Dr. Majed Alqahtani Al Kharij university

Research process Background of the study Statement of the problem Literature review Methods Findings and conclusion References

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British higher education system Increasing the number of students Students’ preparation Students’ academic background Students’ culture

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Students’ level of EnglishStudents’ lack of knowledge Teachers, Lecturers, etc lack of

knowledge Students’ preparation

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Therefore, the following research questions have been set for the study:

What are the needs of the Saudi students in British postgraduate programmes in terms of language and academic culture?

What is the best preparation needed for Saudi students as they enter British postgraduate programmes?

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Needs analysis is what learners will be required to do with a foreign language in a target situation, and how learners might best master the target language during the period of training (West, 1994, p.1).

Uzpaliene and Kavaliauskiene (2003:35) go further by describing needs analysis as a complex process which is usually followed by syllabus design, selection of course materials teaching/learning a course and evaluation.

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First, Present situation analysis (Prior, 1991, 1995; Benesch, 2001; Dudly-Evans, 2001; Benson, 1989)

Second, Target situation analysis (Hutchinson and Waters, 1987; Stapa, 2003; Johns, 1981)

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Education system differences

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Mixed methods of (questionnaire, interview, and observation)

Onwuegbuzie and Turner (2007:123) defined mixed methods:

“mixed methods research is the type of research in which a research or team of researchers combines elements of qualitative and quantitative research approaches (e.g. use of qualitative and quantitative view points, data collection, analysis, inference techniques) for the board purposes of the breadth and depth of understanding and corroboration".

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Section 1: Background and general information Section 2: Saudi students, experience in learning English

language in Saudi Arabia Section 3: Current Saudi students' preparation for

entering tertiary institutions in the UK. Section 4: English language difficulties in British

Academic Mode. Section 5: Cultural experiences and difficulties in the

British academic mode. Section 6: Students' preferences in EAP class (preferences

in teaching style) Section 7: Learning strategies

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These interviews were composed of three sets:

o First set was conducted with postgraduate students.

o Second set was conducted with students studying in the EAS programme.

o Third set was conducted with teachers teaching in the EAS programme.

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Difficulties in speaking and listening Participating in the class e.g. gender and age Learning system e.g. discussion based Using visual aids e.g. Projector Speaking from notes Asking and answering questions Speaking clearly (pronunciation) Speaking accurately (grammar) Speaking with a wide range of vocabulary

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Preparing strategy Investigating students’ needs before their arrival Understanding students’ learning preferences Make it clear to students that speaking is an important Increase students vocabulary in their field Teaching student communication skills

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Research process Background of the study Statement of the problem Literature review Methods Findings and conclusion References

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Al-Zaid. A (1982). Education in Saudi Arabia (2nd ed). KSA: Tihama. Blue, G. (2001). Determine the language learning needs of students of Art and Design. Southampton

papers in language and cultural. (1): 71-89 Dudley – Evans, T and St John. (1998). Development in English for Specific Purposes: A Multi-

disciplinary Approach. Cambridge: Cambridge University Press. Evans, S. & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal

of English for Academic Purposes, (6): 3-17. Ferris, D, (1998). Students' views of Academic Aural/Oral skills: A comparative needs analysis.

TESOL, Quarterly, (30): 31-58 Ferris, D. & Tagg, T. (1996). Academic oral communication needs of EAP learners: What subject-

matter instructors actually require. TESOL Quarterly, (30): 31-58. Gajdzik, P ,(2005). Relationship between Self-efficacy Beliefs and Socio-cultural Adjustment of

International Graduate Students and American Graduate Students. Unpublished PhD thesis. Baylor University.

Nomnian, S, (2008). Position in Multilanguage classrooms. A case study of Thai students in British universities. Unpublished PhD Thesis. Licetar University. UK.

Park, S,S.(2006). The impact of English language and cultural variations on Korean students in Australian under graduate Programs. Unpublished PhD thesis. University of southern Queensland, Australia.

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Thank you for

listening 04/13/23Alqahtani

Name: Majed AlqahtaniE-mail: dabeelabha@hotmail.com

Tel: 00966552888867

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