From Needs Analysis to Task-Based Design: Methodology, Assessment and Programme Evaluation

Gilabert, Roger; Malicka, Aleksandra

doi:10.1007/978-981-16-4226-5_6

Cited by 5 publications

(14 citation statements)

References 26 publications

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“…According to the findings, traditional teaching focused on exams and the teacher-fronted approach seem to not meet students' needs. As Gilabert and Malicka (2021) stated, language should be taught by focusing on what students need to do with it, in lieu of being taught as an object. In fact, students in this study wanted to gain writing experience through communication, cooperation, practice, and feedback (peer feedback, teacher feedback), which could help them understand the process of composing writing and improve their writing skills (idea development, organization of ideas, vocabulary, grammar).…”

Section: Research Question 3: Writing Course Designmentioning

confidence: 99%

An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design

2023

rEFLections

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The present study adopts the four-step framework of course development processes proposed by Graves (1996) to develop a writing course for EFL Vietnamese undergraduates. A total of 60 students were asked to take a writing test and a survey about writing problems to identify their “objective needs”. Then “subjective needs” were collected from interviews. In addition, the three language teachers were invited to the semi-structured interviews to collect their perspectives on teaching writing, which were analyzed in parallel with students’ needs. The findings show that students’ writing levels are low-intermediate and intermediate, and they have major problems with the organization of ideas, followed by grammar and idea development. Regarding teaching, students’ main concerns are a lack of writing activities and teacher feedback, which may be due to large classes and heavy workloads. To improve students’ writing problems, more writing tasks are needed, including pre-planning (idea development), performance (writing practice), and post-writing (peer feedback, teacher feedback, final draft). These writing tasks are arranged into different phases to help teachers follow up on students’ writing practice and reduce their workloads. Considering these conditions, a proposed writing task-based course was suitable to develop, including the five components of course design: context; goals and objectives; content; method and material; and assessment, as professional support for EFL or ESL language teachers in designing a writing course that can be used for teaching, training, or coaching in a similar context.

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Section: Research Question 3: Writing Course Designmentioning

confidence: 99%

An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design

2023

rEFLections

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“…L'objectif de cette analyse des besoins basée sur les tâches est double : tout d'abord, découvrir les tâches effectuées par les agents de bord hispanophones basés aux États-Unis ainsi que les besoins linguistiques qui y sont associés, et ce faisant, élargir la portée de l'analyse des besoins basée sur les tâches en appliquant des méthodes et des sources multiples (Long, 2005) et en abordant la question peu étudiée du transfert de l'analyse des besoins basée sur les tâches à la conception des tâches (Gilabert & Malicka, 2021a ;2021b). Un entretien guidé par un questionnaire et une enquête en ligne ont été utilisés.…”

Section: Résuméunclassified

“…Long (2005) suggests that a needs analysis should be carried out for all individual language teaching programs, and every language course should be considered as a course for specific purposes. More recently, the need to address the under-researched issue of how to go from NA to actual task and syllabus design has been raised by scholars (Malicka et al, 2019;Gilabert & Malicka, 2021a, 2021b. The need to understand how task-based needs analysis (TBNA) as a first step in task and syllabus design may aid every aspect of task-based syllabus development: task selection, task pedagogical design, task sequencing, methodological implementation, task assessment, and program evaluation.…”

Section: Changing Linguistic Landscapementioning

confidence: 99%

“…Since the 1970s (e.g., Munby, 1978;Wilkins, 1976), NA has been used to investigate language needs for course design. Still, the inclusion of tasks as base units of NA research is relatively new, with the theoretical task-based perspective only emerging within the last few decades (Gilabert & Malicka, 2021a;2021b ;Long, 2005;Sasayama, 2021;. Though the number of reports on the advantages of taskbased language teaching (TBLT) has grown exponentially, it has yet to become a common approach in language education (see Long, 2015 for an in-depth discussion).…”

Section: Task-based Needs Analysismentioning

confidence: 99%

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Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants

Keller,

Gilabert

2023

CJAL

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The aim of this task-based needs analysis is two-fold: firstly, to uncover the tasks performed by U.S.-based Spanish-language flight attendants and the associated language needs and, in doing so, to expand the breadth of task-based needs analysis (TBNA) through the application of multiple methods and sources (Long, 2005) and tackling the under-researched issue of transfer from TBNA to task design (Gilabert & Malica, 2021a; 2021b). A questionnaire-guided interview and online survey were used. Analysis of the extracted information illuminated the essential tasks and subtasks (Gilabert, 2005), including details regarding frequency, need for training, and language use. Findings suggest that each task and subtask requires varying amounts of Spanish, as well as knowledge of distinct linguistic dimensions. Triangulation of multiple sources and methods adds to the understanding of the tasks and language needs. Finally, suggestions as to how the outcome of this NA may transfer to task design are presented, hence extending the field of TBNA.

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Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area

Wen

Zhang

Kong

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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The present paper discusses how insights from translanguaging theory and pedagogy can help inform and promote genre pedagogy for teaching business communication courses such as writing and translation. To this end, the first part traces and reviews the developments of genre theory and pedagogy in tandem with translanguaging theory and pedagogy, thus teasing out their similarities and differences in historical roots, core premises, theoretical frameworks, and research methodologies. In light of these integrated accounts, the second part of the paper proposes a genre-based pedagogical framework augmented with key tenets and general principles of translanguaging pedagogy to design and implement task activities and classroom practice in teaching business communication courses in the Greater Bay Area (GBA). The paper then outlines perceivable advantages and potential challenges to the application of this translanguaging-informed genre-based pedagogical approach in curriculum design and professional training practice in superdiverse megapolis regions such as the GBA.

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From Needs Analysis to Task-Based Design: Methodology, Assessment and Programme Evaluation

Cited by 5 publications

References 26 publications

An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design

An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design

Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants

Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area

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