Ulum, Ö. G. (2016). ESP Needs Analysis of Public Order Police Officers. International Online Journal of Education and Teaching (IOJET), 4(1). 19-30. http://iojet.org/index.php/IOJET/article/view/147/147 Received: 26.07.2016 Received in revised form: 11.12.2016 Accepted: 12.12.2016 ESP NEEDS ANALYSIS OF PUBLIC ORDER POLICE OFFICERS Ömer Gökhan Ulum Adana Science and Technology University gokhanulum@adanabtu.edu.tr Biodata Ömer Gökhan ULUM is currently a lecturer of English at Adana Science and Technology University, Turkey. He is doing his doctorate in ELT field at Çanakkale 18 Mart University, Turkey. His research interests cover English as a foreign language, culture and language, education programs, language skills, discourse analysis, pragmatics, epistemology, and teacher empowerment. Copyright by Informascope. Material published and so copyrighted may not be published elsewhere without the written permission of IOJET. http://iojet.org/index.php/IOJET/article/view/147/147 mailto:gokhanulum@adanabtu.edu.tr International Online Journal of Education and Teaching (IOJET) 2017, 4(1), 19-30. 19 ESP NEEDS ANALYSIS OF PUBLIC ORDER POLICE OFFICERS Ömer Gökhan Ulum gokhanulum@adanabtu.edu.tr Abstract With this study, 105 public order police officers in the national police forces were surveyed in order to assess their needs when using English on the job. In other words, this study aimed at examining the needs, functions and problems of 105 police officers serving at the department of public order. The findings from the questionnaire with open ended questions displayed that, (1) speaking and listening are the most important skills, (2) four language skills are moderately difficult, (3) there are motivational factors important to learn English, and (4) the functional use of English is important for the public order police officers. Recommendations and pedagogical implications were suggested. Keywords: ESP, needs analysis, ESP for police officers 1. Introduction Having a long history, ESP (English for Specific Purposes) took start around 1960s when general English courses were not enough to compensate for the specific needs of learners. The emergence of ESP was as a result of such factors as the requirements of the new world order, changes in linguistics, and learner centred education. ESP has two climaxes in the history. One at the end of the 2 nd World War in 1945 having given way to a period of huge and remarkable development in scientific, technical and economical movements on a universal extent for several reasons; particularly the rising power of the United States after the World War made English the international language. The other is the oil crisis at the beginning of 1970s causing western finance and knowledge to get into the oil-rich lands. After the mentioned events, all of a sudden, English language appeared to have an impact on business and commercial fields (Hutchinson and Waters, 1987). Though, ESP education started in 1950s and 1960s, its fame began in 1970s as a consequence of being dominated by EAP (English for Academic Purposes) education (Dudley-Evans and St. John, 1998). ESP can be interpreted as the education of English language with the aim of employing it at a specific domain (Celce-Murcia, 2001; Richards and Schmidt, 2010; Hossain, 2013; Otilia, 2015). Hutchinson and Waters (1987) described ESP as a way of language education in which each arrangement on the content and method is settled on the students’ reasoning for learning. They also implied that as English occurred as the approved universal language of technology and commerce, it generated contemporary learners who were particularly conscious about the reason why they were learning a language. According to Hutchinson and Waters (1992), learners know particularly the reason why they are learning a language and it is the consciousness of a need that ESP figures out. Therefore, learners’ needs analysis is defined as the highlight point in the formation of an ESP course since learners are at the centre of this process. Needs analysis is a progressive term which is conducted before, while and after a language program. Scholars have diverse views on the description of needs analysis; however several of them perceive needs analysis as an approach mirroring the requirements, desires and needs of learners in their subject area (Fadel and Elyas, 2015). Clearly, ESP is a facet of applied linguistics which concentrates on relating education process to learners’ needs (Masoumpanah and Tahririan, 2013). Needs analysis often points out the mailto:gokhanulum@adanabtu.edu.tr Ulum 20 activities contained in gathering data which will function as the foundation of developing a curriculum that will correspond to the needs of a specific group of learners (Munby, 1978; Richterich and Chancerel, 1987; Hutchinson and Waters, 1987; West, 1994; Brown, 1995; Dudley-Evans