Abstract

Students often learn English not out of interest in the language or culture, but because it is necessary for their academic or professional pursuits. The 1970s marked the rise of Language for Academic Specific Purposes. It differentiates between English for General Academic Purposes and English for Specific Academic Purposes. A humanistic approach to Language Needs Analysis emphasizes the importance of involving learners in identifying their own language needs, recognizing that these needs are dynamic and influenced by various social factors. The study aims to explore the English language needs of bachelor students in insurance management, a field that requires specific linguistic competencies. It seeks to address the gap between current ELT provisions and industry expectations, focusing on the needs of students and professionals in the Iranian insurance sector. A humanistic approach to need analysis emphasizes the importance of involving learners in the process of identifying and negotiating their own language needs, taking into account their interests, preferences, feelings, and values. A humanistic approach also recognizes that language needs are dynamic and emergent, rather than static and predetermined, and that they are influenced by various social and cultural factors (van Lier, 1996). According to Elias and Merriam (2005), Major assumptions underlying humanism include (1) human nature is inherently good, (2) individuals are free and autonomous and they are capable of making key personal choices, (3) the potential of humans is essentially infinite for development, (4) self-concept has an important role in growth. (5) Individuals have an urge toward self-actualization, (6) reality is defined by each person, and (7) individuals are responsible for themselves and others.
The study employs a triangulated quantitative-qualitative methodology, incorporating observations, interviews, and questionnaires to gather data from diverse sources. Participants of this study were of two main groups: Academic groups, which consisted of instructors and students. The second group comprised technical groups or people at workplaces, consisting of staff-level employees, and managerial-level employees of insurance companies. Instructors participating in this study were content-teachers who were teaching the ESAP course for Insurance management for 5 to 25 years. 10 male and female instructors attended the present study. Additionally, 100 students were selected from the bachelor students of Insurance Management. Staff- level employees consisted of 100 male and female working in different departments of insurance companies in which English is a necessity. They had at least bachelor degree in different fields, mostly Insurance Management, Business Administration, MBA and Public Administration. Their age ranged between 25 and 55 with a 5 to 25 year-work experience. Furthermore, 10 managerial-level employees working in different departments in which English is a necessity participated in the project. Their age ranged between 40 and 55 with a 15 to 25-year work experience. They were managers and deputy managers holding master or doctoral degrees in different fields of study such as MBA, English literature, Marketing Management, and Public Administration. They were qualified in general English and highly qualified in their occupational skills, with some teaching experiences in Insurance courses. The research utilizes both quantitative and qualitative instruments, with questionnaires developed based on literature themes, observations, and discussions with managers and instructors. The questionnaires, consist of demographic questions and language needs assessments from both students and employees. In Observations of ESAP classes and workplace English requirements were also conducted. Data collection involved structured interviews and statistical analysis using SPSS, with results analyzed descriptively through tabulation and frequencies.
The study presents demographic data on participants in a survey regarding English language needs in the context of insurance management. The educational background indicates that all students hold a Bachelor's degree, while instructors predominantly possess Master's degrees (90%) and some have Ph.D. degrees. Staff members have a mix of educational qualifications, with 64% holding Master's degrees, and managers also primarily have Master's degrees (80%). Regarding English proficiency, instructors and managers’ report that 60% have upper-intermediate proficiency, while 40% are at an advanced level. The study highlights the necessity of covering relevant topics in the ESP course book for insurance management. Participants agree on the importance of including industry-specific content, such as policies, loss reports, and correspondence with foreign companies, to enhance language skills and prepare individuals for the challenges in the insurance sector. Overall, the findings underscore the significance of targeted language training in the insurance field.
By adopting a humanistic approach to language needs analysis, the study emphasized the importance of considering learners' perspectives, interests, and values in identifying and addressing their language needs. The findings of the study revealed an agreement among the participants regarding the importance of English language proficiency in the insurance industry. It was totally recognized that English skills played a significant role in job performance and effective communication within the insurance sector. The inclusion of topics such as conversations with foreign insurance companies, comprehension of insurance documents, and writing insurance reports was deemed necessary to equip learners with the language skills and domain knowledge required for success in the insurance management field. The use of authentic materials, case studies, and interactive tasks was recommended to provide learners with opportunities to apply their language skills in practical insurance scenarios. It is worth mentioning that the current course and course book under study was so far from the humanistic-based course and course book. No attractive content and motivating activities were seen in the course book. The textbooks included a rigid distribution of instructional exercises and activities, mostly focusing on reading comprehension. Classes were demotivating, since the leading instructional technique was translation. Needs, wants and desires of the students were totally ignored, expectations of instructors were unnoticed as well. All these items led to an unpleasant class environment. The study's results emphasized the importance of developing tailored language instruction that addressed the specific language needs of individuals within the insurance management context. By considering learners' perspectives and involving them in the process of identifying and negotiating their language needs, educators and curriculum developers can design more effective language programs and materials. These findings had practical implications for curriculum design, materials development, and language instruction in insurance management education. Future research could further explore the challenges and needs of insurance management professionals in greater depth. Additionally, investigating the effectiveness of implementing a humanistic approach to language instruction and materials development in insurance management education would be valuable. Further studies could also explore the integration of technology, such as online resources and virtual communication tools, to enhance learners' language skills and facilitate authentic insurance-related interactions. In conclusion, this study provided valuable insights into the English language needs of bachelor students and instructors, as well as professionals in insurance management education.