Needs for English for Specific Purposes Course Development: English Language Requirements in Global Textile Supply Chain Management
Main Article Content
Abstract
The English usage scenarios in global supply chain management are highly specialized and context-dependent, resulting in a mismatch between existing English course content and actual workplace language requirements. Based on corpus linguistics and task-based needs analysis theory, this study develops a demand analysis framework that integrates language data-driven and task-oriented principles to transform industry language requirements into curriculum objectives through systematic job-task identification. The results show that communication competence accounts for 37.9% of the language requirements in procurement positions, while comprehension competence reaches 46.8% in production positions, demonstrating significant differences in language priorities across supply chain functions. Furthermore, the analysis reveals distinctive syntactic structures and modal expression patterns in procurement, production, and sales discourse, illustrating how conditional constructions, obligation modals, and evaluative expressions support different communicative purposes in professional contexts. By providing an objective and structured linguistic validation mechanism, the proposed framework establishes an evidence-based pathway for ESP curriculum development and offers methodological support for semantic information organization, intelligent communication, and knowledge transmission in digitally interconnected engineering systems, including electromagnetic information networks where accurate context-aware information exchange is increasingly essential.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
M. M. Roshid and A. Kankaanranta, “English communication skills in international business: Industry expectations versus university preparation,” Business and Professional Communication Quarterly, vol. 88, no. 1, pp. 100–125, 2025, doi: 10.1177/23294906231184814.
F. Abbas, A. M. K. Rana, I. Bashir, and A. M. Bhatti, “The English language proficiency as a global employment skill: the viewpoint of Pakistani academia,” Humanities and Social Sciences Review, vol. 9, no. 3, pp. 1071–1077, 2021, doi: 10.18510/hssr.2021.93106.
G. Shewangizaw and A. Hailu, “Investigation of English Language Needs of Trainers of Garment and Apparel Fashion Technology,” English Language, Literature & Culture, vol. 8, no. 1, pp. 10–21, 2023, doi: 10.11648/j.ellc.20230801.13.
A. Munir, N. Darwis, L. D. D. Hidayat, and H. Nur, “A needs analysis of ESP for fashion design students at an Indonesian vocational school,” International Journal of Research on English Teaching and Applied Linguistics, vol. 6, no. 1, pp. 24–37, 2025, doi: 10.30863/ijretal.v6i1.9787.
M. D. Islam and S. Ahmad, “English for the Apparel Merchandisers in Bangladesh: A Needs Analysis,” International Journal of Language Instruction, vol. 4, no. 2, pp. 33–52, 2025, doi: 10.54855/ijli.25422.
G. Shewangizaw, A. Hailu, and W. Haile, “A comparative analysis of language features across communicative English skills and garment vocational texts,” Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, vol. 11, no. 2, pp. 353–376, 2024, doi: 10.22219/celtic.v11i2.35885.
F. Mao and J. Zhou, “A needs analysis of ESP courses in colleges of art and design: Consensus and divergence,” PLoS ONE, vol. 19, no. 6, Art. no. e0305210, 2024, doi: 10.1371/journal.pone.0305210.
E. Petraki and K. Khat, “Challenges and constraints in the design of an ESP course in Cambodia: Implications for higher education institutions,” Asia Pacific Journal of Education, vol. 42, no. 2, pp. 260–275, 2022, doi: 10.1080/02188791.2020.1798738.
N. Curry and T. McEnery, “Corpus linguistics for language teaching and learning: A research agenda,” Language Teaching, vol. 58, no. 2, pp. 1–20, 2025, doi: 10.1017/S0261444824000430.
R. Syaripuddin, R. Nur, and A. Latifa, “Need analysis to develop English writing materials for ESP instruction,” Journal of English Education, vol. 8, no. 1, pp. 23–30, 2023, doi: 10.31327/jee.v8i1.1901.
I. Xodabande, M. R. Atai, and M. R. Hashemi, “Analyzing large text data for vocabulary profiling in corpus-based studies of academic discourse,” MethodsX, vol. 14, Art. no. 103168, 2025, doi: 10.1016/j.mex.2025.103168.
D. Biber, T. Larsson, and G. R. Hancock, “The linguistic organization of grammatical text complexity: Comparing the empirical adequacy of theory-based models,” Corpus Linguistics and Linguistic Theory, vol. 20, no. 2, pp. 347–373, 2024, doi: 10.1515/cllt-2023-0016.
S. Keller and R. Gilabert, “Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants,” Canadian Journal of Applied Linguistics, vol. 26, no. 2, pp. 81–108, 2023, doi: 10.37213/cjal.2023.32985.
A. Mudinillah, S. N. Rahmi, and N. Taro, “Task-based language teaching: A systematic review of research and applications,” Lingeduca: Journal of Language and Education Studies, vol. 3, no. 2, pp. 102–115, 2024, doi: 10.70177/lingeduca.v3i2.1352.
P. A. P. Sudana, N. M. Ratminingsih, N. N. Padmadewi, and N. L. P. S. Adnyani, “Industry-Driven Task Needs and Syllabus Recommendation for Business English Materials,” International Journal of Language Education, vol. 8, no. 4, pp. 734–748, 2024, doi: 10.26858/ijole.v8i4.70001.
