Investigating the English language needs of Emirati police cadets

Abstract

This study aims at determining the English language needs of Emirati police cadets. The study was conducted on 70 cadets from Sharjah Police Science Academy, UAE. A six-part questionnaire was developed to identify what the cadets perceived as their needs from their English as a Foreign Language (EFL) course. The results of the study show that improving their listening, speaking and writing skills were ranked as most important by the cadets, and they also stressed an urgent need for studying English for security purposes (e.g., the language needed to enhance their job performance and their chances of promotion). Relevant interpretations and recommendations are offered.

Full text

Investigating the English language needs of Emirati police cadets
Dr. Amany Abdel-Ghany Al-Sabbagh
Police Science Academy - Sharjah, United Arab Emirates
Abstract
This study aims at determining the English language needs of Emirati police cadets. The
study was conducted on 70 cadets from Sharjah Police Science Academy, UAE. A six-part
questionnaire was developed to identify what the cadets perceived as their needs from their
English as a Foreign Language (EFL) course. The results of the study show that improving their
listening, speaking and writing skills were ranked as most important by the cadets, and they also
stressed an urgent need for studying English for security purposes (e.g., the language needed to
enhance their job performance and their chances of promotion). Relevant interpretations and
recommendations are offered.
Key Words: needs analysis - ESP-Emirati police cadets - police academies-SPSA
Introduction
The emergence of English as a world language has given rise to different teaching
situations. English for Specific Purposes (ESP) is a term that refers to teaching or studying
English for a particular career, such as law, medicine or for business in general. Developing and
teaching an ESP course requires an understanding of ESP’s development, types and different
teaching concepts. However, it is also of great importance to start with the two main reasons that
have led to the global flourishing of ESP. Firstly, there has been a continuous increase in the
need for a way of meaningful international interaction, especially because of the unsurpassed
progress in the field of science and technology after the Second World War, and the spread of
globalization. Secondly, in ESP learning a second language should correlate with a needs
analysis to meet students’ demands (Hutchinson & Waters, 1987).
ESP is defined as being learner-centered as it is specifically designed to meet the
students’ individual needs to learn a second language. According to Robinson (1991), there are
two main features of ESP. The first is defined by the targets to be achieved, while the second
depends on a study of the different learners’ demands and the outcomes for which they decide to

study English. With this in mind, the time needed for determining learners’ needs should be
carefully taken into consideration when designing an ESP course. Therefore, in order to decide
the skills learners need to acquire to be able to achieve certain tasks professionally, ESP courses
need to be put under careful examination. Ali and Salih (2013) state that the way the curriculum
is planned needs to reflect the prerequisites required by learners, so this planning becomes a
means to enhance the needed and targeted language skills. This runs parallel to the fact that the
learners themselves are the ones involved in the whole procedure as they are the ones to whom
the intended learning outcomes are addressed. Therefore, their part in the procedure should not
be denied given the significance of their requirements which formulate the core material and
objectives of the learning program. As Taso (2011) declared, in ESP courses, managers and
syllabus designers rely on the data obtained from learners to design their programs. This will
help to achieve progress in the students desired language skills as in such programs there will be
communicative tasks that integrate language with the learners’ requirements and awareness at the
same time.
To sum up, in ESP the learners themselves are often the best decision makers concerning
what they need to study. They can pinpoint exactly what their language needs are, for example
when the course is related to policing or security institutions. In this paper a description is
provided of research which has been conducted to examine the specific English language
requirements of Emirati police cadets at the Sharjah Police Science Academy. This study aims to
identify the English language needs seen as important by Sharjah Police Science Academy
cadets and to use the information gathered to update the curriculum of the English language
courses provided at the Academy.
Review of literature and Previous Studies
The aim of this part of the research is to discuss previously-related studies concerning
police cadets 'essential requirements from studying English for specific purposes (ESP), looking
at a number of pertinent studies that have investigated police cadets’ and officers' goals for
studying the English language.
ESP has been defined in a variety of ways in the studies that examined it. Hutchinson &
Waters (1987) illustrate that it had to target learners’ requirements. Strevens (1988) based his

