English for Industrial Security (EIS): A Potential Model for Organization Employees' Purposes. Implications for ELT in Saudi Aramco, Saudi Arabia
thesisposted on 2010-07-14, 14:03 authored by Asem Sulaiman Mohamed Said Al-Ramahi
This case study investigates the feasibility of implementing the English for Industrial Security (EIS) model for wider employees’ English teaching purposes in Saudi Aramco, a world oil company based in Saudi Arabia. A sample of 160 subjects (learners, teachers and administrators) participated in this study. A triangulation technique including documentation, questionnaire and interview was implemented for data collection. A 5-point Likert scale questionnaire was applied to survey the subjects’ satisfaction with the EIS model’s characteristics while a semi-structured interview was conducted to explore the participants’ views and perceptions of the EIS model. Organizational documentation was examined to explore the relation between the learners’ English background, their job language needs and their EIS course performance and interconnect these variables with the EIS impact on learners. Questionnaire analysis indicated a high rate of participants’ agreement with most of the EIS model’s features. However, a considerable range of subjects’ unfavorable attitude, less agreement and criticism of most of the EIS model’s features were highlighted by the interviews. Nevertheless, EIS course graduates’ performance has been generally satisfactory on tests and in classrooms as highlighted by analysis despite the fact that most graduates disagreed with a number of the EIS features and practices. Findings ensured that the subjects’ dissatisfaction with the EIS model underlined that EIS was designed with organizational drives rather than with inclusive ESP pedagogical conceptions. Concerns regarding generalizing the EIS model in its current configuration to the organization’s employees were highlighted and evaluated within that perspective. Conclusions identified that although EIS was basically a skill-centered course intended as ESP, its delivery highlighted features that may not ultimately constitute an ESP model in accordance with reviewed ESP literature characteristics and best practices. Implementing the current EIS model might bear unintended pedagogical outcomes on learners, instructors and on the workplace, as well. EIS seems to have partially addressed some of the learners’ ESP needs, but its other features have brought it to camp close to previous and current General English teaching programs that have not been able to satisfy the Industrial Security personnel’s English language needs at Saudi Aramco. Recommendations propose comprehensive revision to the current EIS model for more practical usage to Industrial Security purposes and to larger organizational and regional population ESP applications and to future training strategies. This case study will remain available to those interested in ESP improvement locally and regionally in order to contribute to enlightening future ELT related research.