• Anis Behzadi

  Author

• Anita Lashkarian

  Author

ESP teaching at all levels has been the rise of one of the effects of the growing
importance of global English in professional contexts. Academically speaking, needs analysis,
one of the most important factors in ESP teaching, plays an important role in curriculum design
which determines the goal and content of the course being designed. In other words, it is the
process of establishing the “what” and “how” of a course. Accordingly, the current study has
explored English as a foreign language (EFL) undergraduate students’ needs in English for
General Purposes (EGP) and English for Specific Purposes (ESP/EAP) courses in terms of their
perceptions of three subcategories of needs, necessities, wants, and lacks, and reasons for
students’ course enrollment. To this end, a questionnaire was administered to 70 non-English
major undergraduate students, who had already passed EGP and ESP classes, to evaluate the
different perceptions of necessities, wants, and lacks in the different language skills taught in
EGP and ESP courses. The results revealed that students had different perceptions of
necessities, wants, and lacks in the different language skills taught in EGP and ESP/EAP
courses. In addition, there was a noticeable discrepancies between the students’ perceptions of
needs and the actual courses they took.

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