8th Needs Analysis 2015

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PET225TESOL Curriculum development

Needs analysis

Lecture 8

April 6st205


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!"at is needs analysis#

One o$ t"e %asic assumptions o$

curriculum development is t"at asound educational pro&ram s"ould%e %ased on an analysis o$ learners'needs( Procedures used to collect

in$ormation a%out learners needsare )no*n as needs analysis(


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T"e purposes o$ needs

analysisNeeds analysis in language teachingmaybe used for a number of dierent

purposes. For example:

to +nd out *"at lan&ua&e s)ills a learnerneeds in order to per$orm a particular role,suc" as sales mana&er, tour &uide, oruniversity student

to "elp determine i$ an e-istin& course


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to determine *"ic" students $rom a&roup are most in need o$ trainin& inparticular lan&ua&e s)ill

to identi$y a c"an&e o$ direction t"atpeople in a re$erence &roup $eel isimportant

to identi$y a &ap %et*een *"at studentsare a%le to do and *"at t"ey need to %ea%le to do

to collect in$ormation a%out a particular


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/n many cases learners' lan&ua&e needs may%e relatively easy to determine, particular i$learners' need to learn a lan&ua&e $orspeci+c purposes(

ut in ot"er cases, learners' needs may not%e so immediate( T"eir needs "ave %eendecided $or t"em %y t"ose concerned *it"t"eir lon&1term *el$are( Needs analysis t"usinclude t"e study o$ perceived and presentneeds as *ell as potential and unreco&nied

needs(


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/n ot"er *ords, needs is used towants, desires, demands,

expectation, motivations, lacks,constrains and requirementlinguistic deciency!dierence%et*een *"at learner can presentlydo and *"at "e s"ould %e a%le todo(


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T"e users o$ needs analysis

A needs analysis may %e conducted $or avariety o$ di3erent users(

4or e-ample, in conductin& a needsanalysis to "elp revise t"e secondarysc"ool En&lis" curriculum in a country(


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Small1scale needs analysis

Teac"erot"er teac"ers

Pro&ram coordinator


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Lar&e1scale needs analysis

curriculum o"cers in the ministry ofeducation, *"o may *is" to use t"ein$ormation to evaluate t"e ade.uacy o$

e-istin& sylla%us, curriculum, and materialsteachers, *"o *ill teac" $rom t"e ne*curriculumlearners, *"o *ill %e tau&"t $rom t"ecurriculumwriters, *"o are preparin& ne* te-t%oo)stestingpersonnel, *"o are involved indevelopin& end1o$1 sc"ool assessmentssta of tertiary institutions, *"o are

interested in )no*in& *"at t"e e-pected level


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T"e tar&et population

T"e tar&et population in a needs analysisre$er to t"e people a%out *"om in$ormation*ill %e collected( Typically, in lan&ua&epro&rams t"ese *ill %e lan&ua&e learners orpotential lan&ua&e learners, %ut ot"ers are

also o$ten involved dependin& on *"et"ert"ey can provide in$ormation use$ul inmeetin& t"e purposes o$ t"e needs analysis(


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4or e-ample, in conductin& a needs analysis todetermine t"e $ocus o$ an En&lis" pro&ram in

pu%lic secondary sc"ools in an E4L conte-t(T"e tar&et population mi&"t include7Policy ma)ers

inistry o$ education o9cialsTeac"ersStudentsAcademicsEmployers:ocational trainin& specialistsParents/n;uential individuals and pressure &roupsAcademic specialists

Community a&encies


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An important issue7

Samplin&7 as)in& a portion o$ t"epotential population instead o$ t"etotal population and see)s to create asample t"at is representation o$ t"e

total population(


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Administerin& t"e needs

analysis

Plannin& a needs analysis involvesdecidin& *"o *ill administer t"e needsanalysis and collect and analye t"eresults(Needs analysis vary in t"eir scope and

demands, $rom a survey o$ a *"ole sc"oolpopulation in a country to a study o$ a&roup o$ t"irty learners in a sin&leinstitution(

Sometimes a team o$ personnel is


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4or e-ample, in a needs analysis o$ t"elan&ua&e needs o$ non1En&lis"1%ac)&round

students studyin& at a Ne*


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>o* to do t"e needsanalysis#

Trian&ular approac"avoidin&incomplete or partial

Collectin& in$ormation $rom t*o or

more sources(


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>o* to collect in$ormation

durin& a needs analysis#

(?uestionnaires2(Sel$1ratin&s@(/ntervie*s(eetin&s5(O%servation

6(Collectin& learner lan&ua&e samplesB(Tas) analysis8(Case studies(Analysis o$ availa%le in$ormation


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Desi&nin& t"e needs analysis

/t involves c"oosin& $rom amon& t"evarious options discussed a%ove andselectin& t"ose t"at are li)ely to &ive acompre"ensive vie* o$ learners' needs

and t"at represent t"e interests o$ t"edi3erent sta)e"olders involved(


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a)in& use o$ t"ein$ormation o%tained

T"e results o$ a needs analysis *ill&enerally consist o$ in$ormation ta)en$rom several di3erent sources andsummaried in t"e $orm o$ ran)ed lists o$

di3erent )inds(


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/t mi&"t result in lists o$ t"e $ollo*in& )inds7

situation in *"ic" En&lis" is $re.uently usedsituation in *"ic" di9culties areencounteredcomments most o$ten made %y people onlearners' per$ormanceperceived di9culties *it" di3erent aspects

o$ lan&ua&e usepre$erences $or di3erent )inds o$ activities inteac"in&


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Needs analysis produces in$ormation t"at can%e used in di3erent *ays(

4or e-ample7/t may provide t"e %asis $or t"e evaluation o$ ane-istin& pro&ram or a component o$ a pro&ram(/t may provide t"e %asis $or plannin& &oals ando%=ectives $or a $uture pro&ram(/t may assist *it" developin& tests and ot"erassessment procedures/t can "elp *it" t"e selection o$ appropriate teac"in&

met"ods in a pro&ram/t may provide t"e %asis $or developin& a sylla%usand teac"in& materials $or a course/t may provide in$ormation t"at can %e used as part

o$ a course or pro&ram report to an e-ternal %ody oror&aniation

8th Needs Analysis 2015

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