Article Sidebar

Download
PDF
Statistic
Read Counter : 56 Download : 26

Downloads

Download data is not yet available.

Main Article Content

Abstract

Studies on English language learning practices in Sport have received considerable interest from scholars in recent years due to the significance of English skills for graduates in the job market and professional settings. However, there is limited research that has focused on investigating the needs of Sport students in learning English through effective pedagogical approaches that integrate Project-based Learning (PjBL) with 4C skills: Critical Thinking, Communication, Collaboration, and Creativity. This study aims to 1) investigate the specific English learning needs of Sport students in higher education, and 2) examine preferred learning approaches that integrate PjBL with 4C skills. This exploratory sequential mixed-methods design combined quantitative data from structured questionnaires with qualitative insights from interviews, involving 52 sport students (30 males and 22 females) at a higher education institution in Sungai Penuh, Jambi, Indonesia. The findings reveal that sports students require proficiency in listening, speaking, reading, writing, vocabulary, and grammar, with a particular emphasis on sports-specific terminology and contexts. Furthermore, the qualitative results indicate that students strongly favor learning approaches that are collaborative, authentic, and project-based. They perceive Project-Based Learning (PBL) as highly effective, particularly when it promotes 4C skills. Students expressed those tasks such as video creation, podcast production, simulations, and team discussions enhance their engagement, confidence, and practical language use. These findings suggest that integrating PjBL with 4C skills into English instruction is essential for meeting the specific language needs of sports students and enhancing their readiness for global professional environments.