and St. John, 1998; Iwai, Kondo, Limm, Ray, Shimizu and Brown, 1999; Saragih, 2014). In ESP, needs analysis is thought to be the cornerstone (Dorda, 2005; Gass, 2012; Otilia, 2015). Indeed, the term needs analysis has been very different so far. Initially, in 1960s and early in 1970s, needs analysis covered evaluating the communicative needs of the learners; however, the tasks of needs analysis are currently much more intricate in which they focus on piling data about learners, describing the target situation, as well as the setting of ESP (Otilia, 2015). Besides, the portrayal of needs analysis in any ESP program is priceless. It is seen as a necessity in any course design (Munby, 1978; Hutchinson and Waters, 1987; Richterich and Chancerel, 1987; Robinson, 1991; West, 1994; Brown, 1995; López, 1997; Dudley-Evans and St John, 1998; Khan and Awan, 2011). As suggested by West (1994), needs analysis explains what the learners will be asked to do with English in the target situation and how they may best grasp the target language throughout the education (West, 1994). Additionally, Larsen-Freeman and Long (1991) state that the effect of attitudes of language learning can be higher in settings where there is more interaction between learners and the native speakers. With all these in mind, this study aimed at examining the needs, functions and language difficulties of 105 public order police officers serving in Antalya, Turkey. 1.1. Research questions This study focuses on English language needs analysis of public order police officers. In other words, the study aims to seek answers to the following research questions to define the language needs of public order police officers: 1) What English language skills do public order police officers perceive as the most important for their workplace? 2) How difficult are the English language skills for public order police officers? 3) What motivates public order police officers to use English? 2) What functions of English language are necessary for public order police officers? 2. Method 2.1. Significance of the study In ESP field, there are just a few studies on the English language needs of police officers. Therefore, this study is very significant. Besides, the study reports the results of a questionnaire with open ended questions directed to public order police officers working in Antalya, Turkey. ESP teachers instructing police officers and research conductors studying on this specific research area should employ the results of this study to make inferences that will upgrade the status of their work. Furthermore, this study is expected to encourage further studies on ESP. 2.2. Sampling The respondents in this study were selected from the public order department of national police forces in Antalya, Turkey. In other words, the sample consisted of 105 male public order police officers from Antalya- one of the most attractive tourist destinations in Turkey. Upon selecting the police officers, the convenience sampling method was used as the target population was too large, and therefore not accessible. 83 of the respondents declared that they believe in the importance of having English competence, while 19 of them declared not International Online Journal of Education and Teaching (IOJET) 2017, 4(1), 19-30. 21 believing in it, and there were 3 respondents with no answer. Besides, 36 of the respondents were at the age of 31-35, 29 of them were at the age of 25-30, 25 of them were at the age of 36-40, and 15 of them were at the age of 41-45. Moreover, 93 of the participants declared to have a graduate degree, 8 of them to have a post-graduate degree, and 4 of them to have a high school degree. Regarding the work experience, 44 of the participants had the work experience of 6-10 years, 33 of them had the work experience of 11-15 years, 15 of them had the work experience of 16-20 years, 9 of them had the work experience of 1-5 years, and 4 of them had the work experience of 21-25 years. Additionally, 51 of the police officers suggested they need English at their current workplace (32 needed it sometimes, 11 needed it rarely, 4 needed it always and 4 needed it often) while another 51 participants mentioned that they do not need it, and there were 3 respondents with no answer. Lastly, Table 1 displays the perceptions of the respondents on their level of English: Table 1. Perspectives on English Proficiency Level N Mean Std. Deviation Listening Skill 105 2.42 1.108 Reading Skill 105 2.42 .998 Vocabulary Knowledge 105 2.41 1.116 Speaking Skill 105 2.33 1.015 Writing Skill 105 2.31 .983 Grammar 105 2.14 1.095 Valid N (listwise) 105 By looking at Table 1, it can easily be understood that the proficiency level of the respondents is low. That’s to say, the police officers do not have enough competency of English language. 