Needs Analysis of Business English Presentation Course for Thai EFL Undergraduate Students

Abstract

The present thesis investigates the needs analysis for a Business English Presentation (BEP) course designed for Thai EFL (English as a Foreign Language) undergraduate students. This research aims to bridge the gap between theoretical knowledge and practical application in business communication. Using a mixed-method approach, the study gathers empirical data from various stakeholders, including students, teachers, alumni, and employers, to identify and analyze the essential skills required for effective business presentations in English. The study employed research instruments, including structured questionnaires, video recordings, observations, field notes, and interviews (semi-structured and focus groups). The structured questionnaire, adapted from established frameworks, collected data on target situation analysis from stakeholders, assessing necessities, lacks, and wants in the BEP context. Video recordings captured students’ use of verbal, non-verbal, and visual modes during presentations. Observations and field notes provided contextual insights, while interviews offered qualitative data on stakeholders’ needs and expectations. Data analysis was conducted using both quantitative and qualitative methods. Quantitative data from questionnaires were analyzed using descriptive statistics, including mean and standard deviation, to describe the results of the stakeholders’ perceptions based on the needs analysis framework. Qualitative data from interviews, observations, and field notes were analyzed by using qualitative content analysis to gain deeper insights into stakeholders’ perspectives and experiences. Additionally, the multimodal discourse analysis was applied to understand the incorporation of students’ communication in business English presentations, focusing on three modes: (i) verbal communication, (ii) non-verbal communication, and (iii) visual use.

The findings reveal the needs for a Business English Presentation (BEP) course for Thai EFL undergraduate students. The quantitative results from the semi-structured questionnaire reveal key areas of ‘necessity’, such as mastering appropriate English expressions and presentation structure, with self-confidence identified as a significant factor in performance. Students also highlighted major ‘lacks’, including difficulties with non-verbal communication, content organization on slides, and the effective use of English expressions. Additionally, students expressed ‘wants’ to improve their listening and speaking skills, as well as their use of supportive materials and non-verbal communication.

These findings are further supported by insights from focus group discussions and interviews with students, teachers, alumni, and employers. Students stressed the importance of developing business-specific presentation skills, building confidence, and incorporating digital tools. Teachers pointed to the need for more formal English usage and improved non-verbal communication strategies. Alumni emphasized the value of clear, simple English in professional settings and the ability to handle multiple tasks with confidence. Employers highlighted the importance of technical terms, practical English skills, accuracy in supporting materials, and digital literacy.

The proposed course syllabus for the BEP course focuses on interactive learning activities, the use of digital media, and real-world tasks to enhance students’ confidence, language proficiency, and engagement during presentations. This comprehensive approach aims to equip students to navigate complex business scenarios competently. The study contributes to the theoretical understanding of multimodal discourse in business communication and offers practical insights for developing effective BEP courses. It emphasizes the need to align educational practices with the evolving demands of the business world, ensuring graduates are well-prepared for professional success. Future research should explore the long-term impacts of BEP courses on career development and expand the demographic scope of the study.

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