definition on the features that are particular to ESP and define it solely. Orr (2002) regards ESP
as a particular teaching attitude that is closely connected to the tutor’s part and the learners’
emotional elements.
Strevens (1988) determined two features for ESP. The first one is Absolute
characteristics, which is considered the prerequisites for studying a certain language of primary
importance so that they can be targeted through the teaching procedure, whether related to
particular fields of study, professions, speech, grammar, terminology. The second feature is
Variables characteristics, which focuses on certain language skills that ought to be acquired and
cannot be taught according to a certain pre-set or planned procedure.
There are five stages for the growth and expansion of ESP. It started in the early 1960s,
by concentrating on the sentence level to build syllabi that relies on categories that are familiar to
the learners. After that, it developed more and began to put into consideration the verbal features
that are related to sentences and the proper way to use them as tools to help in communicative
tasks. Later on, ESP began to emphasize the skills are vital to be learnt in addition to how putting
these skills in the center of the learning procedure and whatever is related to it. The learners’
mastery of those skills was the core issue of that stage that was concerned with helping them in
achieving that target for their occupations or professional development. Hence, instruction
approaches, classroom managing, learners’ and teachers’ parts in the classrooms, and emotional
influences like investigation of requirements and attitude have been carefully studied and
examined by researchers (Allen &Widdowson, 1974).
The concept of needs analysis accompanies the development of ESP which is a novice
subdivision of ELT that marks the learners together with their particular needs as the focal point
and center of attention (Khushi, 2012). In order to specify that, the learners’ knowledge and
abilities have to be decided in addition to what they look forward to learning and doing so as to
find a link between the two areas. Accordingly, examining such requirements comprises looking
for besides inferring data concerning learners’ requirements for the program to target them
efficiently.
According to Qaddomi (2013) ESP, the notion of “needs analysis” is managed in a
variety of means based on learners’‟ wants of language, and the actual needs of learners’’. He
stated three motives of ESP. The first motive is that it is essential for the learners’ future

profession as it is requires in police, implementation of the decree and other fields. Secondly, the
professional drilling course purpose comprises hotel and catering staff. Thirdly, the proficient
education is an additional tenacity of ESP such as engineering, medicine, law… etc. Khamkaew
(2009) guarantees that, needs analysis is the primary stage for the improvement of language
syllabus. It encompasses recognizing and gathering material and data concerning learners '
requirements, then examining them, and finally resolving the necessary items that ought to be
included in syllabi according to such analysis.
Studies related to needs analysis in police work
Planners of ESP courses rely on examining learners' needs as an operational means for
creating an efficient syllabus. Therefore, a number of ESP researchers have examined police
cadets' perceived English language needs and by doing so have demonstrated the danger of
overlooking the results of such examinations while planning ESP programs. The first of these
researchers is Abo Mosallem (1984), who examined 150 Egyptian police officers in ten police
departments to explore their English language needs. His research revealed that the following
areas were highlighted as being important by the respondents: Passport Information, Special
Security, Airport Security, Tourist Police, Traffic Police, Criminal Investigation Division, Public
Relations, Interpol, State Security, and police stations. Analyzing the results of a questionnaire
he noticed that there was a variety in the language skills and sub-skills needed by the officers
according to their specific police departments. In addition, speaking and listening skills were
given the utmost importance by all departments, with the exception of the Interpol Police
Department that allotted the utmost precedence to reading and writing skills.
Further research was conducted by Alhuqbani (2008), who investigated Saudi Arabian
police officers and their requirements for English language training. In this study, 103 police
officers took a questionnaire and the outcomes point to the perceived vital importance of the
English language in their profession. The policemen who answered the questionnaire were able
to identify ways of managing the language skills needed for the beneficial development of their
profession and there was overall agreement about the essential nature of such skills.
Consequently, the research offered a number of overall strategies to develop the English
language course at King Fahd Security College.