2.3. Data Collection Tools In this study, perceptions towards English language needs of public order police officers were measured by means of a questionnaire adapted from the study of Aldohon (2014) and Güleç (2013). This study was conducted having resource to the descriptive research design with a view to identifying the perspectives of public order police officers pertaining to their English language needs in their workplace. Oppenheim (1992) indicates that research design makes the problem researchable by shaping the study in a way that will find exact responses to basic problems. He adds that a questionnaire is not only a number of questions or a survey to be completed; it is especially an instrument for the collection of specific type of data. The questionnaire was directly administered to the target group by a police officer working in the national police forces in Antalya, Turkey and supporting the study data gathering process. Based upon a descriptive research design, this study involved the data analysis of descriptive statistics. In this sense, SPSS 20.0, a Statistical Program for Social Sciences was capitalized on to report police officers’ viewpoints in numerical data. In order to analyze the data obtained from the questionnaire, mean was used as a statistical technique in order to find out the rate of agreement related to the items about the English language needs of the public order police officers at their workplace. The following degrees of scoring were used in order to compare the means of the perspectives specified: (1) Very low: 1.00 – 1.49, (2) Low: 1.50 – 2.49, (3) Moderate (average): 2.50 – 3.49, (4) High: 3.50 – 4.49, and (5) Very high: 4.50 – 5.00. Furthermore, the assumption of normality was tested via examining Kolmogorov- Smirnova suggesting that normality was a reasonable assumption while Cronbach’s Alpha Ulum 22 was used suggesting that the questionnaire was reliable (% 83). Finally, the open ended questions were analysed according to frequencies of mentioned views. 3. Data Analysis and Results 3.1. Results pertaining to the perspectives on the importance of English In the questionnaire, there are 4 items related to results pertaining to the perspectives on the importance of English, particularly in terms of four language skills. Table 2 clarifies the results pertaining to the perspectives of the police officers on the importance of English. Table 2. Results pertaining to the perspectives on the importance of English N Mean Std. Deviation Speaking Skill 105 3.67 1.130 Listening Skill 105 3.59 1.132 Reading Skill 105 3.43 1.176 Writing Skill 105 3.34 1.223 Valid N (listwise) 105 It is clearly seen from Table 2 that the importance of speaking skill is high with a mean (x̅) score of 3.67. Besides, the importance of listening skill is high as well by looking at the mean (x̅) score of 3.59. On the other hand, reading skill with a mean (x̅) score of 3.43 and writing skill with a mean (x̅) score of 3.34 are of moderate importance. 3.2. Results pertaining to the difficulty of language skills In the questionnaire, there are 4 items related to results pertaining to the perspectives on the difficulty of language skills. Table 3 clarifies the results pertaining to the perspectives of the police officers on the difficulty of language skills. Table 3. Results pertaining to the perspectives on the difficulty of English language skills N Mean Std. Deviation Listening Skill 105 3.19 1.177 Writing Skill 105 3.09 1.205 Reading Skill 105 3.05 1.167 Speaking Skill 105 3.00 1.051 Valid N (listwise) 105 When looking at Table 3, it is easily understood that the difficulty of four English language skills is of average difficulty. In other words, it can be concluded that four language skills are moderately difficult. 3.3. Results pertaining to the problems and difficulties in listening skill In the questionnaire, there are 4 items related to results pertaining to the perspectives on the problems and difficulties in listening skill. Table 4 clarifies the results pertaining to the perspectives of the police officers on the problems and difficulties in listening skill. Table 4. Results pertaining to the perspectives on the problems and difficulties in listening skill N Mean Std. Deviation The fast speech of foreign tourists 105 3.96 1.018 Unknown vocabulary 105 3.90 .925 Unfamiliar foreign accents 105 3.65 .907 International Online Journal of Education and Teaching (IOJET) 2017, 4(1), 19-30. 23 Lack of listening opportunities 105 3.57 1.072 Valid N (listwise) 105 One can understand from Table 4 that the fast speech of foreign tourists with a mean (x̅) score of 3.96, unknown vocabulary with a mean (x̅) score of 3.90, unfamiliar foreign accents with a mean (x̅) score of 3.65, and lack of listening opportunities with a mean (x̅) score of 3.57 are of high difficulty. 