AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTION OF ENGINEERING STUDENTS

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AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTION OF ENGINEERING STUDENTS

AND TEACHERS AT THE IIUM

BY

AMIRA HAMED

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

NOVEMBER 2007

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AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTION OF ENGINEERING STUDENTS

AND TEACHERS AT THE IIUM BY

AMIRA HAMED

A dissertation submitted in partial fulfilment of the requirement for the degree of Master of Human Sciences

(Teaching English as a Second Language)

Kulliyyah of Islamic Revealed Knowledge and Human Sciences

International Islamic University Malaysia

OCTOBER 2007

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ABSTRACT

ESP programmes need to be evaluated in any given context, from time to time, to measure their effectiveness. The purpose of this study is to evaluate the perceptions of students and teachers of engineering on the teaching materials of the English for Occupational Purposes (EOP) course at the International Islamic University (IIUM), in Semester II 2006-2007, which is a core course offered to all engineering programs with their varied needs. It is designed to equip the students of engineering with the necessary skills that they will require for future occupational purposes. The study also seeks to examine whether or not the content of the course fulfilled the prescribed course objectives. To obtain data, the current study employs two sets of questionnaires focused on the students’ and teachers perceptions, and documental analysis was carried out on the content of the course’ teaching materials. Both instruments provide useful information regarding the EOP teaching materials as well as the strengths and limitations of these materials. The findings of this study suggest that the EOP teaching materials were satisfactory to some extent in terms of course objectives, except those on the spoken communication skills, where required more practice and time to accomplish. Moreover, the EOP course is very general in terms of topics for engineering students and was not specific to any particular engineering programme. That is to say, the students had positive perceptions of the EOP materials and thought they helped them in terms of learning the various mechanisms of producing business letters, memos, resumes and technical information.

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ّﺨﻠﻣ ﺚﺤﺒﻟا ﺺ

ﺞﻣاﺮﺒﻟا ﻚﻠﺗ ﺔّﻴﻟﺎﻌﻓ ىﺪﻣ ﺔﻓﺮﻌﻤﻟ ﺮﺧﻵ ٍﺖﻗو ﻦﻣ ﻢﻴﻴﻘﺘﻟاو ﺔﻌﺟاﺮﻤﻠﻟ ﻪّﺻﺎﺧ ٍضاﺮﻏﻷ ﺔّﻳﺰﻴﻠﺠﻧﻹا ﺔﻐﻠﻟا ﺞﻣاﺮﺑ جﺎﺘﺤﺗ .

اﺬه فﺪﻬﻳ

ﻤﻠﻌﻣو بﻼﻃ ﺮﻈﻧ ﺔﻬﺟو ﻦﻣ ﺔﻴﻨﻬﻣ ضاﺮﻏﻷ ﺔﻳﺰﻴﻠﺠﻧﻹا ﺔﻐﻠّﻟ ةدﺎﻤﻟ ﺔّﻴﺳارﺪﻟا ةدﺎﻤﻟا ﻢﻴﻴﻘﺗ ﻰﻟإ ﺚﺤﺒﻟا ﺔﻌﻣﺎﺠﻟﺎﺑ ﺔﺳﺪﻨﻬﻟا ﺔﻴﻠآ ﻲ

مﺎﻌﻟ ﻲﻧﺎﺜﻟا ﻲﺳارﺪﻟا ﻞﺼﻔﻟا ﻲﻓ ﺎﻳﺰﻴﻟﺎﻣ ﻲﻓ ﺔّﻴﻤﻟﺎﻌﻟا ﺔّﻴﻣﻼﺳﻹا 2006

- 2007 م . بﻼﻃ ﻊﻴﻤﺠﻟ سﱠرﺪﺗ ةدﺎﻤﻟا ﻩﺬه نﺄﺑ ﺎًﻤﻠﻋ

ﻪﻨﻳﺎﺒﺘﻤﻟا ﺎﻬﺘﺟﺎﻴﺘﺡاو ﻪﻔﻠﺘﺨﻤﻟا ﺎﻬﻣﺎﺴﻗﺄﺑ ﺔﺳﺪﻨﻬﻟا .

