Vol. 5, Issue 1, Part C (2023)

This paper presents a comprehensive needs analysis of the English syllabi in select colleges affiliated with Abdul Kalam Technical University (AKTU). The study aims to examine the current practices of English language teaching in these colleges and shed light on the challenges faced by both students and teachers in the teaching-learning process. To gather the necessary data, a survey questionnaire was administered to a sample of 150 students and 50 teachers across 5 AKTU-affiliated colleges.
The findings of the study reveal that the prevailing practices of English language teaching in AKTU colleges predominantly adhere to traditional and grammar-based approaches. The emphasis is primarily placed on teaching grammar rules and vocabulary, with limited attention given to the development of practical language skills. Conversely, the students expressed a preference for a more communicative approach to language teaching. They indicated a strong desire for increased opportunities to practice their speaking and writing skills, which were not adequately provided for in the current English syllabi. The study also observed that the existing syllabi placed a greater emphasis on theoretical aspects of language learning, rather than focusing on the practical application of language skills.
The challenges identified in the study encompassed several aspects. One prominent challenge was the limited availability of opportunities for students to practice their language skills, hindering their overall language proficiency. Moreover, students reported a lack of motivation to learn English, citing a perceived lack of relevance to their future careers. Additionally, teachers faced difficulties due to a shortage of authentic materials, such as audio and video resources, which could enhance the teaching and learning experience. Another significant challenge highlighted was the inadequate provision of professional development opportunities for teachers, resulting in a gap between their skills and the evolving demands of English language teaching. Lastly, the study recognized that many students lacked the foundational language proficiency necessary to effectively learn English, thereby presenting a considerable challenge to both students and teachers.
Based on the findings, this study recommends various strategies for improving English language teaching in AKTU colleges. First and foremost, it is essential to adopt a more communicative approach to language teaching, enabling students to actively engage in practical activities such as role-plays, group discussions, and debates. This shift will facilitate the development of students' language skills in a meaningful and interactive manner. Furthermore, the English syllabi should be revised to provide more opportunities for students to practice their language skills in diverse contexts, encompassing speaking, listening, reading, and writing. Incorporating authentic materials, including audio and video resources, will expose students to real-life language usage and foster their language acquisition. To address the issue of motivation, it is crucial to design English syllabi that emphasize the practical relevance of English to students' future careers, highlighting its importance and applicability in professional domains. Finally, AKTU colleges should prioritize the provision of professional development opportunities for English language teachers, enabling them to enhance their teaching skills and remain up-to-date with the latest methodologies and practices in language education.