A more wide-ranging and comparative piece of research was conducted by Alhuqbani
(2014), who endeavored to trace the similarities and differences of English language instruction
to police cadets in police colleges and academies in four members of the Gulf Cooperation
Council. The police colleges that took part were King Fahd Security College in Saudi Arabia,
Kuwait Police College, Qatar Police College, and Dubai Police College. The strategy of teaching
English to the police cadets in these colleges was examined the results were shown on their
websites and authorized papers. The research revealed that there were noticeable differences in
the way English was taught and there was no harmony in either the materials being taught or the
methodologies being used. What is more, the study showed that there was a lack of
understanding of the planning and syllabus design techniques needed to effectively teach English
for Specific Purposes. Most strikingly, there was no matching of the present and future needs of
police cadets in these colleges with what was being taught.
Meanwhile, in Thailand, Khamkaew (2009) investigated the language requirements and
perceived difficulties in English listening and speaking skills of 30 Metropolitan Police Officers
working at China Police Station in Bangkok. He developed a questionnaire and conducted
interviews to gather data. The examination of the outcomes showed that the officers felt that their
listening and speaking skills needed to be developed specifically to be able to carry out particular
communicative functions; for example, providing data to and issuing instructions to foreign
visitors. As for listening and speaking difficulties, the contributors specified that understanding
different English accents and struggling to infer the key notions and concepts formed the
listening difficulties they faced. As for the difficulties they encountered regarding speaking,
these varied from difficulty in uttering fundamental expressions, complete sentences, and
articulating English vowel sounds.
Qaddomi (2013) investigated the English language requirements of 91 cadets at Al
Istiqlal University in Palestine by modifying Alhuqbani's (2008) questionnaire. The outcomes
showed that the cadets' English expertise standard was intermediate and there was a self-
professed weakness in listening and speaking skills, which the cadets also ranked as the most
important language skills needed for law enforcement. Furthermore, it was revealed that
following English conversations in a normal tone was the hardest language problem they
encountered. Qaddomi's outcomes are constant to Alhuqbani's (2008).

Khushi (2012) conducted research in order to explore the English language requirements
of Pakistani army cadets from the tutor’s observations. This research was also intended to play a
role in the improvement of a course of English for Military Purposes. The scholar interviewed 12
teachers and the outcomes showed that the English Language has great importance in the cadets’
theoretical and specialized lives. The outcomes also revealed that the productive skills, speaking
and writing, were seen as more imperative than reading and listening, the receptive ones.
Finally, in the most contemporary piece of research, Ulum (2016) conducted a survey of
105 public order police officers in Antalya, southern Turkey, to measure their requirements
while communicating in English at work. This survey focused on exploring the English language
requirements, purposes and problems encountered by 105 police officers who serve at the
department of public order. The data was collected using a questionnaire that included open-
ended questions and it revealed the following findings. Firstly, the language skills identified as
being most significant were speaking and listening. Thirdly, it was seen as vital that learning
English should be done in a stimulating way. Finally, the officers stressed the importance of
taking into consideration the practical application of English specifically for public order police
officers when designing a language course.
Methodology
This study seeks to answer to the following two research questions:
1. What are Emirati police cadets’ perceptions of the four Basic English language
skills (reading, writing, listening and speaking) regarding their potential use in
the cadets’ future careers as police officers?
2. How is the English language perceived by Emirati police cadets as important to
their job performance and their chances of obtaining promotion?
Participants
This research was conducted on 70 police cadets in the third and fourth years of their
studies. All of the participants were male and studying at the Sharjah Police Science Academy
(SPSA). They were between 19 and 22 years of age and, on average, had an intermediate
English proficiency level. The research was conducted in the second semester of the academic
year 2016-2017.