ﻬﻠﻘﺡ ﻲﻓ ﻢﻬﺗﺎﺟﺎﺡ ّﺪﺴﻟ ﺔﻳروﺮﻀﻟا تارﺎﻬﻤﻟﺎﺑ ﻢهﺪﻳوﺰﺘﻟ ةدﺎﻤﻟا ﻩﺬه تﺪﻋُأ ﺪﻗو ﻢ

ّﻲﻠﻤﻌﻟا . ﺔﺳارﺪﻟا فﺪﻬﺗ ﺎﻤآ -

ﺎًﻀﻳأ - ﺔﻐﻠﻟ ﺔﻣﻮﺳﺮﻤﻟا فاﺪهﻷا ﻖﻴﻘﺤﺗ ىﺪﻣ ﻰﻠﻋ فﻮﻗﻮﻟاو ،ﺎﻬﻤﻴﻴﻘﺗو ﺔّﻴﺳارﺪﻟا ةدﺎﻤﻟا ﺚﺤﺒﻟ

ﺔّﻴﻨﻬﻣ ضاﺮﻏﻷ ﺔّﻳﺰﻴﻠﺠﻧﻹا .

ﻲﻤﻠﻌﻣو بﻼﻃ ﻰﻠﻋ ًﺔﻧﺎﺒﺘﺳا ﻊﻳزﻮﺘﺑ ﺔﺜﺡﺎﺒﻟا ﺖﻣﺎﻗ تﺎﻣﻮﻠﻌﻤﻟاو تﺎﻧﺎﻴﺒﻟا ﻰﻠﻋ لﻮﺼﺤﻟا ﻞﺟأ ﻦﻣو

ةدﺎﻣ EOP ىﻮﺘﺤﻣ ﻞﻴﻠﺤﺗ ﻦﻋ ًﻼﻀﻓ ، ﺎﻬﻟ ﺔﻣﻮﺳﺮﻤﻟا ضاﺮﻏﻷاو فاﺪهﻷﺎﺑ ﺎﻬﺘﻧرﺎﻘﻣو ﺔّﻴﺳارﺪﻟا ةّدﺎﻤﻟا

. ﺚﺤﺒﻟا ﺎﺗادأ ْﺖﻣّﺪﻗ ﺪﻗو

ةدﺎﻤﻟﺎﺑ ﻲﺘﻟا ﻒﻌﻀﻟاو ةﻮﻘﻟا طﺎﻘﻨﺑ ﻖﻠﻌﺘﻳ ﺎﻤﻴﻓ ةﺪﻴﻔﻣ ﺞﺋﺎﺘﻧ .

ﺪﻗ ﺔﻴﻨﻬﻣ ضاﺮﻏﻷ ﺔّﻳﺰﻴﻠﺠﻧﻹا ﺔﻐﻠﻟا ىﻮﺘﺤﻣ نﺄﺑ ﺚﺤﺒﻟا ﺞﺋﺎﺘﻧ ﺖّﻟدو

ﻤﻟا ىﻮﺘﺤﻣ ءﺎﻨﺜﺘﺳﺎﺑ ،ﺎﻣ ﺪﺡ ﻰﻟإ ﻪﻟ ﺔﻣﻮﺳﺮﻤﻟا فاﺪهﻷا ﻖﻘﺡ ﺔﻓﺎﺽﻹ ﺔّﺳﺎﻣ ﺔﺟﺎﺡ ﻲﻓ ﻲﻬﻓ ،ﺔﺙدﺎﺤﻤﻟا تارﺎﻬﻤﻟ ﺔﻴﺳارﺪﻟا ةدﺎ

ﺖﻗﻮﻟاو ﺔﻳﻮﻐﻠﻟا تﺎﻃﺎﺸﻨﻟا ﻦﻣ ﺪﻳﺰﻣ .

ﺔﺼﺼﺨﺘﻣ ﺔﻴﺳﺪﻨه ﻊﻴﺽاﻮﻣ ﻦﻣ ﻮﻠﺨﺗ ﺔﻴﻨﻬﻣ ضاﺮﻏﻷ ﺔﻳﺰﻴﻠﺠﻧﻺﻟ ةّﺪﻌﻤﻟا ةدﺎﻤﻟاو .

