Designing and Administering a Needs Analysis Survey to Primary School Learners about EFL learning: a Case Study

Tzotzou, Maria D.

doi:10.12681/ppej.62

Cited by 28 publications

(28 citation statements)

References 34 publications

(35 reference statements)

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“…The need analysis can help them to clarify and validate the learners' true needs, as Akyel & Ozek (2010) have argued. By understanding the results of need analysis, they are able to translate the learners' needs into linguistics and pedagogical terms in order to teach an effective course (Tzotzou, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Studies of needs analysis have been undertaken over the last three decades (Widodo, 2016) and a number of contemporary researches on this issue have mushroomed in many different countries, such as Greece (Chostelidou, 2010;Tzotzou, 2014), Iran (Aliakbari & Boghayeri, 2014;Atai & Shoja, 2011;Boroujeni & Fard, 2013;Eslami, 2010;Mohammadi & Mousavi, 2013;Moiinvaziri, 2014), Spain (Benavent & Sánchez-Reyes, 2015;Peters & Fernández, 2013), Sudan (Elsaid Mohammed & Nur, 2018), USA (Bosher & Smalkoski, 2002;Serafini, Lake, & Long, 2015), Japan (Cowling, 2007), China (Guiyu & Yang, 2016;Li, 2014;Wu, 2012;Zhu & Liu, 2014), Turkey (Akyel & Ozek, 2010;Kayiran & Bağçeci, 2018), KSA (Abdalla & Mohammed, 2016;Al-Qahtani, 2015;Alsamadani, 2017;Fadel & Rajab, 2017), Taiwan (Chen, Chang, & Chang, 2016;Lu, 2018), Thailand (Bosuwon & Woodrow, 2009;Prachanant, 2012), and Indonesia (Nimasari, 2018;Poedjiastutie & Oliver, 2017;Sabarun, 2019;Salam, 2017). Those literatures reflect the centrality and the inevitable role of need analysis in establishing an ESP course.…”

Section: Introductionmentioning

confidence: 99%

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English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

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This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

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“…All teachers believe that it is important for their students to follow a course that has been designed according to their needs. As teachers mentioned, becoming aware of their students' needs can enhance students' motivation in class, as has already been reported in the literature (Tzotzou, 2014). Drawing attention to students' motivation implies a focus on their subjective needs, which is also highlighted by teachers.…”

Section: Discussionmentioning

confidence: 76%

Needs Analysis in EFL Teaching in Greece: The Teachers’ Stance

Chatzikyriakou¹,

Zafiri²

2019

ELR

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The present research aims at identifying the way teachers in the Greek private sector become aware of their students’ needs and how they implement this knowledge in course and syllabus design. More specifically, teachers’ beliefs on the role and effectiveness of needs analysis in course and syllabus design were explored through both qualitative and quantitative research methods. The reason for conducting a study of this kind and caliber is the fact that syllabuses are mainly test-oriented within the context of Teaching English as a Foreign Language (TEFL) in private institutes in Greece, as obtaining certificates is the primary goal, and teachers are asked to align courses and syllabuses to their students’ needs. The findings revealed that teachers acknowledge the significance of needs analysis and implement their findings in course design. They also revealed the methods they use in order to become aware of their students’ needs. These results will benefit EFL teachers who want to maximize their potential and facilitate their students’ learning.

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“…In addition to the aforementioned types of needs, a NA procedure may focus on the considerations of the learners' language needs as a product or as a process. In this regard, Tzotzou (2014) suggests that NA involves objective needs and subjective needs, such as motivation and personal learning preferences. It should be observed that a subjective process-oriented perspective to NA is employed in the present study.…”

Section: Na: Theoretical Backgroundmentioning

confidence: 99%

The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English

Капранов¹

2020

TAPSLA

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This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed inthe article.

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Designing and Administering a Needs Analysis Survey to Primary School Learners about EFL learning: a Case Study

Cited by 28 publications

References 34 publications

English Teaching in Vocational High School: A Need Analysis

English Teaching in Vocational High School: A Need Analysis

Needs Analysis in EFL Teaching in Greece: The Teachers’ Stance

The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English

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