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518 final ppt

  1. 1. Students’ Perception of Learning College Tourism English and a Needs Analysis of English for the Hotel Industry Presenter: Wei-Ting Chien Instructor: Dr. Pi-Ying Teresa Hsu Date: May 18, 2010
  2. 2. Content Introduction Literature Review Methodology Results Conclusion
  3. 3. Introduction <ul><ul><li>Background and Motivation </li></ul></ul><ul><ul><li>Statement of the Problems </li></ul></ul><ul><ul><li>Purposes of the Study </li></ul></ul><ul><ul><li>Research Questions </li></ul></ul>
  4. 4. Background International travel is a rapidly growing activity entailing cross-cultural communication between hosts and guests from different linguistic backgrounds. ( Blue & Harum, 2003)
  5. 5. Background Fluent use of English is the key to assuring the success of the hotel service to international visitors. (Shieh, 2009)
  6. 6. Motivation Most college students in tourism departments take professional tourism-related English courses before graduation. It is questionable whether college courses about professional use of English adequately prepare students to use English in the workplace.
  7. 7. Statement of the Problems Little research addresses how students perceive their professional English learning in colleges and how employers perceive students’ English performance in the workplace.
  8. 8. Purposes of the Study 1. to examine the students’ perception of tourism English learning in college 2. to explore English needs of the hotel industry , as perceived by supervisors
  9. 9. 1. What is the level of English competence required to serve at hotels ? 2. How do college students perceive their tourism English learning? 3. How do college students perceive their satisfaction with the tourism English they learned in their programs? 4. What factors motivate college students to learn tourism English? Research Questions
  10. 10. LITERATURE REVIEW 1. Importance of Tourism English in Taiwan 4. Satisfaction with the Environmental Support 2. Acquired English Competency for Future Jobs 5. Learning Motivation in Tourism English 3. Internship Programs
  11. 11. English is often used by business people and visitors to interlink people who have different mother tongues because of the nature of globalization. (Lazaro & Medalla, 2004) Importance of Tourism English in Taiwan
  12. 12. Acquired English Competency for Future Job Fluency in communication in English with foreign customers is a basic required skill for employees working at international hotels. (Lehtonen & Karjalainen, 2008)
  13. 13. Acquired English competency for Future Job Lack of effective communication between the front-line staff and the visitors may cause misunderstandings and complaints to arise. (Master & Prideaux, 2000)
  14. 14. Essential training in internship programs at colleges Good working relationships with the local industry will be beneficial to the students, making them greatly competitive for the local workforce. (Lazaro & Medalla, 2004)
  15. 15. There is a comparative lack of attention given to the value of English language training in the tourism sector. (Leslie & Russell, 2006) Satisfactions with the Environment Support
  16. 16. Employees should benefit when they are immersed in English training as part of their practical work experience. (Schiffrin, 1994) Satisfactions with the Environment Support
  17. 17. Students stand a better chance of securing good jobs at hotels if they are fluent in use of tourism English. (Farooqui, 2007) Learning Motivation in Tourism English
  18. 18. Tourism English proficiency is a basic requirement in the workplace because the tourism industry often sets high demands on language skills. (Lehtonen & Karjalainen, 2008) Learning Motivation in Tourism English
  19. 19. <ul><li>Research Design </li></ul><ul><li>Participants </li></ul><ul><li>Instrument </li></ul><ul><li>Data Collection </li></ul><ul><li>Data Analysis </li></ul>Methodology
  20. 20. Research Design Questionnaire Supervisor interviews Students interviews
  21. 21. Questionnaire distributed to 157 senior students in Tourism Departments Student interviews 2 : interned, private university 2: non-interned private technology university 2: non-interned national technology university Supervisor interviews 4 managers who are in charge of HR departments at international hotels Participants
  22. 22. Instrument 1 2 3 4 5 6 7 7-Point Likert Scale corresponds not at all corresponds exactly Demographic information <ul><li>gender </li></ul><ul><li>age </li></ul><ul><li>years of studying English </li></ul><ul><li>experiences of internship </li></ul>Questionnaire
  23. 23. Instrument <ul><li>importance of tourism English </li></ul><ul><li>(Ex: A staff member’s English ability is important to his or her career.) </li></ul><ul><li>2. satisfaction with tourism English learning at school </li></ul><ul><li>(Ex: I am satisfied with the learning materials.) </li></ul><ul><li>3. acquired English competency for their future job </li></ul><ul><li>(Ex: My school provides sufficient training of tourism English speaking </li></ul><ul><li>for me to communicate with foreigners through telephone.) </li></ul>Students’ perceptions of their tourism-related English courses