3.4. Results pertaining to the problems and difficulties in speaking skill In the questionnaire, there are 4 items related to results pertaining to the perspectives on the problems and difficulties in speaking skill. Table 5 clarifies the results pertaining to the perspectives of the police officers on the problems and difficulties in speaking skill. Table 5. Results pertaining to the perspectives on the problems and difficulties in speaking skill N Mean Std. Deviation Insufficient knowledge of grammar and structure 105 3.64 1.037 Using inappropriate words and expressions in conversation 105 3.25 .980 Lack of confidence in speaking 105 3.13 .990 Inability to pronounce words and expressions properly 105 2.94 1.150 Valid N (listwise) 105 Table 5 illustrates that insufficient knowledge of grammar and structure with a mean (x̅) score of 3.64 is of high difficulty while using inappropriate words and expressions in conversation with a mean (x̅) score of 3.25, lack of confidence in speaking with a mean (x̅) score of 3.13, and inability to pronounce words and expressions properly with a mean (x̅) score of 2.94 are of average difficulty. 3.5. Results pertaining to the problems and difficulties in Reading skill In the questionnaire, there are 5 items related to results pertaining to the perspectives on the problems and difficulties in reading skill. Table 5 clarifies the results pertaining to the perspectives of the police officers on the problems and difficulties in reading skill. Table 6 Results pertaining to the perspectives on the problems and difficulties in reading skill N Mean Std. Deviation Unable to understand the vocabulary 105 3.66 1.106 Unable to understand lexical items in the tourists documents 105 3.63 1.144 Having inadequate vocabulary in reading 105 3.52 1.056 Reading unfamiliar passages Reading too long passages 105 105 3.41 3.38 1.299 1.296 Valid N (listwise) 105 Table 6 illustrates that unable to understand the vocabulary with a mean (x̅) score of 3.66, unable to understand lexical items in the tourists documents with a mean (x̅) score of 3.63, and having inadequate vocabulary in reading with a mean (x̅) score of 3.52 are of high difficulty while reading unfamiliar passages with a mean (x̅) score of 3.41, reading too long passages with a mean (x̅) score of 3.38 are of average difficulty. Ulum 24 3.6. Results pertaining to the problems and difficulties in writing skill In the questionnaire, there are 4 items related to results pertaining to the perspectives on the problems and difficulties in writing skill. Table 7 clarifies the results pertaining to the perspectives of the police officers on the problems and difficulties in writing skill. Table 7. Results pertaining to the perspectives on the problems and difficulties in writing skill N Mean Std. Deviation Lack of grammar knowledge 105 3.73 1.137 Insufficient skills of writing 105 3.70 .960 Having inadequate vocabulary 105 3.66 1.025 Lack of opportunity to write 105 3.64 1.082 Valid N (listwise) 105 According to Table 7, it is clearly understood that the items related to the problems and difficulties in writing skill are of high difficulty. In other words, it can be concluded that four problems or difficulties in writing skill are highly faced by the respondents. 3.7. Results pertaining to the motivational factors to use English In the questionnaire, there are 11 items related to results pertaining to the perspectives on the motivational factors to use English. Table 8 clarifies the results pertaining to the perspectives of the police officers on the motivational factors to use English. Table 8. Results pertaining to the perspectives on the motivational factors to use English N Mean Std. Deviation To be appointed abroad for occupational development. 105 3.83 1.066 To get enough score in national and international examinations. 105 3.82 1.382 To communicate with foreigners who can’t speak Turkish. 105 3.70 1.125 To meet with people from diverse countries and cultures. To take part in missions of international peace forces that require English. To make translations about my occupation. To search in websites about my job and general issues. For post-graduate studies. To follow English publications about my job. To take part in meetings and conferences about my job as well as to make presentations in such places. To write English reports and articles about my job. 105 105 105 105 105 105 105 105 3.62 3.60 3.42 3.38 3.32 3.08 2.96 2.90 1.186 1.145 1.329 1.235 1.464 1.380 1.499 1.541 Valid N (listwise) 105 By looking at Table 8, it is clearly seen that to be appointed abroad for occupational development with a mean (x̅) score of 3.83, to get enough score in national and international examinations with a mean (x̅) score of 3.82, to communicate with foreigners who can’t speak Turkish with a mean (x̅) score of 3.70, to meet with people from diverse countries and cultures with a mean (x̅) score of 3.62, and to take part in missions of international peace forces that require English with a mean (x̅) score of 3.60 are necessary. On the other hand, to make translations about my occupation with a mean (x̅) score of 3.42, to search in websites about my job and general issues with a mean (x̅) score of 3.38, for post-graduate studies with International Online Journal of Education and Teaching (IOJET) 2017, 4(1), 19-30. 