A NEEDS ANALYSIS OF TEACHERS’ ENGLISH LANGUAGE PROFICIENCY IN ACADEMIC CONTEXTS: IDENTIFYING THE REQUIREMENTS OF THE ENGLISH FOR ACADEMIC PURPOSES (EAP) PROGRAM

Abstract

This study investigates the English for Academic Purposes (EAP) needs of teachers in English-medium school in Pakistan. A total of 60 teachers were randomly selected from all four sections of a private school. Data were collected through a structured questionnaire and semi-structured interviews to examine teachers perceived proficiency and development needs across the four language skills: listening, reading, speaking, and writing. Findings indicate that teachers require an EAP-focused professional development program to enhance their instructional effectiveness. Among the language skills, speaking and writing were identified as the most critical areas for improvement, reflecting their importance in classroom communication, academic credibility, and professional growth. The study highlights the need for systematically organized, resource-supported, and sustained EAP training programs to ensure teachers are equipped with the necessary language competencies. These findings have implications for educational policymakers, curriculum developers, and school administrators aiming to improve the quality of English-medium instruction and teacher professionalism in Pakistan.