Abugre, J. B. (2018). Cross-cultural communication imperatives: Critical lessons for Western expatriates in multinational companies (MNGs) in sub-Saharan Africa.
Critical Perspectives on International Business,
14(2-3), 170-187.
https://doi.org/10.1108/cpoib-01-2017-0005
Anthony, L. (2018). Introducing English for specific purposes. Routledge.
Arwab, M., Ansari, J.A., Azhar, M., & Ashraf Ali, M. (2022). Exploring the influence of training and development on employees’ performance: Empirical evidence from the Indian tourism industry.
Management Science Letters,
12(1), 89-100.
https://doi.org/10.5267/j.msl.2021.10.004
Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of the CIPP model for quality evaluation at school level: A case study.
Journal of Education and Educational Development,
5(1), 189-206.
https://doi.org/10.22555/joeed.v5i1.1553
Canaran, O., Bayram, I., & Altug, C. (2020). English for specific purposes (ESP) program evaluation: Perspectives from three faculties. Baskent University Journal of Education, 7(1), 20-28.
Central Bank of Iran. (2007).
Guidelines for operational risk management (Directive No. 3244). Retrieved February 21, 2023, from
https://www.cbi.ir/Search/S1
Constantinou, E. K., & Papadima-Sophocleous, S. (2020). The use of digital technology in ESP: Current practices and suggestions for ESP teacher education.
The Journal of Teaching English for Specific and Academic Purposes,
8(1), 17-29.
https://doi.org/10.22190/JTESAP2001017K
Davoudi Sharifabad, E., Kashef, S. H., & Kowsary, M. A. (2023). EAP instruction for the Islamic students in the Iranian higher education system: Challenges and recommendations in the courses of Islamic text.
International Journal of Textual and Translation Analysis in Islamic Studies,
1(1), 89-108.
https://doi.org/10.22081/ttais.2022.64656.1007
Dawadi, S. (2020). The thematic analysis approach: A step-by-step guide for ELT research practitioners.
Journal of Nepal English Language Teachers’ Association (NELTA),
25(1-2), 62-71.
http://dx.doi.org/10.3126/nelta.v25i1-2.49731
Dou, A. Q., Chan, S. W., & Win, M. T. (2023). Changing visions in ESP development and teaching: Past, present, and future vistas.
Frontiers in Psychology,
14(1), 1-10.
https://doi.org/10.3389/fpsyg.2023.1140659
El Arbaoui, F. Z. (2024). Implementing task-based approach in ESP education: Business schools as a case study.
Journal of English Language Pedagogy, Literature and Culture,
9(2), 252-266.
https://doi.org/10.35974/acuity.v9i2.3178
Fleming, J. (2018). Recognizing and resolving the challenges of being an insider researcher in work-integrated learning. International Journal of Work-Integrated Learning, 19(3), 311-320.
Georgy, C. M. (2023). Implementing task-based language teaching in an ESP classroom: Design and implications.
Journal of English Language and Literature,
10(2), 116-123.
https://doi.org/10.54513/JOELL.2023.10212
Hariyanti, Y., Purwandari, J. D., & Setyaningsih, E. (2024). Designing an ESP syllabus for international relations: Insights from a needs analysis study.
Al-Ishlah Journal Pendidikan,
16(2), 1231-1248.
https://doi.org/10.35445/alishlah.v16i2.4996
Khorshidi, A., Mirzamani, M., & Shabani, R. (2012). Training needs analysis (TNA) on mid-rank directors of Saderat Bank (BSI) in Tehran. Journal of Basic and Applied Scientific Research, 2(9), 8517-8523.
Kumar, T. S., Rao, S. K., Chakravarty, H., Thyagaraju, N., & Soman, S. M. (2023). Examining the effect of training and development programs on employee productivity and organizational success. Journal of Survey in Fisheries Sciences, 10(1), 6255-6267.
Liu, X., & Burnett, D. (2022). Insider-outsider: Methodological reflections on collaborative intercultural research.
Humanities and Social Sciences Communications,
9(314), 1-8.
https://doi.org/10.1057/s41599-022-01336-9
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh University Press.
Mohammadzadeh, S., Barati, T., & Fatemi, M. (2015). An investigation into the English language needs of bank employees of Saderat Bank in Mashhad.
Theory and Practice in Language Studies,
5(8), 1695-1702.
http://dx.doi.org/10.17507/tpls.0508.21
Mostafaei Alaei, M., & Ershadi, A. (2016). ESP program in Iran: A stakeholder-based evaluation of the program’s goal, methodology, and textbook.
