English Learning Needs of Vocational Undergraduate Students in China
Keywords:
Vocational Undergraduate Students; English Language Learning Needs; Needs Analysis; Blended Learning; Productive Language SkillsAbstract
Guided by the needs analysis framework of Macalister and Nation (2020), this study employed a convergent mixed-methods design to investigate the English language learning needs of 324 vocational undergraduate students in China. A structured survey, featuring both closed-ended and open-ended questions, was administered to assess the three dimensions of needs: necessities, wants, and lacks. Quantitative results demonstrated a strong positive correlation between English learning needs and career development goals (r = .72, p < .01), coupled with significant variations across academic disciplines. Regarding learning preferences, a predominant majority (71.2%) favored blended learning models. Additionally, a paired-samples t-test identified a more pronounced deficiency in productive skills (speaking and writing) relative to receptive skills (t(323) = 8.32, p < .001). The study culminates in practical recommendations, including adopting a modular curriculum, enhancing the integration of blended learning, providing targeted training for productive skills, and fostering collaboration between language and content instructors. These findings offer evidence-based directions for reforming English curricula in vocational undergraduate education and contribute to the broader application of needs analysis theory within the unique context of Chinese vocational higher education.
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