ةدﺎﻣ نأ اﻮآردا ﺪﻗ بﻼﻄﻟا نإ لﻮﻘﻟا ﺔﺻﻼﺧ EOP

ﺑ ﺔﻳرﺎﺠﺘﻟا ﻞﺋﺎﺳﺮﻟا ﺔﺑﺎﺘآ تﺎﻴﻟﺁ ﻢﻠﻌﺗ ﺚﻴﺡ ﻦﻣ ﻢﻬﺗﺪﻋﺎﺳ ،ﺔﻔﻠﺘﺨﻤﻟا ﺎﻬﻋاﻮﻧﺄ

ﺔّﻴﻨﻔﻟا ﺮﻳرﺎﻘﺘﻟاو ،ﺔﻴﺗاﺬﻟا ةﺮﻴﺴﻟاو ،تاﺮّآﺬﻤﻟاو .

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Humans Sciences (Teaching English as a Second Language).

…..………

Ainol Madziah

Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Humans Sciences (Teaching English as a Second Language).

...……..………

Normala Othman

Examiner

This dissertation was submitted to the Department of English Language and Litreature and is accepted as a partial fulfilment of requirements for the degree of Master of Humans Sciences (Teaching English as a Second Language).

..………

Mohammad A. Quayum

Head, Department of English Language

and Literature

This dissertation was submitted to the Kulliyyah of Islamic Revealed Knowledge and Human Sciences and is accepted as a partial fulfilment of requirements for the degree of Master of Humans Sciences (Teaching English as a Second Language).

.

……..………

Hazizan Md. Noon

Dean, Kulliyyah of IRKHS

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, excepts where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Amira Hamed Ali Nasir

Signature……… Date………

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DEDICATED TO

My father

MAHMUD BIN MAT Who loves and inspires me,

and

My mother

SITI MERIAM HARUN

Who taught me how to read the Qur’Én,

whose blessings and prayers helped and strengthened me to overcome many difficulties…

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND

AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTIONS OF ENGINEERING STUDENTS AND TEACHERS AT

IIUM

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without any prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Amira Hamed Ali Nasir.

……… ………..

Signature Date

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TO MY DEAREST MOTHER

THE ANGEL ON MY SHOULDER

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ACKNOWLEDGEMENTS

Praise to be to Allah S.W.T for his blessing and guidance in enabling me to complete this dissertation. I would like to express my utmost and sincerest gratitude to all those who were involved and had helped in making this study possible. First and foremost, special thanks to Dr.Ainol Madziah Zubairi for her precious time devoted to examine drafts, and for her valuable insight and guidance. To my second reader Dr. Normala Othman, for his useful comments and insights. Special thanks to all of the lecturers in English Department who taught me. I extent my thanks to students who participated in this study as well as the Kulliyyah, and to the International Islamic University for giving me chance to further my studies. Last but certainly not the very least, to my friends and family for all their loving support and encouragement.

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BIBLIOGRAPHY ... 71 APPENDIX I: Students’ Questionnaire ... 74 APPENDIX 2: Teachers’ Questionnaire ... . .77 APPENDIX 3: The Results of the Students’ Perceptions on the EOP Materials .. . 80 APPENDIX 4: The Results of the Teachers’ Perceptions on the EOP Materials . .. 84 APPENDIX 5: The Results of the Teachers’ Perceptions on the EOP Materials . .. 88

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LIST OF TABLES

Table No. Page No.

4.1 Demographic Characteristics of Students 38 4.2 Students’ Perceptions of Usefulness of the EOP Materials 39 4.3 Students’ Perceptions of Difficulty of the EOP Materials 40 4.4 Students’ Perceptions of the Interest & Motivation of the EOP Materials 41 4.5 Students’ Perceptions of Authenticity of the EOP Materials 42 4.6 Demographic Characteristics of Teachers 46 4.7 Teachers’ Perceptions of Usefulness of the EOP Materials 47 4.8 Teachers’ Perceptions of Difficulty of the EOP Materials 49 4.9 Teachers’ Perceptions of the Interest & Motivation of the EOP Materials 50 4.10 Teacher’ Perceptions of Authenticity of the EOP Materials 51 4.11 Teacher’ Perceptions of Layout of the EOP Materials 52

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LIST OF FIGURES

Figure No. Page No.