25 a mean (x̅) score of 3.32, to follow English publications about my job with a mean (x̅) score of 3.08, to take part in meetings and conferences about my job as well as to make presentations in such places with a mean (x̅) score of 2.96, and to write English reports and articles about my job with a mean (x̅) score of 2.90 are averagely necessary. 3.8. Results pertaining to the functional use of English In the questionnaire, there are 13 items related to results pertaining to the perspectives on the functional use of English. Table 9 clarifies the results pertaining to the perspectives of the police officers on the functional use of English. Table 9. Results pertaining to the perspectives on the functional use of English N Mean Std. Deviation Responding to questions or solving problems. 105 3.87 1.034 Explaining a foreigner what to do on the phone or face to face when he or she asks for help. 105 3.87 1.025 Asking questions or giving answers about the profile of an individual. 105 3.87 1.182 Questioning or taking the statements of a criminal or a sufferer. Dialogues on asking or answering about addresses. Doing the required jobs when someone is suffering. Asking questions to a foreigner with a passport and answering his or her question as well. Offering help when foreigners get lost or cannot find their destination. Offering help in case of loss or something stolen and being got laid. Dialogues about security issues and getting in touch in case of an emergency. To get in touch with consulate whenever foreigners need. Offering help in terms of passport procedures. Dialogues on historical and touristic places. 105 105 105 105 105 105 105 105 105 105 3.86 3.84 3.82 3.80 3.74 3.70 3.68 3.61 3.51 3.31 1.092 1.044 1.155 1.077 1.019 1.167 1.195 1.235 1.177 1.162 Valid N (listwise) 105 With regard to the functional use of English, it is easily understood that dialogues on historical and touristic places with a mean (x̅) score of 3.31 is of average importance while the rest of the items are all important. 3.9. Results pertaining to the Open-ended Questions Remarks, codes and frequencies from answers of the respondents to the open-ended questions were given in Table 10. Ulum 26 Table 10. Views of Public Order Police Officers Related to their Language Needs Codes Frequency Remarks of Police Officers The most used language skill by the respondents. 18 Speaking 7 Listening 5 Reading Where and how English is used. 10 Usually since Antalya is a touristic city. 4 When asking and answering about an address. 3 When searching in the internet. 2 When taking foreigners’ statements. 2 When watching movies. 2 When travelling abroad. With whom English is used. 21 I use English with tourists. By looking at the answers to open ended questions, it is easily understood from Table 10 that 18 respondents mostly use speaking skill, 7 respondents mostly use listening skill and 5 respondents mostly use reading skill. Regarding where and how English is used, majority of the respondents with a frequency of 10 usually use English since Antalya is a touristic city, while 4 participants use English when asking and answering about an address, 3 participants use English when searching in the internet, 2 participants use English when taking foreigners’ statements, 2 participants use English when watching movies, and 2 participants use English when travelling abroad. In terms of with whom they speak English, 21 participants declared that they use English with tourists. 4. Discussion This study referred to the Turkish public order police officers’ English language needs for the first time. The analysis of the results has provided important answers to the research questions of the study. Initially, the police officers were found to be most aware of the importance of speaking and listening skills. English language is important for effective communication between Tourist Police officers and foreign tourists (K-Romya, 2006). In her study, to determine the perceived current levels of English communication skills of Tourist Police information, K-Romya (2006) used in-location observations, focus groups and individual interviews through a sample of administrators, Tourist Police officers and foreign tourists. The ability of police officers to communicate in English is important. Recent studies (Tansrisawat, 1991; Promrat, 1998; Meemark, 2002; K-Romya, 2006) on the ability of police officers in communicating through English have shown that there is a requirement for English courses