Developing an Effective English Instructional Package for Non-English Major EFL Learners in Graduate School

Abstract

This research consists purposes were 1. to assess the language needs of Non-English Major EFL learners in graduate education, 2. to create a customized English instructional package to address these needs and 3. to evaluate the effectiveness of this instructional package in enhancing the English skills of the participants. The research unfolded in three distinct phases: first, by examining the specific language requirements of the learners; second, by designing and developing an English instructional package tailored to meet these needs; and finally, by assessing the package's impact on the English proficiency of the participants. The study involved 9 Non-English Major EFL learners in graduate education for phase 1, 5 experts who evaluated the instructional package in phase 2, and 30 Non-English Major EFL learners in graduate education for phase 3. Data were collected through semi-structured interviews, an instructional package evaluation form, drafts of the English instructional package, and pre-posttests. The data were analyzed using percentage, mean score, standard deviation, and a paired sample t-test. The results indicates that 1) the language needs of Non-English Major EFL learners in graduate education include Vocabulary Knowledge regarding research components and methodology principles, result Interpretation, abstract writing, and oral presentation; 2) the English instructional package for Non-English Major EFL learners in graduate education was developed in a communicative language teaching (CLT) approach with the content regarding the need analysis results, and it was found to have appropriate quality evaluated by exerts (x̄ = 4.52, S.D = 0.51); 3) There was a significant difference between participants’ English proficiency before and after the implementation of the developed instructional package at a statistical level of .05.