Alignment of Tasks and Activities in English Communicative Course Material with Learners’ Communicative Needs: The Case of First Year Regular Students at Rift Valley University, Chiro Campus

Abstract

The purpose of this study was to identify the alignments of the tasks and activities in English communicative course material with learners’ communicative needs. The study adopted descriptive research design which makes use of both quantitative and qualitative methods. In doing so, data were collected from 30 students who were selected randomly from 68 accounting students; moreover, included one teacher. Relevant data became collected through questionnaire, interview and analysis of the course material in use. Then, the problems the tasks in communicative course material, the learners’ expectation to perform in their profession were identified. The finding revealed that the students were not satisfied with the tasks in the course material because the course designers and teachers did not design relevant activities in terms of learners’ professional needs. It was discovered that the mismatch appeared between the students’ communicative needs and the tasks in communicative course material is due to the students’ lack of effective communication proficiency. This is because the tasks in communicative English course offered do not equip with learners’ specific communication skills. Thus, it was found that the communicative course material is not adequately aligned with the learners’ communicative needs. Based on the finding, it was recommended that syllabus designers and English teachers should prepare specific communicative course for students considering their academic and occupational needs which were identified in this study. In addition, Rift Valley University curriculum revisers and English teachers should analyze the tasks in communicative course material to align them with learners’ communicative needs and make an adjustment in which the students will be provided with specific communicative course.