to support them with the essential communication skills. Besides, the studies show that police officers and candidate police officers see speaking and listening as the most necessary skills they need to acquire (Mackay and Mountford, 1978; Munby, 1978; Abo Mosallem, 1984; Akyle and Yalcin, 1991; Alhuqbani, 2008; Khamkaew, 2009; Qaddomi, 2013). In this study, the police officers perceive some motivational factors necessary. For instance, they want to learn and use English to be appointed abroad for occupational development, to get enough score in national and international exams, and to communicate with foreigners who cannot speak Turkish. Based on earlier ESP studies (Alhuqbani, 2009; International Online Journal of Education and Teaching (IOJET) 2017, 4(1), 19-30. 27 Al-Tamimi and Shuib, 2009), motivations are important sources for police officers towards learning English. Furthermore, the participants in this study see functional use of English important. In her study, Tipmontree, S. (2007) stated that there were several daily work tasks for which police officers used English language. They listened to general information and telephone calls, complaints and reports, while speaking English to make general conversations with tourists and to help them as well. In terms of difficulties, while four language skills were moderately difficult for the public order police officers in this study, Qaddomi (2013) put forward that candidate police officers had difficult times in pursuing natural English dialogues at their natural speech speed, and in speaking with tourists with different dialects. Moreover, Alhuqbani's (2008) found out that Saudi police officers had difficulty in communicating through English in the same cases Qaddomi (2013) stated, as well. 5. Conclusion and Pedagogical Implications With this study, it was aimed to highlight the English language needs of the public order police officers who are working at a touristic place. The picture drawn by the findings illustrates that:  Speaking and listening skills are of high significance for the public order police officers when looking at the mean (x̅) scores of 3.67 and 3.59;  In terms of difficulties, four language skills are moderately difficult for the public order police officers. However, regarding the specific difficulties in language skills, the following conclusions were reached out: (1) when listening, the fast speech of foreign tourists, unknown vocabulary, unfamiliar foreign accents, and lack of listening opportunities are of high difficulty, (2) insufficient knowledge of grammar and structure make speaking process highly difficult, (3) with reference to reading skill, having inadequate vocabulary knowledge or not understanding the words and lexical items in the tourist documents are of high difficulty, and lastly (4) in terms of writing skill, lack of grammar knowledge, insufficient skills of writing, having inadequate vocabulary, and lack of opportunity to write are of high difficulty again.  The respondents see such motivational factors necessary: (1) to be appointed abroad for occupational development, (2) to get enough score in national and international exams, (3) to communicate with foreigners who cannot speak Turkish, (4) to meet with people from diverse countries and cultures, (5) to take part in missions at international peace forces that require English; and  The participants see functional use of English important, such as asking questions or giving answers about the profile of an individual, explaining a foreigner what to do on the phone or face to face when he or she asks for help, and responding to questions or solving problems. After this very specific needs analysis study, the following implications were structured;  Special emphasis should be put into speaking and listening instructions of police officers who may work at touristic places.  The motivational factors to increase the desire of learning English should be promoted more.  ESP should be introduced to all police officers who work or will work in touristic places.  The ESP course content of the police officers should be based on their perceived English needs. Ulum 28 Finally, the results obtained from this descriptive study may prove to be of much help for ESP instructors, ESP curriculum and program designers and developers, ESP research conductors, educational administrators and educational policy makers. International Online Journal of Education and Teaching (IOJET) 2017, 4(1), 19-30. 