1.1 ESP Classification 8

4.12 Teachers’ & Students’ Perceptions of Usefulness of the EOP Materials 56 4.13 Teachers’ & Students’ Perceptions of Difficulty of the EOP Materials 58 4.14 Teachers’ & Students’ Perceptions of Interest & Motivation of the EOP Materials 59

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CHAPTER ONE INTRODUCTION

This chapter provides the background and general overview of the study. It also includes the statement of the problem, research questions and objectives, the significance of the study as well as the organization of the study.

1.1 BACKGROUND OF THE STUDY

The teaching of English for Specific Purposes (ESP) has been seen as a separate activity within English Language Teaching (ELT). ESP has developed its methodology and moved away from trends in general ELT, and retained its emphasis on practical outcomes. English for Occupational Purposes (EOP) comes under the umbrella of ESP. Dudley-Evans (1998:7) states that the term EOP refers to English that is not for academic purposes; it includes professional purposes in administration, medicine, law, and business, and vocational purposes for non-professionals in work or pre-work situation. There should be some distinction between studying English and discourse, for example medicine for academic purposes designed for medical students, and studying for the aim of occupational purposes, which is designed for practicing doctors.

Generally, when designing an ESP programme for participants from multi- disciplinary areas, who have various objectives and subjective needs, designers try to identify the common and specific needs to design an integrated course that fulfills the different needs. ESP programme designers generally look at the purposes of learners, then a course designer and prepare materials for the learners to satisfy the particular

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professional needs. For example, engineering studies need to read their specialist literature, academic journals, English drawings, instructions and computer surface, attend conferences, conduct business negotiations in English, communicate with foreign engineers and exchange experiences (ChenYong, 2003).

To design a course that could enhance the participants’ four skills; listening, speaking, reading and writing in general English and to the bridge gap between general and ESP/EOP English, is to introduce linguistics terms input along with the specialist subjects input, active learners’ interests, and related topics and practice communicative classroom activities. Hence, the researcher supposes that engineering students could have both the common need to improve their general English as well as various specific needs to learn some technical English. Consider learners as “feeling”

beings, when new knowledge is input with familiar language elements and topics, the learners would find it easy to learn (Hutchinson & Waters, 1978).

The current study aims to evaluate the EOP course, LE4100 that is taught to undergraduate engineering students at the International Islamic University (IIUM), in their penultimate/ final study year. There are eight engineering programmes (see Chapter Three), and all the students study the same materials in the same classroom, despite their varied needs. Thus, the researcher presupposes that engineering students have problems in receiving the course due to their different needs; hence different perceptions are expected.

1.2 GENERAL OVERVIEW

If the programme objectives are not attained, there may be something wrong with the course design or the teaching materials and hence more precise diagnostic evaluation must be undertaken to find out where the problem lies. Evaluation is an on-going

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process and the undertaking of this task cannot be meaningful without further evaluation procedures that assess the effectiveness of the contents of the programme.

The present research seeks to investigate the perceptions of teachers and students of engineering of the teaching materials used and assess the extent to which they meet the different needs of the students, and the extent to which the instructional objectives are appropriately perceived by the students. This will be done against the background of the Malaysian experience in ESP practices and awareness of evaluation policies which facilitate the educational process.

The study gained its importance for the reason that English for Specific Purposes (ESP) is considered as an essential component of English Language Teaching (ELT), and accordingly has evolved to meet the language learners’ needs.

However, ESP programmes need to be evaluated in any given context from time to time, to see whether the goals and objectives are achieved. In fact, any language teaching programmes need to be evaluated in terms of its instructional objectives.

The results of this study are reported qualitatively and quantitatively in the hope that such an approach might yield some useful findings that would provide guidelines to the centre that offers the course.

1.3 STATEMENT OF PROBLEM

The English for Occupational Purposes course is a core course for all final and pre- final engineering students at the International Islamic University (IIUM). It is a general EOP course that is offered to all engineering students with their varied programmes. The current teaching materials of the course LE 4100 were not specified needs of learners; this is a part of the different needs of each programme for more specificity in terms of topics and terms.

