Informing the Development of an English for IT Program: A Study on Student Perceptions and Language Skill Usage

Abstract

English proficiency is crucial for Information Technology (IT) students as it plays a vital role in their academic and professional success. This study aims to analyze IT students’ perceptions of their English language skills, focusing on their self-assessed mastery levels, frequency of use, and perceived importance of listening, speaking, reading, and writing skills. The findings are intended to inform the development of an English for Specific Purposes (ESP) curriculum tailored to the linguistic demands of the IT field. A quantitative research design was employed, utilizing a survey method to collect data from IT students at Universitas Muhammadiyah Parepare. The data were gathered through a structured questionnaire distributed via Google Forms, encompassing Likert-scale items to measure students’ perceptions of their English proficiency. Descriptive statistical analysis was conducted to examine the frequency of language skill usage, self-assessed mastery levels, and the perceived importance of each skill in academic and professional contexts. The results reveal that IT students frequently use their listening and reading skills for engaging with multimedia content and academic materials, whereas speaking and writing skills are primarily used in informal settings such as daily conversations and social media. However, students report lower confidence in performing formal communication tasks, such as delivering presentations and writing business correspondence. Despite recognizing the importance of all four language skills, students perceive listening and reading as more critical for their academic performance, while speaking and writing are viewed as essential for career advancement. These findings highlight the need for an ESP curriculum that bridges the gap between academic preparation and professional language demands by integrating industry-relevant content and practice-oriented instructional strategies. The study concludes that enhancing IT students' English proficiency requires targeted interventions that emphasize professional communication skills and real-world applications. The findings provide valuable insights for curriculum developers and educators in designing effective ESP programs that align with the evolving needs of IT students. Future research should explore the integration of technology-enhanced learning approaches and industry collaborations to further refine ESP instruction.