  24. 24. Instrument 4. satisfaction with the environmental support ( Ex: I am well prepared with English speaking because of my school’s curriculum training. 5: motivation for learning tourism English ( Ex: Get higher English ability that will benefit my promotion in a company). Students’ perceptions of their tourism-related English courses
  25. 25. Instrument Cronbach’s alpha Confirmatory Factor Analysis (CFA) <ul><li>.825 </li></ul><ul><li>.924 </li></ul><ul><li>.92 </li></ul><ul><li>.834 </li></ul><ul><li>.907 </li></ul>Structural Equation Modeling Reliability  Validity   
  26. 26. Data Collection Questionnaire  Student interviews  Hotel supervisor interviews How visiting students’ classrooms semi-structured interview semi-structured interview Time 50 minutes 20-30 minutes 40-50 minutes Data SPSS recorded & transcribed recorded & transcribed Sample Ex: Please describe your experience and satisfied level of tourism English curriculum including learning contents, materials, and teaching methods. Ex: Please describe the importance of students’ English competence for recruiting.
  27. 27. Data Analysis Descriptive Analysis Perceptions of Tourism English (TE) <ul><li>Mean </li></ul><ul><li>SD </li></ul><ul><li>importance of TE </li></ul><ul><li>satisfaction with TE learning in college </li></ul><ul><li>acquired English competency for future jobs </li></ul><ul><li>satisfaction with the environmental support </li></ul><ul><li>motivation for learning TE </li></ul>
  28. 28. Data Analysis <ul><li>School types </li></ul>One-way ANOVA Perceptions of tourism English based on Tukey Post Hoc
  29. 29. Table 1 Results of students’ perception toward the importance of tourism English learning and course satisfaction <ul><li>Students of national technology university expressed the highest importance of tourism English learning. </li></ul><ul><li>Students of private university expressed the highest satisfaction of their tourism English courses. </li></ul>Results Importance Course satisfaction n Mean SD Mean SD Private university 68 5.42 .93 4.68 1.18 Private technology university 36 5.39 1.49 4.15 1.58 National technology university 53 5.53 .90 4.03 1.25
  30. 30. Table 2 Results of students ’ perception toward tourism English learning related to acquired English competence and learning environment <ul><li>Students of private technology universities expressed the highest satisfaction with their acquired English competence. </li></ul><ul><li>Students of private universities expressed the highest satisfaction with their English learning environment. </li></ul>Acquired English Competence Environmental Satisfaction n Mean SD Mean SD Private university 68 4.24 1.09 4.07 1.09 Private technology university National technology university 36 53 4.76 3.66 1.51 1.48 3.99 3.23 1.42 1.08 Results
  31. 31. Table 3 Results of students’ perception toward tourism English learning related to learning motivation <ul><li>Students of national technology university expressed the highest motivation of tourism English learning. </li></ul>Motivation n Mean SD Private university 68 5.10 .91 Private technology university 36 4.96 1.47 National technology university 53 5.21 .91 Results
  32. 32. Table 4 Results of Analysis of Variance of students’ satisfaction toward tourism English course <ul><li>There is a significant difference in the perceptions of students </li></ul><ul><li>about their satisfaction with the tourism English courses based </li></ul><ul><li>on school types. </li></ul>Course Satisfaction Sum of Squares df Mean Square F p Between subject 13.96 2 6.98 4.11 .018 Within subject 261.30 154 1.70 Results
  33. 33. Table 5 Results of Tukey Post Hoc analysis of students ’ satisfaction with tourism English course <ul><li>There is a significant difference between private university and national technology university students in their satisfactions with the tourism English courses. </li></ul>School name Mean Difference Private university .64 National technology university Results
  34. 34. Table 6 Results of Analysis of Variance of students ’ perception of acquired English competence <ul><li>There is a significant difference in the perceptions of students </li></ul><ul><li>about their acquired English competence based on school types. </li></ul>Acquired English Competence Sum of Squares df Mean Square F p Between subject 26.65 2 13.33 7.55 .001 Within subject 271.73 154 1.76 Results
  35. 35. Table7 Results of Tukey Post Hoc analysis of students ’ perception of acquired English competence <ul><li>There is a significant difference between private university and national technology university students in their satisfaction with the acquired English competence. </li></ul><ul><li>There is a significant difference between private technology university and national technology university students in their satisfaction with the acquired English competence. </li></ul>School name Mean Difference Private university vs. National technology university .58 Private technology university vs. National technology university 1.10 Results
