N°021_Vol.6_25

Introduction: The rapid expansion of renewable energy and refrigeration sectors in Benin over the past decade has increased the demand for professionals who possess not only sound technical expertise but also effective English language communication skills. As the country intensifies its efforts to promote sustainable energy solutions and improves energy efficiency, engineers and technicians increasingly interact with international manufacturers, development partners, technical consultants, and multinational companies. Most technical manuals, equipment specifications, maintenance procedures, safety guidelines, and training resources in the energy sector are produced in English, making English proficiency a critical component of professional competence. However, as in many African countries, graduates from technical institutions often experience difficulties entering the labour market because the skills acquired during their studies do not always correspond to   employers’ expectations (Trudeau & Omu, 2017; Fynn, 2020; Allais, 2022). Among these deficiencies, limited English language proficiency remains a major barrier to employability and career development. A growing body of literature has highlighted the importance of English as a key employability skill in engineering and technology-related professions. Employers increasingly expect graduates to communicate effectively in English, particularly when reading technical documentation, preparing reports, participating in international training programmes, collaborating with foreign experts, and operating imported equipment (Riemer, 2002; Kassim & Ali, 2010; Zahari et al., 2016; Rup et al., 2016). In many organisations, English proficiency constitutes an important recruitment criterion, while career progression often depends on employees’ ability to communicate in international professional environments. Within the renewable energy and refrigeration industries, professionals are frequently required to install, commission, troubleshoot, and maintain sophisticated technologies supplied by international manufacturers, whose documentation and customer support are predominantly available in English.

Previous research has also demonstrated a persistent mismatch between university training and workplace expectations, particularly regarding graduates’ communication skills and professional preparedness (Bradley, 2016; Mncayi, 2021). To reduce this gap, needs analysis has become a fundamental stage in the design of English for Specific Purposes (ESP) programmes, enabling curriculum developers to identify the linguistic and communicative competencies required in specific occupational settings (Brown, 1995; West, 1994; Long, 2005; Basturkmen, 2013). By systematically investigating learners’ target situations and employers’ expectations, needs analysis ensures that language programmes are relevant, authentic, and directly applicable to professional practice (Benesch, 1996; Berwick, 1989; Bosher & Smalkoski, 2002).

Guided by these principles, the present study investigates the English language needs of forty-eight (48) companies in Benin, comprising twenty-three (23) renewable energy companies and twenty-five (25) refrigeration and cooling companies. The objective is to identify the communicative tasks, language skills, and technical vocabulary required in these industries in order to develop an English for Energetics syllabus for the Bachelor’s Degree in Energetics at the Institut National Supérieur de Technologie Industrielle (INSTI), Lokossa. This study responds to the growing need for competency-based and industry-oriented curricula that integrate employers’ perspectives into programme development (Abou-Khalil et al., 2019; Wang & Burris, 1997). Consistent with the learner-centred philosophy advocated by Robinson (1987) and Nunan (2005), it is based on the premise that language instruction should be shaped by learners’ present and future professional needs rather than by predetermined linguistic content. By identifying the English language requirements of the renewable energy and refrigeration industries, this research aims to provide evidence-based recommendations for ESP curriculum development, thereby enhancing graduates’ employability, professional communication skills, and capacity to operate effectively in an increasingly globalised energy sector.

Conclusion: This study investigated the English language needs of professionals working in the renewable energy and refrigeration industries in Benin with the aim of developing an English for Specific Purposes (ESP) syllabus for students enrolled in the Bachelor’s Degree in Energetics at the Institut National Supérieur de Technologie Industrielle (INSTI), Lokossa. Using a mixed-methods approach involving questionnaires, semi-structured interviews, workplace document analysis, and curriculum review, the study identified the communicative tasks, language skills, and technical competencies required in authentic professional settings. The findings revealed that English has become an essential professional competency in the energy sector, particularly for interpreting technical documentation, communicating with international manufacturers and suppliers, preparing technical reports, participating in professional meetings, and accessing technical training delivered in English. The study also demonstrated a clear mismatch between the existing English curriculum and the communicative demands of the renewable energy and refrigeration industries. While current courses focus primarily on General English, employers increasingly expect graduates to possess specialised language skills that enable them to function effectively in multilingual and technology-driven workplaces.

These findings confirm the importance of conducting systematic needs analyses before designing ESP programmes and reinforce the view that language instruction should be aligned with authentic workplace communication. Consequently, the study proposes a competency-based, learner-centred, and industry-oriented English for Energetics syllabus that integrates specialised technical vocabulary, professional communication skills, authentic workplace tasks, and project-based learning. Such a curriculum has the potential to strengthen students’ communicative competence, facilitate their transition into employment, and improve their capacity to participate effectively in national and international engineering environments. Beyond its contribution to curriculum development at INSTI-Lokossa, this research provides empirical evidence that may inform ESP programme design in other engineering and technology institutions in Benin and across similar educational contexts. It also highlights the importance of sustained collaboration between higher education institutions and industry to ensure that language education evolves alongside technological innovation and labour market expectations. Future research should evaluate the implementation and effectiveness of the proposed syllabus and explore the English language needs of professionals in other engineering disciplines to further strengthen ESP curriculum development in technical higher education.