29 References Abo Mosallem, E. (1984). English for police officers in Egypt. The ESP Journal, 3, 171-81. Akyel, A., & Yalcin, E. (1991). Principles involved in writing an ESP textbook for Turkish policemen. Journal of Human Sciences, 10 (2), 1-25. Aldohon, H. I. (2014). English for Specific Purposes (ESP) for Jordanian Tourist Police in Their Workplace: Needs and Problems. International Education Studies, 7(11), 56. Alhuqbani, M. (2008). Identifying the English language needs of Saudi police officers. Ayn, 1(2), 55-97. Alhuqbani, M. (2009). A study of Saudi police officers' motivations and attitudes for learning English as a foreign language. Journal of King Saud University: Languages and Translation, 21, 31-55. Al-Tamimi, A. & Shuib, M. (2009). Motivation and attitudes toward learning English: A study of petroleum Engineering undergraduate at Hadhramout University of sciences and technology. GEMA Online Journal of language Studies, 9 (2), 29-55. Retrieved from: http://www.ukm.my/ppbl/Gema/abstract%20for%20pp%2029_55.pdf Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle and Heinle. Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M. Celce-Murcia (Ed.), TeachingEnglish as a Second or Foreign Language. Boston: Heinle and Heinle. Dorda, S. (2005). Needs Analysis and Evaluation in ESP. Dudley-Evans, T. & St John, M.J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press. Fadel, S. & Elyas, T. (2015). ESP Needs Analysis to Integrate a Scientific Reading Program in the English Language Institute at King AbdulAziz University. International Journal of Educational Investigations. 2(4), 14-27. Gass, J. (2012). Needs Analysis and Situational Analysis: Designing an ESP Curriculum for Thai Nurses. English for Specific Purposes World. 36(12), 1-21. Güleç, H. (2013). Identifying English Language Needs of Turkish Police Academy Students: a Needs Based Syllabus Suggestion for Law Enforcement English Course. Unpublished MA Thesis: Anadolu University Graduate School of Educational Sciences, Eskişehir. Hossain, M. (2013). ESP needs analysis for engineering students: A learner cantered approach. Presidency University, 2(2), 16-26. Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge University Press. Hutchinson, T. & Waters, A. (1992). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press. Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H. & Brown, J. D. (1999). Japanese language needs analysis. Khamkaew, S. (2009). Needs and problems in English listening and speaking skills: A case study of metropolitan police officers at counter service as Chana Songhram police Ulum 30 station. (Unpublished master's thesis). Srinakharinwirot University, Bangkok. Retrieved from: http://share.pdfonline.com/4565a8bc373b449a9f8ce2b59f68aba0/Suthee_K.htm Khan, T. M. & Awan, A. S. (2011). Needs Analysis of English for Occupational and Specific Purposes. International Journal of Social Sciences and Education, 1(4). K-Romya, P. (2006). Deficiency of Communication in English a Major Hindrance for Tourist Police in Thailand. EDU-COM International Conference. 265-273. Larsen-Freeman, D. & Long, M. (1991). An introduction to second language acquisition research. London: Longman. López, Á. L. (1997). Using a needs analysis as a means of reflection on ESP syllabus. LFE: Revista de lenguas para fines específicos, (4), 115-132. Mackay, R., & Alan Mountford. (Eds.). (1978). English for specific purposes. London: Longman Group Limited. Masoumpanah, Z. & Tahririan, M. H. (2013) Target Situation Needs Analysis of Hotel Receptionists. English for Specific Purposes World, (40). Meemark, M. (2002). An analysis of needs and problems of English for Tourist Police. Mahidol University, Bangkok. Munby, J. (1978). Communicative syllabus design: a sociolinguistic model for defining the content of purpose-specific language programmers. Cambridge University Press. Otilia, S. M. (2015). Needs Analysis in English for Specific Purposes. Academica Brâncuşi Publisher, Economy Series, 1(2), 54-55. Promrat, N. (1998). A study of English vocabulary competency and problems of the Tourist Police in the Lower Central Region of Thailand., Naresuan University, Pitsanulok. Qaddomi, H. (2013). English for specific purposes in Palestinian context: Determining EFL cadets' needs at AlIstiqlal University. Theory and Practice in Language Studies, 3 (7), 1110-1122. Richterich, R. & Chancerel, J.L. (1987). Identifying the needs of adults learning a foreign language. Oxford: Prentice Hall. Richards, J.C. & Schmidt R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics (4th Edition). London: Longman. Robinson, P. (1991). ESP today: A practitioner’s guide. New York: Prentice Hall. Saragih, E. (2014). Designing ESP Materials for Nursing Students Based On Needs Analysis. International Journal of Linguistics, 6 (4), 59. Tipmontree, S. (2007). The Use and the Problems of English and Intercultural Communication Skills of Thai Tourist Police Officers (Doctoral dissertation, University of the Thai Chamber of Commerce). Tansrisawat, S. (1991). An opinion stdy of the concerned-persons in tourism industry towards the operation of tourist police in Pattaya., Thammasart University, Bangkok, Thailand. West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 19.