Analyzing Needs for Redesigning an English Listening-Speaking Course for Thai Undergraduate Medical Technology Students: Connecting Academia with Practicality
1
Issued Date
2025-09-01
Resource Type
ISSN
15135934
eISSN
26511479
Scopus ID
2-s2.0-105026283232
Journal Title
Reflections
Volume
32
Issue
3
Start Page
1538
End Page
1573
Rights Holder(s)
SCOPUS
Bibliographic Citation
Reflections Vol.32 No.3 (2025) , 1538-1573
Suggested Citation
Khruawan M., Watanapokakul S. Analyzing Needs for Redesigning an English Listening-Speaking Course for Thai Undergraduate Medical Technology Students: Connecting Academia with Practicality. Reflections Vol.32 No.3 (2025) , 1538-1573. 1573. doi:10.61508/refl.v32i3.285056 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113968
Title
Analyzing Needs for Redesigning an English Listening-Speaking Course for Thai Undergraduate Medical Technology Students: Connecting Academia with Practicality
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Abstract
English proficiency is crucial for all science students, including those pursuing careers in healthcare as it significantly affects their employability and professional prospects. However, a graduate employment survey conducted by the Faculty of Medical Technology at a private university in Thailand indicated that graduates needed further improvement in their English listening and speaking skills. To address this gap, this paper presents a comprehensive needs analysis conducted to inform the redesign of an appropriate English listening-speaking course for Thai undergraduate medical technology students. Using triangulated data sources and methods to enhance the credibility of ESP course development, we collected questionnaires from 333 Thai undergraduate medical technology students at a private university, as well as 16 medical technology stakeholders. Subsequently, 18 students and 12 stakeholders were randomly selected for interviews based on their willingness to participate. We also conducted four classroom observations in an English listening-speaking course at the same university. The data were analyzed quantitatively and qualitatively using a weaving approach. The findings reveal practical implications and recommendations for course design aimed at improving students’ listening and speaking skills for real-world professional settings.