Identifying the ESP training needs of FASTEF’s EFL teacher-trainees

Abstract

This study was conducted to identify the ESP training needs of FASTEF’s ESL/EFL trainees, as perceived by 12 teacher-trainees, 7 teacher-educators, 89 practicing teachers, and 2 ESP program educators. It has attempted to apply principles of present situation analysis and of target situation analysis to quantitative data that was collected through three questionnaires and triangulated with qualitative data obtained from two interview sessions. The findings suggest that the average FASTEF ESL/EFL trainee is not prepared to face the demands of ESP practice upon graduation. Therefore, the study recommends that a standalone ESP training course be constructed based on the training needs thus identified and be added to FASTEF’s current ESL/EFL teacher training program.