NeedWriting Pearson Correlation -.542** .574** .715** .409** 1
Sig. (2-tailed) .000 .000 .000 .000
N 136 136 136 136 136
**. Correlation is significant at the 0.01 level (2-tailed).
66
Appendix E Correlation between duration of work
and Problems of English Years FacedListening FacedSpeaking FacedReading FacedWriting
Years Pearson Correlation 1 .112 .109 -.437** -.120
Sig. (2-tailed) .193 .206 .000 .163
N 136 136 136 136 136
FacedListening Pearson Correlation .112 1 .930** .583** .946**
Sig. (2-tailed) .193 .000 .000 .000
N 136 136 136 136 136
FacedSpeaking Pearson Correlation .109 .930** 1 .393** .928**
Sig. (2-tailed) .206 .000 .000 .000
N 136 136 136 136 136
FacedReading Pearson Correlation -.437** .583** .393** 1 .659**
Sig. (2-tailed) .000 .000 .000 .000
N 136 136 136 136 136
FacedWriting Pearson Correlation -.120 .946** .928** .659** 1
Sig. (2-tailed) .163 .000 .000 .000
N 136 136 136 136 136
**. Correlation is significant at the 0.01 level (2-tailed).