Needs Analysis of Learning English in Support of Fine Arts Purposes for Undergraduate Students in Western Bangkok

Abstract

          The objectives of this research were to: (1) examine the scope of content required for the subject of English for Specific Purposes (ESP) in the fine arts; (2) investigate the background, current conditions, and expectations regarding the study of ESP in the fine arts; and (3) study opinions on the measurement and evaluation of learning outcomes in the ESP subject of the fine arts. The study employed a survey methodology to collect quantitative data. Using a simple random sampling technique, we selected 200 students from the Faculty of Fine and Applied Arts at Bangkokthonburi University, out of a total population of 680 students in the Faculty of Fine and Applied Arts in Western Bangkok. The research utilized two questionnaires as instruments, and the data were analyzed using basic statistical methods, including percentage (%), mean (), standard deviation (S.D.), and priority needs index (PNI Modified). The findings were as follows: 1. Scope of Content: The analysis revealed that key informants highly valued three specific content areas: (a) describing processes and procedures (= 4.45, S.D. = 0.60), (b) marketing and future trends (= 4.30, S.D. = 0.86), and (c) portfolio development ( = 4.15, S.D. = 0.81). 2. Background, Current Conditions, and Expectations: The students self-assessed their English proficiency levels as follows: A2 Pre-intermediate (95 students, 47.50%), A1 Beginner (49 students, 24.50%), B1 Intermediate (32 students, 16.00%), and B2 Upper-Intermediate (24 students, 12.00%). The students identified speaking as the most critical need in terms of current conditions and expectations regarding language skills (PNI Modified = 0.05), followed by listening and writing (PNI Modified = 0.04). The students perceived reading as the least critical skill (PNI Modified = 0.01). 3. Opinions on Measurement and Evaluation: The students expressed high satisfaction with self-evaluation during the learning process = 4.04, S.D. = 0.95), peer evaluations (= 3.80, S.D. = 0.94), and taking official tests to measure learning outcomes (= 3.63, S.D. = 0.87).