  36. 36. Table 8 Results of Analysis of Variance of students ’ satisfaction with English learning environment <ul><li>There is a significant difference in the perceptions of students </li></ul><ul><li>about their satisfaction with the learning environment in Taiwan </li></ul><ul><li>based on school types. </li></ul>Environment Satisfaction Sum of Squares df Mean Square F P Between subject 23.05 2 11.53 8.42 .000 Within subject 210.90 154 1.37 Results
  37. 37. Table 9 Results of Tukey Post Hoc analysis of students ’ satisfaction with English learning environment <ul><li>There is a significant difference between private technology university and national technology university students in their satisfaction with the learning environment in Taiwan. </li></ul><ul><li>There is a significant difference between private university and national technology university students in their satisfaction with the learning environment in Taiwan. </li></ul>School name Mean Difference Private technology university vs. National technology university .75 Private university vs. National technology university .84 Results
  38. 38. 1. Importance of tourism English Proficient tourism English skill is very important for tourism development in Taiwan. Results of interviews Tourism English capability has been important since the hotel industry is booming. [Female interned student, private university]
  39. 39. The teacher usually asked us to memorize professional terms and vocabulary, so I thought it was rigid. [Female non-interned student, national technology university] 2. Satisfaction with tourism English courses in college The learning content of the tourism English course was practical since the teacher provided plenty of English menus as material. I liked that since I would use them when going abroad for travelling or studying. [Female interned student, private university] Results of interviews
  40. 40. 3. Satisfaction with English learning environment in Taiwan I think that the English learning environment in Taiwan is quite sufficient. But the learning attitude of students is also imperative. [Female interned student, private university] I don’t have chance to practice English with native speakers at school. So I am not satisfied with the English learning environment. [Female non-interned student, private technology university] Results of interviews
  41. 41. 4. Motivation for learning tourism English Students expressed that they learned tourism English mainly for meeting job requirements. English is applied to any field of the workplace. Therefore I need to improve my English capability immediately to meet the job requirement. [Female interned student, private university] I would like to be a tour guide in the future; therefore I think I should learn more about tourism English. [Female non-interned student, national technology university] Results of interviews
  42. 42. 5. Expectations for internship program I hope my school can offer opportunities of taking internship abroad for us. [Female interned student, private university] I prefer to intern as a front-line staff at hotels since there would be more chances for contacting with foreign visitors. [Female non-interned student, private technology university] Results of interviews
  43. 43. <ul><li>English competence at workplace </li></ul><ul><li>Suggestions for tourism English course at schools </li></ul>Tourism English skill is especially important for employees working at international hotels, including, listening, speaking, reading and writing skills. Students should be given more authentic learning activities to practice English skills. Results of supervisor interviews
  44. 44. Conclusions <ul><li>Capable tourism English skills are highly emphasized by students and employers of hotel industries. </li></ul><ul><li>Tourism English learning at universities should be more authentic to fit in with the needs of the workplace. </li></ul><ul><li>English learning environments could be improved. </li></ul>
  45. 45. <ul><li>Meeting job requirements is the main factor for students to learn tourism English. </li></ul><ul><li>Students prefer to take internships in foreign countries . </li></ul><ul><li>Students’ English performance at work was expected to be advanced </li></ul>Conclusions
  46. 46. <ul><li>Students should improve their English speaking and listening abilities to meet the job requirements of the workplace. </li></ul><ul><li>Curriculum in tourism English at universities should be adjusted in order to prepare students to succeed in the workplace. </li></ul><ul><li>Universities could arrange more overseas internship programs to allow students to have more chances to practice their English skills. </li></ul>Suggestions
  47. 47. <ul><li>Sample size was insufficient </li></ul><ul><li>Conducting more student interviews </li></ul><ul><li>Further study could investigate the required knowledge for serving at hotels </li></ul>Limitations
  48. 48. Thank You!

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