Instrumentation
A five-point Likert scale questionnaire was developed to identify the EFL police cadets'
language needs. The items of the six-part questionnaire were adapted from Qaddomi's (2013)
and Alhuqbani's (2008) questionnaires with some modifications.
Validation of study instruments
The draft questionnaire items were checked for content validity by a panel of three
experts in teaching English as a foreign language. Based on the panel’s review and feedback,
modifications were made to suit the purposes of the study. Some items were deleted and others
were added. The reliability was computed using Cronbach Alpha, the obtained value was (0.94),
which was high, and accepted according to the need of the study. The questionnaire used a 5
point Likert scale where the participants selected the response they deemed appropriate.
Procedures of the study
The data collection process took place at Sharjah Police Science Academy (SPSA) during
the second semester of the academic year 2017. The researcher distributed the questionnaire to
the police cadets during their lectures. They were first introduced to the questionnaire’s content
and were asked to fill it in with accurate responses. The cadets were allowed to fully think about
each item in the questionnaire.

Data Analysis
For the analysis of the data, the SPSS (Statistical Package for the Social Sciences) was
used. With regard to the police cadets' responses to the questions in the needs analysis, they were
coded on a five-point scale: "very important=5," important=4," "fairly important=3," "slightly
important=2," "not important=1." The results were statistically computed in terms of frequencies
and percentages.
Results
Question 1: What are Emirati police cadets’ perceptions of the four Basic English language skills
(reading, writing, listening and speaking) regarding their potential use in the cadets’ future
careers as police officers?
The results are shown in Table 1 below:
Table 1: Frequencies and percentages of the SPSA cadets' needs for English language
Item
Frequencies and Percentages
very
important
important
Fairly
important
slightly
important
Not
important
Frequency
%
Frequency
%
Frequency
%
Frequency
%
Frequency
%
1
Listening
comprehension
37 53%
28 40%
2 3%
3 4%
00 00
2
Speaking
competence
40 57%
28 40%
2 3%
00 00
00 00
3
Reading
comprehension
12 17%
36 51%
20 29%
2 3%
00 00
4
Writing competence
35 50%
31 44%
4 6%
00 00
00 00
The results show that none of the police cadets thought that they would not need English
at work after graduation which, given the prominence of the language in the United Arab
Emirates and a lingua franca enabling communication between the millions of foreigners living
in the country, is not too surprising. The majority of the cadets' responses were assigned to the
two categories; "very important," and "important," which indicates that SPSA police cadets are
very aware of the importance of English to their future careers. More than half of the respondents
assigned speaking as the most needed skill (57%), followed by listening (53%), and
writing(50%), while reading received the lowest scores (17%). Accordingly, it is obvious that

SPSA police cadets feel they need mostly speaking, listening and writing skills, and that courses
designed for them should reflect this.
The cadets were then asked to indicate which specific items of language for each of the
four skills they considered as most important. The results are shown in Tables 2, 3, 4, and5
below.
Table 2: Frequencies and percentages of the SPSA cadets' needs forlistening in police work
Item
Frequencies and Percentages
I need listening to
comprehend
very
important
important
Fairly
important
slightly
important
Not
important
Frequency
%
Frequency
%
Frequency
%
Frequency
%
Frequency
%
1
Scripts and
terminologies
(English language)
related to my job
55 79%
7 10%
8 11%
00 00
00 00
2
Different spoken
English dialects
30 43%
27 38%
4 6%
9 13%
00 00
3
Job related courses
48 68%
13 19%
6 9%
3 4%
00 00
4
Questions asked by
foreign workers
50 71%
20 29%
00 00
00 00
00 00
5
Scripts and
expressions (English
language) in general
22 31%
2333%
20 29%
57%
00 00
The findings presented in Table 2 show that there are many drives for cadets to enhance
their listening skills. On top of them (79%) was the need to understand language specifically
related to policing? Also, 71% of cadets stated the crucial need for listening skills to answers
foreigners’ enquiries. These results show the importance of including job-related lexis and topics
into an ESP course for police cadets as well as doing research the kinds of enquiries police
officers may encounter in their work and including these in listening materials developed for the
course.
Table 3: Frequencies and percentages of the SPSA cadets' needs for speaking in police work
Item
Frequencies and Percentages
I need speaking to
very
important
important
Fairly
important
slightly
important
Not
important
Frequency
%
Frequency
%
Frequency
%
Frequency
%
Frequency
%