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1.4 RESEARCH QUESTIONS:

In relation to the above objectives, the research questions set out to focus on the following aspects:

1. What are the students’ perceptions of the teaching materials used in the LE 4100 course?

2. What are the teachers’ perceptions of the usefulness of the materials for the engineering students?

3. Do the teaching materials fulfil the prescribed course objectives?

1.5 REASEARCH OBJECTIVES

Three objectives are needed in order to achieve the intended aim of the study:

a. to investigate the students’ perception of the effectiveness of the instructional materials

b. to investigate the teachers’ perception of the materials used

c. to examine whether the teaching materials fulfil the prescribed course objectives

1.6 SIGNIFICANCE OF STUDY

At the macro level, this study will contribute to ESP courses in general as they are periodically subjected to educational review, based on needs analysis. But the current study is more specific in that it evaluates the perceptions of students and teachers of the current ESP teaching materials.

At the micro level, the researcher believes that the suggestions and feedback gathered of the current study can contribute a lot to course designers and the Centre for Languages and Pre- University Academic Development (CELPAD) to develop a

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syllabus that suits the different needs of engineering students at the IIUM. This is particularly pertinent since one of the objectives of this course under investigation is to produce graduates who meet the demands of the professional world in all aspects in the near future as the study might provide important information on better techniques to carry out course evaluation.

1.7 ORGANIZATION OF THE THESIS

This thesis consists of five chapters: Chapter one will provide a general background and a general overview of the study, statement of the problem, the research questions and objectives, the significance of the study as well as the organization of the study.

Chapter two includes the review of the literature, and Chapter three explains the research methodology including the setting, the sampling procedures, and the techniques of collecting data, and data analysis. Chapter four gives a clear picture of the findings and a discussion of the results in relation to the research questions.

Finally, Chapter five provides the limitations and suggestions of the study, and presents recommendations for further study.

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CHAPTER TWO LITERATURE REVIEW

2.1 INTRODUCTION 2.1.1 What is ESP?

English for Specific Purposes (ESP) can be defined in many ways. Most well known researchers (Hutchinson and Waters, 1987; Strevens, 1988, Robinson, 1991, Dudley- Evans, 1998) prefer to define ESP as an approach rather than a product, meaning that ESP does not involve a particular kind of language teaching materials or methodology. Their definition is based on the primacy of needs in ESP.

Over the years, the concept of ESP has gained to some extent, a universal understanding among ESP practitioners; it is normally seen to involve a combination of both criteria features which include “normal goal-directed” and that ESP courses develop from a “need analysis”, which aims to specify as closely as possible what exactly students have to do with the ESP course. Robinson (1991) states that ESP courses are characterized by a limited time period, in which their objectives have to be achieved and they are taught to adults in homogeneous classes in terms of the work or specialist studies that the students involved in.

The ESP practitioners, Strevens (1988), and Dudley-Evans (1998) definition of ESP make a distinction between absolute characteristics and variable characteristics. The absolute characteristics that ESP consists of can be summarized as follows:

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A) Absolute characteristics:

i) ESP is an approach rather than a product

ii) ESP is designed to meet specific needs of learners iii) ESP is centred on language, skills, discourse and genres iv) ESP is goal-directed

B) The variable characteristics are that:

i) ESP is designed for adult learners

ii) ESP is constrained by a limited time period

iii) Levels of homogeny of ESP vary from “quite” to “very”

ESP has developed differently in different places or countries. Hutchinson and Waters (1987) have identified five phases of development in ESP:

1) register

2) rhetorical analysis 3) discourse analysis 4) target situation analysis

5) skills and registers and the learning –centred approach

The first four stages were based on descriptions of language use, that is, what people do with language, while at the fifth stage, the focus shifted to learning and learner - centred approach (Hutchinson and Waters, 1987) in which the concern of ESP is not with language, but with language learning. Describing what people do with languages will not by itself make a person learn it. This must be followed by an understanding of the process of language learning. The learning- centred or learner centred approach implies that the focus is on the needs of the learner, not the language itself.

