School of arts and sciences foreign language department undergraduate research

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According to the results obtained from class observations, teachers/ students interviews and syllabi analysis, as well as own experience as foreign learners all applied syllabi have to cover students necessities but previous the teacher in charge has to investigate what participants really need, that is mean the contents have to fit with student professional profile.

Based on the research question: “How do the contents of the current English Syllabi applied to Service Area fit Art students’ needs at the University of El Salvador during the second semester of 2011?”, the researcher team establishes that, the syllabus applied to English Service course in Art major have to be deeply studied and revised at least every semester in order to be updated with the current reality.
All professors need to analyze carefully what their students want to learn, in order to have a learning environment in which participants can easily perform, reinforce and develop what they are learning. By doing this, all parts involved in the learning process are going to get the better results.
Students need to be listened in order that their learning can be more significant and also to help them to develop in a better way their own abilities, by taking interest to the contents and the class performance, going in this way student will become a competent professional in the modern world.
According to the findings, the University authorities have to be interested on syllabi design and take them involved for monitoring all related activities to syllabi development, in order to get better syllabi arrangement, this will help to professor performance, also help them to facilitate their job at the moment of planning an English class.
As a manner of conclusion, the research team recognized that there are several weaknesses in the English Service Area, mainly on syllabi design, due to, as was mention before, nobody is taking care of this important part, and according to University laws, and students necessities, this must be carefully analyzed, and all the people involved have to reflect on this problem. Even though, this is an optional subject, teachers and authorities have to take the merely importance on this area, in order to satisfy students´ goals and needs.
Finally, the researchers have done this investigation with the idea to place the basis for future projects, also to take it into consideration the recommendations that are presented on this work.


Considering all the syllabus’ characteristics and students’ needs to have a significant learning in their major profile and the obstacles that students may find which interfere in the Students’ development, the research team suggests the following recommendations to develop a syllabus that fulfills Arts and Biology students’ profile with real academic and working needs:

  1. The Foreign Language Department should verify that teachers have updated contents with the current tendency of the students’ needs regarding to academic field.

  1. The syllabi should be revised every certain time as it is demanded by the Organic Law of the University of El Salvador in the article 22, in the fourth section of the “Consejo Superior Universitario” which states about the attributions and duties.

  1. The Foreign Language Department should work on designing Syllabus according to the students’ needs in their academic and working profile, in order to develop competences to incorporate them to obtain a job opportunity.

  1. There should be a research aiming at evaluating and proposing a previous course prior to the Technical English.

  1. The Foreign Language Department should ask the authorities of Arts and Biology Schools to provide teachers with material such as books, magazines, and other important resources necessary to develop students’ knowledge in Art and Biology field.

  1. The Foreign Language Department should specialize or train specific professors to be in charge of the English Area, so that the students acquire the best instructions as possible.

  1. The Arts School should include more English courses in its study plan, so that the students improve their skills in the language in order to obtain an international scholarship and job opportunities.

  1. The Foreign Language Department should request students from the other schools that need English services a minimum of Basic English level to attend the English Courses.

  1. The Foreign Language Department should have more academic relationship with the schools in which the English Service is provided, in order to interchange and give relevant information that helps to develop the educational activities in the courses.


Arias, Fidias G. (1999). El Proyecto de Investigación (3ra Edición). Caracas: Venezuela.

Parkes Jay and Harris. Mary B. (2001). The purpose of a syllabus. University of New Mexico: Albuquerque.

Far, Mohammad Mohseni. M.A., (2001). An overview of syllabi in English Language Teaching. Shahid Chamran University, Iran.

Kranhnke, Karl. (1987). Approaches to syllabus design for Foreign Language Teaching. Englewood Cliffs, New Jersey.

Ley Orgánica de la Universidad de El Salvador, (199). Tomo No. 343, número 96, dado en el Salón Azul del Palacio Legislativo: San Salvador, El Salvador.

Peterson, Pat Wilcox, (1986). ESP in Practice, Models and Challenges for Teachers, English Language Programs Division Bureau of Educational and Cultural Affairs. United States Information Agency: Washington, D.C.

Graves, Kathleen, (2000). Designing Language Courses: A Guide for Teachers. Boston, MA, USA.

Brown, Douglas H, (2001). Teaching by principles an Interactive Approach to Language Pedagogy. (2nd Edition). San Francisco State University.

Davies, Paul, with Pearse, Erick, (200). Succes in English Teaching. Oxford Handbooks for Language Teachers. Oxford University Press.
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