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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English for Academic and Specific Purposes (JEASP)
Geremew Garda Wozie
Addis Ababa University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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NEEDS ANALYSIS OF ACADEMIC ENGLISH SKILLS AMONG ETHIOPIAN POLICE UNIVERSITY STUDENTS Geremew Garda Wozie
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13136

Abstract

This study investigates the academic English language needs of first-year students at the Ethiopian Police University (EPU), aiming to inform the design of a discipline-sensitive English for Academic Purposes (EAP) curriculum. English functions as the medium of instruction at EPU. However, many students experience difficulties with the academic literacy skills essential for success in policing, law enforcement, and criminal justice education. The study employed a mixed-methods research design grounded in English for Specific Purposes (ESP), EAP, and Needs Analysis (NA) frameworks. Data were collected through questionnaires administered to 200 students and 30 instructors, as well as semi-structured interviews with selected 10 students and five teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to identify patterns in perceived academic language challenges and required competencies. The findings indicate that six core skills—listening, speaking, reading, writing, grammar, and vocabulary—emerged as critical for academic success. The analysis also revealed perception gaps between teacher emphasis on academic reading and writing and student prioritization of oral communication. These results highlight a misalignment between institutional expectations for advanced academic literacy and students’ current proficiency levels. Based on the findings, the study recommends the development of a structured, needs-based EAP curriculum that strengthens academic literacy, enhances student performance, and aligns language instruction with the disciplinary demands of policing and criminal justice education.
Needs Analysis for English for Professional Purposes: Importance of Professional Language Skills for Ethiopian Police University Students Geremew Garda Wozie
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.42490

Abstract

English serves as both a medium of instruction and a vital tool for professional communication at the Ethiopian Police University (EPU). However, current English courses are predominantly academic-oriented and do not adequately address profession-specific communicative demands. This study investigated the professional English language needs of first-year EPU students to inform the development of a needs-based English for Professional Purposes (EPP) curriculum. Guided by English for Specific Purposes (ESP) and Needs Analysis (NA) frameworks, a mixed-methods design was employed, combining questionnaires and semi-structured interviews with 200 students and 30 instructors. Data were analyzed using descriptive statistics and thematic analysis, incorporating Target Situation Analysis (TSA), Present Situation Analysis (PSA), and Learning Situation Analysis (LSA). The findings revealed a significant mismatch between existing instruction and workplace communication requirements. Although all language skills were considered important, listening and speaking were prioritized for operational communication, while writing was identified as the most problematic area, with a clear gap between instructors’ expectations and students’ competence. The study highlights the need for authentic, task-based, and genre-specific instruction. It concludes that a needs-based ESP/EPP curriculum is essential to enhance students’ professional communicative competence and prepare them for both national and international policing contexts.
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