English for tour operators and tour guides: Learning needs from stakeholders’ voices
DOI:
https://doi.org/10.14456/shserj.2023.47Keywords:
needs analysis, English for tourism, course design, stakeholdersAbstract
Tourism has been one of the fastest-growing industries in 21 century with considerable source of income and job providing. As being the most popular communication tool in tourism, English for tourism (EFT) has also gained its vitality. Consequently, EFT teaching and learning has been getting more attention with the aim of training high qualified human resources. The crucial role of needs analysis in ESP and EFT program development is undeniable. Therefore, the researcher attempted to investigate learners’ needs through a survey to develop the course of English for Tour Operators and Tour Guides. Fifteen tourism staff, five teachers, and 70 students were involved in this study. The findings indicated that speaking was paramount, followed by listening, reading, and writing. Besides, the abilities and skills needed by tour operators and guides were also figured out. In addition, students’ preferred learning activities, expectations, and difficulties were also explored. Consequently, the research results can critically contribute to the course design process and be a reference for further research.
References
Bach, T. T. T. (2015). Needs analysis of English language use in tourism: A case study of international travel companies in Vietnam [Master thesis]. I-Shou University. http://ir.lib.isu.edu.tw/retrieve/108823/isu-104-isu10210007m-1.pdf
Barron, P., & Arcodia, C. (2002). Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia. Journal of Hospitality, Leisure, Sport and Tourism Education, 1(2), 15-27.
Basturkmen, H. (2010). Developing course in English for specific purposes. Macmillan.
Brown, J. D. (2016). Introducing need analysis and English for Specific Purposes. Routledge.
Chambers, F. (1980). A re-evaluation of needs analysis in ESP. The ESP Journal, 1(1), 25-33.
Cho, B. (2005). Usefulness and enjoyment of simulation activities for tourism major students. Modern English Education, 6(1), 3-17.
Chumphong, O., & Chuai-in, P. (2020). The use of English language in tourism workplaces in Pakmeng Beach Area, Trang Province. ABAC ODI Journal Vision. Action. Outcome, 7(1), 132.
Dale, C., & McCarthy, P. (2006). I like your style: The learning approaches of leisure, tourism and hospitality students studying generic modules. Journal of Hospitality, Leisure, Sport and Tourism Education, 5(2), 48-58.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: Amultidisciplinary approach. Cambridge University Press.
Huang, C. (2008). English curriculum planning for hospitality. Proceedings of 2008 International Conference of Applied Foreign Languages, 138-140.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge University Press.
Jucan, C., & Jucan, M. (2013). Travel and tourism as a driver of economic recovery. Procedia Economics and Finance, 6, 81-88.
Mayo, M. d. P. G. (2000). English for specific purposes: Discourse analysis and course design. Univ. del País Vasco, Servicio Editorial.
Md Aris, N., & Md Zawawi, N. (2016, May 15). A need analysis of English language course design for community college tourism students in Klang Valley.
Prachanant, N. (2012). Needs analysis on English language use in tourism industry. Procedia-Social and Behavioral Sciences, 66, 117-125.
Reswari, G. P. A. (2019). Materials Analysis of English for Tourism Handbooks. International Conference on Maritime and Archipelago (ICoMA 2018), 342-345.
Salisna, R., Harahap, A., & Sofyan, D. (2019). Need analysis of English for tour and travel department of vocational high school in Bengkulu city. JOALL (Journal of Applied Linguistics and Literature), 4(1), 1-12.
Simion, M. O. (2012). The importance of teaching English in the field of tourism in universities. Annals-Economy Series, 2, 152-154.
Tajino, A., James, R., & Kijima, K. (2005). Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes, 4(1), 27-42.
Vietnam Ministry of Culture Sports and Tourism. (2015a, May 22). Vietnam tourism occupation standards-Tour guiding. https://vietnamtourism.gov.vn/esrt/VTOS2013_Tour_Guiding_EN.pdf
Vietnam Ministry of Culture Sports and Tourism. (2015b, May 22). Vietnam tourism occupation standards – Tour operations. https://vietnamtourism.gov.vn/esrt/VTOS2013_Travel_Tour_Operations_EN.pdf
Vietnam National Administration of Tourism. (2022, June 11). Statistics of International Visitors to Vietnam. https://vietnamtourism.gov.vn/en/statistic/international
Woodrow, L. (2018). Introducing course design in English for specific purposes. Routledge.
World Travel & Tourism Council. (2020, n.d.). Economic impact report 2019. https://wttc.org/en-gb/Research/Economic-Impact
Wu, M., & Pearce, P. (2012). Tourism research in and about Tibet: employing a system for reviewing regional tourism studies. Tourism and Hospitality Research, 12(2), 59-72.
