Bridging English and Pharmaceutical Practice: A Needs Analysis for ESP E-Module Development in Vocational High Schools

Abstract

This study explored the English language needs of pharmacy students in vocational high schools as a basis for developing an ESP-based e-module that promotes deep learning. A qualitative approach was employed within a Research and Development framework adapted from Borg and Gall. The participants were 50 eleventh-grade pharmacy students and one English teacher at a vocational high school in Cirebon, Indonesia. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings identified eight major themes. From the students’ perspectives, these included contextual relevance of English instruction, practical language use and career preparation, the effectiveness of learning media, and student engagement and autonomy. From the teacher’s perspective, the themes involved the rationale for ESP and curriculum adaptation, pedagogical strategies for pharmacy-related communication, the facilitative role of learning media, and the principles of meaningful, mindful, and joyful learning. The findings indicate that pharmacy students need English instruction that is relevant to pharmaceutical contexts, supported by interactive digital media, and oriented toward developing both language competence and deeper understanding. The study concludes that needs analysis provides an empirical foundation for designing ESP materials based on authentic learner and professional needs. These findings directly inform the development of an e-module that bridges general English instruction with the communication demands of the pharmaceutical field.