1
Use terms and
expressions relevant
to policing
48 68%
20 29%
2 3%
00 00
00 00
2
Discuss policing
concepts and topics
32 46%
12 17%
21 30%
5 7%
00 00
3
Convey information
to expatriates
60 86%
10 14%
00 00
00 00
00 00
4
To speak general
English
50 71%
11 16%
9 13%
00 00
00 00
Table 3 shows that the cadets ranked “conveying information to expatriates” as the most
important speaking skill (86%). After that comes using terms and expressions associated with
security work (68%).Therefore, when designing an ESP course for police cadets, it is essential
that enough time is given to improving the cadets’ speaking skills and that materials are designed
that reflect the kind of language that they will need in their future careers.
Table 4: Frequencies and percentages of the SPSA cadets' needs of reading in police work
Item
Frequencies and Percentages
I need reading to
very
important
important
Fairly
important
slightly
important
Not
important
Frequency
%
Frequency
%
Frequency
%
Frequency
%
Frequency
%
1
Correctly read
policing-related
words, terms and
texts.
42 60%
18 26%
10 14%
00 00
00 00
2
Read, translate and
understand
materials related to
my job.
40 57%
25 36%
5 7%
00 00
00 00
3
Correctly read and
understand general
texts and non-
related police texts
35 50%
21 30%
14 20%
00 00
00 00
Table 4 indicates that reading in English, although seen as important, does not rank as
high as the other three skills. Therefore, despite the cadets needing to acquire terms associated
with their majors and to understand and translate texts relevant to their specialization, the results

seem to indicate that more of the syllabus of an ESP course should be directed towards
improving the cadets other skills rather than focusing too much on reading.
Table 5: Frequencies and percentages of the SPSA cadets' needs of writing in police work
Item
Frequencies and Percentages
I need writing to
very
important
important
Fairly
important
slightly
important
Not
important
Frequency
%
Frequency
%
Frequency
%
Frequency
%
Frequency
%
1
Correctly write
policing-related
words, terms and
texts.
55 78%
11 16%
4 6%
00 00
00 00
2
Write police reports
and articles.
49 70%
913%
7 10%
5 7%
00 00
3
Write a description
of an accident in my
police work.
53 76%
1724%
00 00
00 00
00 00
4
Write words and
texts in general
topics
28 40%
10 15%
12 17%
20 28%
00 00
Table 5 shows that70%of the cadets needed to master writing skills in order to be able to
write reports related to their careers, whereas 78% sought to master writing skills to use policing-
related words, terms and texts in a correct way. The results therefore indicate that what is really
targeted is not mere writing but rather writing for specific purposes. Only 28% of the cadets
considered writing skills in general vital to some extent. Therefore, emphasis must be given to
job-related writing tasks when developing an ESP course.
Question 2: How is the English language perceived by Emirati police cadets as important
to their job performance and their chances of obtaining promotion?
The results are shown in Table 6 below.
Table 6: Frequencies and percentages of the SPSA cadets' needs of English for job performance
and promotion
Item
Frequencies and Percentages
Knowledge of
English enables
very
important
important
Fairly
important
slightly
important
Not
important
Frequency
Frequency
Frequency
Frequency
Frequency

me in
%
%
%
%
%
1
Performing my job
effectively
60 86%
10 14%
00 00
00 00
00 00
2
Passing my training
courses
30 43%
11 16%
29 41%
00 00
00 00
3
Passing policing
tests
55 79%
15 21%
00 00
00 00
00 00
4
Increasing my
knowledge in my
field of
specialization
63 90%
7 10%
00 00
00 00
00 00
5
Promoting me to a
higher policing rank
65 93%
5 7%
00 00
00 00
00 00
6
Getting a
scholarship to
continue my
postgraduate
studies or engage in
training courses in
an English speaking
country
58 83%
9 13 %
3 4%
00 00
00 00