T. T. Tran, T. T. Pham, and T. T. Le, “Integrating Corpus Linguistics in Vietnamese English Education: A Qualitative Inquiry into Scholarly Perspectives and Practices,” Higher Learning Research Communications, vol. 14, no. 2, pp. 5, 2024, doi: 10.18870/hlrc.v14i2.1557.
A. Shadrova, “No three productions alike: Lexical variability, situated dynamics, and path dependence in task-based corpora,” Open Linguistics, vol. 11, no. 1, Art. no. 20240036, 2025, doi: 10.1515/opli-2024-0036.
S. Avasthi, R. Chauhan, and D. P. Acharjya, “Extracting information and inferences from a large text corpus,” International Journal of Information Technology, vol. 15, no. 1, pp. 435–445, 2023, doi: 10.1007/s41870-022-01123-4.
M. H. A. Abdullah, N. Aziz, S. J. Abdulkadir, H. S. A. Alhussian, and N. Talpur, “Systematic literature review of information extraction from textual data: Recent methods, applications, trends, and challenges,” IEEE Access, vol. 11, pp. 10535–10562, 2023, doi: 10.1109/ACCESS.2023.3240898.
C. P. Chai, “Comparison of text preprocessing methods,” Natural Language Engineering, vol. 29, no. 3, pp. 509–553, 2023, doi: 10.1017/S1351324922000213.
A. P. Joshi and B. V. Patel, “Data preprocessing: The techniques for preparing clean and quality data for data analytics process,” Oriental Journal of Computer Science and Technology, vol. 13, no. 2, pp. 78–81, 2021, doi: 10.13005/ojcst13.0203.03.
P. Kalamkar, A. Tiwari, A. Agarwal, S. Karn, S. Gupta, V. Raghavan, et al., “Corpus for Automatic Structuring of Legal Documents,” arXiv e-prints, 2022; 2201.13125，doi: 10.48550/arXiv.2201.13125.
V. H. Baghdasaryan, “ArmSpeech: Armenian spoken language corpus,” International Journal of Scientific Advances, vol. 3, no. 3, pp. 454–459, 2022, doi: 10.51542/ijscia.v3i3.25.
T. Nomoto, “Keyword extraction: A modern perspective,” SN Computer Science, vol. 4, no. 1, pp. 92, 2022, doi: 10.1007/s42979-022-01481-7.
D. Sheng, “Statistics in corpus linguistics: A practical guide,” Social Semiotics, vol. 33, no. 4, pp. 909–912, 2023, doi: 10.1080/10350330.2021.1969215.
Q. Su, C. Gu, and P. Liu, “Association measures for collocation extraction: Automatic evaluation on a large-scale corpus,” International Journal of Corpus Linguistics, vol. 29, no. 1, pp. 59–86, 2024, doi: 10.1075/ijcl.21056.su.
M. Eguchi and K. Kyle, “L2 collocation profiles and their relationship with vocabulary proficiency: A learner corpus approach,” Journal of Second Language Writing, vol. 60, Art. no. 100975, 2023, doi: 10.1016/j.jslw.2023.100975.
Y. Xu and Y. Zhang, “A Multi-Dimensional Analysis of Conclusions in Research Articles of Linguistics,” European Journal of Theoretical and Applied Sciences, vol. 1, no. 6, pp. 191–203, 2023, doi: 10.59324/ejtas.2023.1(6).20.
S. Rashid, B. Mahmood, and Z. Sarfraz, “Register Variation in Pakistani English Political Discourse: An Instigation of Twitter Analytics Using Biber’s Multidimensional Analysis,” International Journal of Academic Research for Humanities, vol. 4, no. 2, pp. 210–230, 2024, [Online]. Available: https://zenodo.org/records/12611875.
L. Wang, J. Xie, X. Zhang, H. Su, and J. Zhu, “HIDE-PET: Continual learning via hierarchical decomposition of parameter-efficient tuning,” IEEE Transactions on Pattern Analysis and Machine Intelligence, vol. 47, no. 8, pp. 6687–6702, 2025, doi: 10.1109/TPAMI.2025.3562534.
H. Hihn and D. A. Braun, “Hierarchically structured task-agnostic continual learning,” Machine Learning, vol. 112, no. 2, pp. 655–686, 2023, doi: 10.1007/s10994-022-06283-9.
M. Deng, L. Tao, and J. Benton, “Measuring Feature Sparsity in Language Models,” arXiv e-prints, Art. no. 2310.07837, 2023, doi: 10.48550/arXiv.2310.07837.
W. Huang, Y. Zhang, X. Zheng, F. Chao, and R. Ji, “Determining Layer-wise Sparsity for Large Language Models Through a Theoretical Perspective,” arXiv e-prints, 2025; 2502.14770, doi: 10.48550/arXiv.2502.14770.
D. Frost and R. Ackrill, “The multiple dimensions of curriculum mapping: Designing a comprehensive outcomes-based framework,” London Review of Education, vol. 23, no. 1, pp. 17, 2025, doi: 10.14324/LRE.23.1.17.
B. Cooper, B. Cowie, and J. Furness, “Curriculum mapping as a boundary encounter: Meeting the demands of multiple agendas,” Educational Research for Policy and Practice, vol. 23, no. 2, pp. 229–250, 2024, doi: 10.1007/s10671-021-09299-5.