Keywords

English for sport need analysis PjBL 4C skills sport students

Article Details

License

Copyright (c) 2025 Mike Nurmalia, M. Zaim, Havid Ardi

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Sari, M. N., Zaim, M., & Ardi, H. (2025). English Learning Needs of Sport Students: Toward a Project-Based Approach with 4C Skills. Journal of English Education and Teaching, 9(2), 291–309. https://doi.org/10.33369/jeet.9.2.291-309
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Aiken, L. R. (1985). Three coefficient for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
  2. Alzarga, S. (2021). Using authentic materials in foreign language classes: EFL English teachers’ perspective. Journal of Research in Humanities and Social Science, 9(11), 87–94. https://www.questjournals.org/jrhss/papers/vol9-issue11/Ser-3/Q09118794.pdf
  3. Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Wadsworth Cengage Learning.
  4. Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan.
  5. Beckett, G. H., & Slater, T. (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59(2), 108–116. https://doi.org/10.1093/eltj/cci024
  6. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
  7. Bobyreva, N. N. (2023). Investigating the role of English language tools used in sports communication using linguistic methods and its use in academic dictionaries. Journal of Research in Applied Linguistics, 14(3), 442–446. https://doi.org/10.22055/rals.2023.19584
  8. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  9. Chaovanapricha, T., & Champakaew, W. (2024). Exploring the multifaceted roles of English for specific purposes practitioners within the transformative paradigm in higher education. Asian Journal of Education and Training, 10(3), 131–140. https://doi.org/10.20448/edu.v10i3.5845
  10. Cheng, Z., & Luo, T. (2024a). Cultivating cross-cultural communication skills in Sports Management English Education and its impact on career development. Journal of Medicine and Physical Education, 1(3), 50–54. https://doi.org/10.62517/jmpe.202418309
  11. Cheng, Z., & Luo, T. (2024b). From classroom to workplace : How English-speaking skills facilitate career success for Sports Management students. Journal of Higher Vocational Education, 1(3), 128–132. https://doi.org/10.62517/jhve.202416321
  12. Coxhead, A. (2000). A new academic word list. TESOL Journal, 34(2), 213–238. https://doi.org/10.2307/3587951
  13. Creswell, J., & Clark, V. P. (2018). Designing and conducing mixed methods research (3rd ed.). Sage Publication, Inc.
  14. Đorić, V. (2020). The model of English language learning of the sport students. Fakultet Za Sport i Turizam, 14(1), 103–108. https://doi.org/10.5937/timsact14-29076 2020.
  15. Dudley-Evans, T. (1994). Genre analysis: An approach to text analysis for ESP. In M. Coulthard (Ed.), Advances in Written Text Analysis (pp. 219–228). Routledge.
  16. East, M. (2021). Foundational principles of task-based language teaching (M. East (ed.)). Routledge. https://doi.org/10.4324/9781003039709
  17. Franco, E., González-Peño, A., Trucharte, P., & Martínez-Majolero, V. (2023). Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers. Journal of Hospitality, Leisure, Sport and Tourism Education, 32(100432), 1–12. https://doi.org/10.1016/j.jhlste.2023.100432
  18. Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences and Humanities Open, 9(August 2023), 100781. https://doi.org/10.1016/j.ssaho.2023.100781
  19. Hutchinson, T., & Water, A. (1987). English for specific purposes. Cambridge University Press.
  20. Hyland, K., & Zou, H. (Joanna). (2021). “I believe the findings are fascinating”: Stance in three-minute theses. Journal of English for Academic Purposes, 50(March 2021), 100973. https://doi.org/10.1016/j.jeap.2021.100973
  21. Jasrial, D., Burhan, K., & Sepyanda, M. (2025). Drawing-based writing task technique to improve young EFL learners’ descriptive text writing skills. Journal of English Language Pedagogy, 10(1), 1–14. https://doi.org/10.36665/elp.v10i1
  22. Kongcharoen, P. (2018). Basic Physical Education and Sport Science English word list for Physical Education students. REFLections, 25(2), 120–148. https://doi.org/10.61508/refl.v25i2.165396
  23. Mulenga, R., & Shilongo, H. (2024). Academic integrity in higher education: Understanding and addressing plagiarism. Acta Pedagogia Asiana, 3(1), 30–43. https://doi.org/10.53623/apga.v3i1.337
  24. Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? How much vocabulary? Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
  25. Nugroho, A. S., Jambari, O., Siswanto, P., & Mukhofilah, I. (2022). Disentangling speaking barriers faced by Sports students in classroom discussion : A case study in Indonesian EFL classroom. Jurnal Educatio, 8(4), 1301–1308. https://doi.org/10.31949/educatio.v8i4.3396
  26. Nunan, D. (2004). Task-based language teaching: A comprehensively revised edition of designing tasks for the communicative classroom. Cambridge University Press.
  27. Poyyamozhi, A. M., & Prasanna Balaji, D. (2023). Sports and language integration skill development. Salud, Ciencia y Tecnologia - Serie de Conferencias, 2. https://doi.org/10.56294/sctconf2023598
  28. Pranoto, B. E., & Suprayogi. (2020). A need analysis of ESP for Physical Education students in Indonesia. Premise: Journal of English Education, 9(1), 94–110. https://doi.org/10.24127/pj.v9i1.2274
  29. Rahman, A. A., Setyarini, S., & Purnawarman, P. (2024). Re-designing ESP syllabus design for pre-service teachers in the Physical Education of elementary teacher programs. Mimbar Sekolah Dasar, 11(2), 237–251. https://doi.org/10.53400/mimbar-sd.v11i2.71734
  30. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
  31. Rozaq, T. S., Hamsia, W., & Mayasari, L. (2021). Language learning strategies in EFL used by athlete students in sport language centre. CONCEPT: Community Concern for English Pedagogy and Teaching, 7(2), 102–118. https://doi.org/10.32534/jconcept.v7i2.2351
  32. Salmani-nodoushan, M. A. (2020). English for specific purposes : traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342
  33. Saragih, B., Dewi, N. R., & Isdianto, M. E. (2024). Innovative course lecture in creative arts: A project-based learning (PjBL 4.0) enrinching 4Cs comptencies. Journal of English Education and Teaching (JEET), 2(1), 89–97. https://doi.org/10.33369/jeet.8.4.831-860
  34. Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/10.24815/siele.v8i2.18407
  35. Somphol, R. (2022). Enhancing 4Cs skills of secondary school students using project-based learning. Journal of Educational Issues, 8(2), 721–731. https://doi.org/10.5296/jei.v8i2.20367
  36. Sudijono, A. (2018). Pengantar statistik pendidikan. Rajawali Press.
  37. Supunya, N. (2023). A systematic review on ESP teachers: Current focus, collaboration, and sustainability. REFLections, 30(2), 287–317. https://doi.org/10.61508/refl.v30i2.267295
  38. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
  39. Yunita, W., Emzir, E., & Mayuni, I. (2018). Needs analysis for English grammar learning model from students perspectives. English Review: Journal of English Education, 6(2), 85–94. https://doi.org/10.25134/erjee.v6i2.1258
  40. ZAGHAR, F., & Wafaâ ZAGHAR, E.-A. (2021). Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands. Arab World English Journal, 12(2), 414–423. https://doi.org/10.24093/awej/vol12no2.28
  41. Zohbie, A., & Bhowmik, S. (2024). Using a genre-based approach to teach writing to elementary ESL students: A boon or a barrier? TESOL Journal, 15(e819), 1–16. https://doi.org/10.1002/tesj.819