Table 12 clearly shows that all the participants indicated that knowledge of English is
essential to their work. SPSA cadets were asked to give their opinion about the importance of
English for job performance and promotion. The highest result was 93%of the cadets stating that
English was necessary for "promoting me to a higher policing rank". The next highest result, at
90%, was that knowledge of English enabled them in "increasing my knowledge in field of
specialization".
Discussion
It is obvious from the results above that the SPSA cadets have indicated a strong desire to
study English that is relevant to their future careers in law enforcement. They stress that they
need to use police terminology effectively and be able to handle situations where English use in
police work is required. Therefore, it is important that future English courses acknowledge the
importance of ESP when designing and planning is taking place. This finding is consistent with
Qaddomi(2013), Alhuqbani(2008), Mosallem(1984),Khamkaew(2009) andKhushi(2012).
This result indicates the SPSA cadets' awareness of the importance of ESP instruction.
This can be seen in the cadets' selection of the language domains related to police work for each
skill. For example, concerning the listening skill, the cadets ranked highly the domain of police
words, terms and texts as the most important to learn and use. Such a result is also consistent
with the findings of previous police studies (e.g., Alhuqbani, 2008 and Qaddomi, 2013).The
cadets also stated that speaking competence is very important because it helps them to convey
information to expatriates. However, it should be noted that English has become the main
language that police forces from different nations use to communicate with each other. Indeed, as
in many other fields, English has become a policing lingua franca, and so effective
communication in the language as it relates to law enforcement is an important skill for cadets to
master.
The results also revealed that the cadets ranked speaking and listening as the most
important language skills related to their jobs. The Emirati community has its own needs due to
the huge number of expatriates living in the country. With more than 200 nationalities in the
United Arab Emirates, effective police officers need good speaking and listening skills to meet

the community’s needs. SPSA cadets seem to be aware of this as they stressed the need to
develop their listening and speaking skills so as to understand and communicate correctly with
foreigners. Such emphasis is consistent with previous studies (e.g., Alhuqbani 2008; Khamkaw
2009 and Qaddomi 2013). These results show the importance of highlighting listening and
speaking skills in ESP courses designed for police cadets.
However, the respondents also rated highly the reading skill in the domain of being able
to "correctly read policing-related words, terminology and texts". This finding is consistent with
Aljurf (1994). Finally, SPSA cadets refer to writing as an important skill as it helps them to
write police reports and articles accurately. A similar result was found in Qaddomi(2013).
Therefore, although ESP courses should stress the importance of speaking and listening for
police cadets, they must also make sure that enough attention is paid to increasing the students’
knowledge of police-related vocabulary, be it in readings or writing activities.
The potential of the English language to improve the cadets 'job performance and
enhance their chances of securing promotion received a high ranking from the SPSA cadets. The
results indicated that SPSA cadets have a strong perception of the need for good English
language skills in order to perform their future police jobs more efficiently. Such a result is
consistent with Alhuqbani (2014). Moreover, the majority of SPSA cadets stated that English is
mostly needed in contexts relevant to police work in which they are required to pass policing
tests and training courses, get scholarships in the field of specialization and be promoted to a
higher policing rank. Such findings confirm those of Qaddomi (2013). These findings support
the ESP claim that language materials should be authentic, that is, the materials should be drawn
from the cadets’ area of work (Zhao2012 andZohrabi 2011). Therefore, SPSA cadets need to
have materials that include real life situations.
Conclusion
According to data analysis and the findings of the study, it is evident that it is a vital
requirement for cadets to master the four skills of the English language. They are aware of the
global status of the English language, which has become the lingua franca of police forces
around the world. It is recommended for Sharjah Police Science Academy (SPSA) to incorporate
the four language skills, with special focus on listening and speaking, when designing an ESP
course so as to target English language cadets’ needs. That is because cadets allotted primary

significance to these two skills in particular. However, further research is required in order to
identify the different and frequently varying rudiments of security divisions’ English language
needs, particularly in light of the worldwide development of police officers' tasks. Studies are
also required to explore the instruction procedures and practices which are considered the most
effective at police academies in the United Arab Emirates.
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