Issues in Language Teaching,
5(2), 279-306.
https://doi.org/10.22054/ilt.2017.8062
Mostafavi, S., Mohseni, A., & Abbasian, G. (2021). The pedagogical efficacy of ESP courses for Iranian students of engineering from students’ and instructors’ perspectives.
Asian-Pacific Journal of Second and Foreign Language Education,
6(6), 1-20.
https://doi.org/10.1186/s40862-021-00109-2
Movahhedi, T., Sarkeshikian, S. A. H., & Golshan, M. (2024). Iranian ESP teachers and students’ perceptions of critical English for academic purposes.
Journal of Modern Research in English Language Studies,
11(1), 77-99.
https://doi.org/10.30479/jmrels.2023.18332.2193
Nickerson, C., & Planken, B. (2016). Introducing business English. Routledge.
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research.
International Journal of Qualitative Methods,
22(1), 1-18.
https://doi.org/10.1177/16094069231205789
Patton, M. Q. (2008). Utilization-focused evaluation. Sage Publications.
Pirmoradian, S., Chalak, A., & Tabrizi, H. (2023). Identifying wants, lacks, and necessities of international banking division clerks: An English needs analysis survey in the Iranian ESP context.
Research in English Language Pedagogy,
11(4), 756-782.
https://doi.org/10.30486/relp.2023.1989568.1473
Pirmoradian, S., Chalak, A., & Tabrizi, H. (2024). Situation needs analysis: A framework for developing an ESP course tailored for Iranian bankers and finance professions.
International Journal of Language Studies,
18(3), 131-154.
http://dx.doi.org/10.5281/zenodo.12604578
Pishghadam, R., Ebrahimi, S., Shayesteh, S., Tabatabaee Farani, S., & Jajarmi, H. (2021). Evaluating and examining the problems of Iran’s Ministry of Higher Education and universities’ English language proficiency tests and stakeholders’ language needs analysis.
Journal of Foreign Language Research,
10(4), 686-705.
https://doi.org/10.22059/jflr.2021.317539.801
Purwanto, K. D., & Mauludin, D. R. (2023). Exploring ESP instruction through systemic functional linguistics.
Journal of English Language Teaching, Linguistics and Literature,
7(1), 35-46.
https://doi.org/10.29100/bright.v7i1.5319
Rahman, M. (2022). The implementation of English for specific purposes (ESP) in the department of Islamic banking at STES Manna Wa Salwa Tanah Datar.
ELT in Focus,
5(2), 112-122.
https://doi.org/10.35706/eltinfc.v5i2.8699
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In T. Kellaghan & D. L. Stufflebeam (Eds.), International handbook of educational evaluation (pp. 31-62). Springer.
Stufflebeam, D. L. (2007). The CIPP evaluation model checklist: A tool for applying the CIPP model to assess long-term enterprises. Western Michigan University.
Stufflebeam, D. L. (2015). CIPP evaluation model checklist: A tool for applying the CIPP model to assess projects and programs. Western Michigan University.
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. The Guilford Press.
Taghipour, F., Mohseni, A., Rahmanpanah, H., & Baradaran, A. (2019). Conducting an EOP needs analysis: A case of pre-service cabin crew.
Journal of Modern Research in English Language Studies,
7(1), 1-28.
https://doi.org/10.30479/jmrels.2019.11729.1457
Taghipour Bazargani, D., Delchei, M., & Pourmohammadi, M. (2024). A triangulated study on occupational English language needs of Iranian bank clerks.
European Journal of Human Resource Management Studies,
8(1), 1-18.
http://dx.doi.org/10.46827/ejhrms.v8i1.1723
Takrousta, M., Behrouzi, P., & Kolahi, S. (2022). Designing an ESP lesson plan: A case study in Export Development Bank of Iran.
Iranian Political Sociology Journal,
5(9), 836-854.
https://doi.org/10.30510/psi.2022.290714.1823
Ulum, O. G. (2016). Evaluation of English as a foreign language program using the CIPP model.
European Journal of English Language Teaching,
1(2), 114-136.
https://doi.org/10.5281/zenodo.203077
Woodrow, L. (2018). Introducing course design in English for specific purposes. Routledge.
Zaman, A. U. (2024). Challenges in English for specific purposes (ESP) teaching materials: A systematic review for modern learning environments.
International Journal of Arts and Social Science,
1(1), 8-18.
https://doi.org/10.62304/ijass.v1i1.139
Zarrin, M. (2013). A task-based needs analysis for banking English courses in Iran [Unpublished Master’s thesis]. University of Tehran, Kish International Campus.
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84.