Needs Analysis in ESP testing _ A presentation on NA approaches in ESP classrooms
- 1. Moulay Ismail University Presented by: El Mustapha Agadr Id Bella kaoutar Supervised by: Dr. Fatmi Hicham NEEDS ANALYSIS In ESP TESTING
- 2. outline What is NEEDS ANALYSIS? NA in course design 01 02 03 3.1 04 Types of needs TARGET NEEDS Characteristics of NA 3.2 LEARNING NEEDS 05 “Needs” in NA 06 Approaches of NA testing 07 Methods and Tools for Needs Analysis Challenges and Solutions in Needs Analysis 08
- 3. what is needs analysis Needs analysis refers to the techniques for collecting and assessing information relevant to course design: it is the means of establishing the how and what of a course. It is a continuous process, since we modify our teaching as we come to learn more about our students, and in this way it actually shades into evaluating the means of establishing the effectiveness of a course. Hyland (2006 : 73)
- 4. “Needs” in Needs Analysis "Needs is a broad term that encompasses what the learners need to do in the target situation and what they need to learn in order to do it" Hutchinson & Waters, 1987, p. 54
- 5. Target Needs Learning Needs Types of Needs what the learner need to do in the target situation what the learners need to do in order to learn or simply how they wish to learn
- 6. • Wants (preceived needs) Target Needs what the learner has to know in order to function effectively in the target situation”. what the learners think they need. • Necessities • lacks the gaps between what the learner knows and the necessities.
- 7. NA in course design “needs analysis is the corner stone of ESP and leads to a much focused course” Dudley- Evans and St. John
- 8. • Ensures Relevance and Purpose • Guides Course Content • Determines Learning Objectives
- 9. Characteristics of NA Learner-Centered “The learner is at the heart of the learning process, and needs analysis aims to uncover their specific requirements” Hutchinson & Waters
- 10. Dynamic & Ongoing NA is an ongoing process, adapting to changes in learners’ needs or contexts as they arise. It allows for course adjustments when necessary. “Needs analysis should not be a one-time activity but a continuous process that evolves with the learner’s goals and the demands of their environment” (Dudley-Evans & St John)
- 11. Collaborativ e Effective NA involves collaboration with multiple stakeholders, including learners, instructors, employers, and subject-matter experts. In a medical ESP course, the instructor not only consults the learners but also experts (doctors and nurses) which ensures the inclusion of accurate and relevant teaching content. EX :
- 12. Future-Oriented and Context driven NA identifies not only immediate needs but also prepares learners for future challenges and demands in their fields. “Needs analysis is a forward-looking process, equipping learners with skills for immediate use and long-term growth” Dudley-Evans & St John
- 14. Target-situation analysis Goal-Oriented: TSA focuses on the end goals of language use, identifying what learners must be able to do in real-life situations. Context-Specific: It examines the specific situations where the language will be used, such as business meetings, academic lectures, or customer interactions. TSA identifies "survival language skills" or essential competencies, such as writing emails, giving presentations, or reading technical documents. Needs Identification:
- 15. • When will the language be used (in parallel with ESP course, afterwards)? • Why is the language needed (for work, study, etc.)? • How will the language be used (telephone conversation, writing reports, etc.)? • What will the content areas be (medicine, etc.)? • Who will the learner use the language with (Native speakers/Non-native speakers, customers, colleagues)? • Where will the language be used (overseas conference, meeting abroad)?
- 16. Present situation analysis Focus on Current Abilities: PSA evaluates learners' current language skills, including listening, speaking, reading, writing, grammar, and vocabulary. Diagnostic Approach: It identifies areas of strength and areas where improvement is needed. PSA works in tandem with TSA, assessing where learners are now versus where they need to be. Learner-Centered:
- 17. Learning Situation Analysis Focus on the Learning Environment It considers the conditions, resources, and institutional factors that influence learning. Exploration of Learning Styles: Identifies whether learners prefer visual, auditory, kinesthetic, or other learning methods. LSA complements Target Situation Analysis (TSA) and Present Situation Analysis (PSA) by adjusting the learning process, not just the content. Support for Course Design:
- 18. Means Analysis Resources: Identifying the materials and tools (e.g., textbooks, software, online resources, or multimedia) available or needed for teaching. Methods : Evaluating teaching strategies and methodologies that are most effective in helping learners achieve their language goals. This may include task-based learning, communicative language teaching, or content-based instruction, depending on the context. Determining the types of learning activities (e.g., role-plays, group discussions, written exercises) that will engage learners and help them develop the language skills required for the target situation. Activities:
- 19. Methods and Tools for Needs Analysis 3
- 20. Data Collection Methods Interviews Gaining detailed insights into learners Understanding the specific tasks and contexts in which English is used. Questionnaire s Identifying the specific language skills Determining learners' proficiency levels
- 22. Qualitative Analysis Qualitative approaches focus on understanding deeper, non-numerical aspects of learners' needs, motivations, and contexts. Flexibility: Data collection tools are open-ended, allowing for more detailed responses. Purpose: Explore learners' personal experiences, attitudes, beliefs, and motivations. Data Type: Descriptive and non-numerical (e.g., words, observations, interviews).
- 23. Qualitative Analysis Quantitative approaches focus on collecting numerical data that can be analyzed statistically to identify patterns, trends, and relationships. Structure: Data collection tools are more rigid and standardized, with predefined response options (e.g., multiple-choice, Likert scale). Purpose: Measure specific aspects of learners' needs, such as skill levels, language usage frequency, and learner preferences. Data Type: Numerical and structured (e.g., scores, ratings, frequencies).
- 24. Challenges and Solutions in Needs Analysis
- 25. Limited Access to Learners Solution: Use multiple data collection methods (surveys, interviews, tech tools) and provide incentives. Lack of Reliable Data Solution: Use diagnostic assessments, observational data, and follow-up interviews. Solution: Implement continuous feedback loops and flexible course designs. Evolving Needs
- 26. Munby, John. Communicative Syllabus Design. Cambridge: Cambridge University Press, 1978. Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge University Press. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press. References
- 27. Thank You