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Results highlight major difficulties applying technical terminology in project documentation, presentations, and collaborative tasks. 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Engineering Needs: Comprehensive Needs Analysis Framework for ESP Syllabus Design  \nEslam Shehata Yacoub  \nCorresponding author, English Learning Centre, Alamein International University, New Alamein City, Egypt, [eslam.yacoub@aiu.edu.eg](eslam.yacoub@aiu.edu.eg)  \nThis study aims to align English language instruction with the specialized needs of engineering students at Alamein International University (AIU) through a comprehensive, multi-phase needs analysis. By integrating quantitative surveys with qualitative interviews, the research identifies key linguistic and technical competencies required by engineering students to excel academically and professionally. Findings reveal substantial challenges in students’ application of technical terminology, particularly in areas like project documentation, presentations, and collaborative tasks. Faculty insights further highlight the importance of industry-relevant content and up-todate terminology, underscoring the need for an ESP syllabus that emphasizes both language skills and technical understanding. The proposed syllabus framework includes thematic units covering diverse engineering fields, such as Architectural Design, Mechatronics, Petroleum Engineering, and Biomedical Engineering, offering not only language support but also foundational orientation in various engineering disciplines. This dual-purpose syllabus is designed to equip AIU engineering students with the linguistic and professional competencies essential for global employability and success in their chosen fields.  \nKeywords: English for specific purposes (ESP), engineering education, needs analysis, technical vocabulary, thematic syllabus, professional readiness  \nINTRODUCTION  \nIn today’s globalized world, English has become crucial in higher education, especially in technical fields like engineering. Engineering students not only need to excel in their technical skills but also must be proficient in English to engage with global knowledge networks and access career opportunities. However, traditional English instruction often fails to meet the specific needs of these students. To address this, English for Specific Purposes (ESP) programs have been developed to better support non-native English-speaking engineering students.  \nThe evolution of English language instruction in higher education has transitioned from general curricula to ESP curricula, which are tailored to meet students’ field-specific language needs. Studies indicate that while general English courses have traditionally emphasized everyday communication, ESP courses, particularly in engineering, are designed to address the distinct demands of professional language use (Terauchi, Noguchi, & Tajino, 2019) . According to Hutchinson and Waters (1987), ESP emerged in response to the growing necessity for specialized communication skills, extending beyond basic grammar and vocabulary to encompass context-specific discourse in technical fields. This approach ensures that engineering students develop proficiency not only in foundational language skills but also in field-specific terminology and communicative practices essential for professional success (Harmer, 1991)  \nCitation: Yacoub, E. S. (2025) . Aligning English language instruction with engineering needs: Comprehensive needs analysis framework for ESP syllabus design. Anatolian Journal of Education, 10(2), 203-216.  \n[https://doi.org/10.29333/aje.2025.10215a](https://doi.org/10.29333/aje.2025.10215a)  \nAn effective ESP syllabus requires detailed needs analysis, a critical process for identifying the linguistic, cognitive, and pragmatic demands of students’ future professional contexts. This process includes collecting quantitative and qualitative data on the academic and professional language needs of students, as well as on the language and communication challenges they are likely to encounter. According to Tabrizi and Renani (2016), needs analysis acts a","cbCaigWlqycWW7Ta","https://ap.wps.com/l/cbCaigWlqycWW7Ta","pdf",340808,14,"English","# Introduction\n## Globalization and the shift toward ESP\n## Needs analysis as the foundation for ESP\n# Multi-phase needs analysis approach\n## Capturing linguistic and professional demands\n## Avoiding limitations of single-phase studies\n# Theoretical framework for ESP syllabus design\n## Target Situation Analysis (TSA)\n## Present Situation Analysis (PSA)\n## Learning Needs","[{\"question\":\"What is the main goal of the study on ESP syllabus design?\",\"answer\":\"To align English language instruction with the specialized needs of engineering students by identifying the linguistic and technical competencies required for success academically and professionally.\"},{\"question\":\"How does the study conduct needs analysis?\",\"answer\":\"It uses a multi-phase process combining quantitative surveys with qualitative interviews, gathering perspectives from students and faculty to build a holistic view of needs.\"},{\"question\":\"What challenges do engineering students face according to the findings?\",\"answer\":\"They struggle with applying technical terminology, especially in project documentation, presentations, and collaborative tasks that require professional communication.\"}]","Aligning English Language Instruction with Engineering Needs - Comprehensive Needs Analysis Framework for ESP Syllabus Design | PDF",1792073803,35]