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Having discussed the development of ESP, it is useful to know how ESP is classified. ESP is an umbrella term embracing a number of sub-divisions the main two of which are English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Figure 1.1 (taken from Dudley- Evans, 1998:6) places English for business purposes (EBP) as a category within EOP:

Figure 1.1: ESP classification

English for Business Purposes (EBP) is frequently seen as separated from EOP as it involves a lot of general English as well as specific English. However, English for business purposes is considered a part of EOP. EOP involves work-related needs and training. It includes “professional purposes in administration, medicine, Law, business, and vocational purposes for non-professionals in work or pre-work

EOP

ESP

Pre-experience

Post-experience Simultaneous/In-service

EEP/EAP

As a school For study in a

specific discipline

Pre-study In-study Post-study

Integrated Independent

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situations” unlike EAP which refers to any English teaching which relates to a study purpose (Dudley-Evans, 1998).

2.2 ENGLISH FOR OCCUPATIONAL PURPOSES (EOP)

EOP courses, are designed for work-related needs and training. Examples include English for Technicians, English for Secretaries and English for Doctors. Generally, designing an EOP course will be different among such courses depending on whether the students have learnt some general English prior to the course or are learning English on the job or profession (Robinson, 1991).

The content of an English programme for someone actually engaged, for example, in a secretarial course with its acquisition of practical skills and theoretical knowledge, is going to be different from a programme for someone who is already a qualified secretary who needs more advanced language skills to operate in English.

EAP concerns are not specific to English only, and many students aim to achieve a higher level of academic achievement through English. Therefore, the students are actually learning language strategies for the academic context of a particular discipline, for example, economics, together with its disciplinary culture that includes language structure, vocabulary, the particular skills needed for the subjects and the appropriate academic conventions (Robinson, 1991). So EAP focused on students’ academic needs. In earlier years of ESP development, spoken interactions received almost no attention. Meanwhile, recently in EOP teaching has been more attention to spoken interactions. In fact, course may concentrate entirely on this aspects, for example course for students in hotel and catering fields or for air traffic controllers (Dudley-Evans,1998:106).

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Medical students may need to read textbooks and articles, and write essays and short clinical reports. These are EAP needs. Practicing doctors have different needs such as preparing papers and slide presentations for conferences; they need to communicate with patients in English if they work in any English- speaking countries.

These are EOP needs (Dudley-Evans, 1998). Similarly the engineering students’

language needs differ from those when they are at work.

2.3 WHAT IS EVALUATION?

Evaluation is defined as “the systematic collection and analysis of all relevant information necessary to promote the improvement of the curriculum, and assess its effectiveness and efficiency, as well as the participants’ attitudes within a context of particular institutions involved” (Brown,1989, p.223). Thus evaluation should be principled, systematic and ask relevant questions.

Evaluation is about forming a judgment, and providing evidence, about the worth of something. Evaluation can mean something different in education, with teachers and managers bringing varied experiences of evaluation to their work place, some of which may be negative. Another type of evaluation that takes place in an educational organization is a student evaluation of programmes and teaching. This kind of evaluation has a significant effect on the implementation of a teacher development programme, depending on the uses to which the data are put by both the teacher and the management, and the degree of maturity with which the student participates in the evaluation of language programmes (Rea-Dickins and Germaine, 1992). Moreover evaluation in ESP seeks to establish the effectiveness and efficiency of teaching programmes (Robinson, 1991).

AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTION OF ENGINEERING STUDENTS

AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTION OF ENGINEERING STUDENTS

AND TEACHERS AT THE IIUM

BY

AMIRA HAMED

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

NOVEMBER 2007

AN EVALUATION OF EOP MATERIALS BASED ON THE PERCEPTION OF ENGINEERING STUDENTS

AND TEACHERS AT THE IIUM BY

AMIRA HAMED

A dissertation submitted in partial fulfilment of the requirement for the degree of Master of Human Sciences

(Teaching English as a Second Language)

Kulliyyah of Islamic Revealed Knowledge and Human Sciences

International Islamic University Malaysia

OCTOBER 2007

ABSTRACT

ّﺨﻠﻣ ﺚﺤﺒﻟا ﺺ

APPROVAL PAGE

DECLARATION

DEDICATED TO

My father

MAHMUD BIN MAT Who loves and inspires me,

and

My mother

SITI MERIAM HARUN

Who taught me how to read the Qur’Én,

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND

AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

TO MY DEAREST MOTHER

THE ANGEL ON MY SHOULDER

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER ONE INTRODUCTION

CHAPTER TWO LITERATURE REVIEW