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  • Needs Analysis Example 1

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    Alejandro De Alejandria
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    This document summarizes a needs analysis survey conducted with 5th grade English language learners in Greece. The teacher administered a paper survey to better understand students' needs and preferences for learning English. Questions covered topics like listening practice, learning styles, and favorite activities. Key findings indicated that students wanted more task-based and communicative learning, additional listening practice activities, and opportunities for group work and use of technology. The teacher plans to incorporate these preferences, like collaborative projects and simulations, to create a more engaging and meaningful learning experience for students.

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    Needs_Analysis_Example_1

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    This document summarizes a needs analysis survey conducted with 5th grade English language learners in Greece. The teacher administered a paper survey to better understand students' needs and preferences for learning English. Questions covered topics like listening practice, learning styles, and favorite activities. Key findings indicated that students wanted more task-based and communicative learning, additional listening practice activities, and opportunities for group work and use of technology. The teacher plans to incorporate these preferences, like collaborative projects and simulations, to create a more engaging and meaningful learning experience for students.

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    18 views6 pages

    Needs Analysis Example 1

    Uploaded by

    Alejandro De Alejandria
    This document summarizes a needs analysis survey conducted with 5th grade English language learners in Greece. The teacher administered a paper survey to better understand students' needs and preferences for learning English. Questions covered topics like listening practice, learning styles, and favorite activities. Key findings indicated that students wanted more task-based and communicative learning, additional listening practice activities, and opportunities for group work and use of technology. The teacher plans to incorporate these preferences, like collaborative projects and simulations, to create a more engaging and meaningful learning experience for students.

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    © All Rights Reserved
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    of 6

    Tzotzuo. (2014).

    Designing and Administering a Needs Analysis Survey to Primary School Learners


    about EFL learning: A Case Study. Retrieved from Research Gate:
    https://www.researchgate.net/publication/268811602_Designing_and_Administering_a_Need
    s_Analysis_Survey_to_Primary_School_Learners_about_EFL_learning_a_Case_Study

    Purpose: A small-scale/class-specific NA survey conducted by a single teacher to investigate the


    needs that the 5th grade Ls of a Greek state school want to fulfill in the EFL classroom.

    Process:

    ▸ The teacher hands out a paper to the class and reads aloud the instructions.
    • Dear Children, this is questionnaire, not a test, which gives you the chance to express
    yourselves, your needs and wants about English language and learning. There are no
    correct or wrong answers. Whatever answer you give is welcome. Be careful: it is
    necessary for you to give true answers because your answers will help me plan our
    English lessons in the way you really like and need.
    • Please, pay attention to the following instructions: • answer all the questions • give
    true answers for you • check you have answered all the questions • don’t write your
    name • read the questions with attention

    ▸ Then the teacher reads through the background information.


    ▸ The teacher does not read through each question.
    ▸ The students individually answer the questions in the questionnaire marking either yes/no.

    3 Implications:
    Regarding the teaching method, ‘task-based’ learning could be used as it is an overall approach
    to language learning which views the tasks that Ls do as central to the learning process by placing
    emphasis on learning to communicate through interaction in the FL, the use of authentic
    materials, the enhancement of the Ls’ own personal experiences as important contributing
    elements to classroom learning and on linking classroom EFL learning with language activation
    outside the classroom. In this way, real-life target tasks which are meaning-focused and involve
    Ls in comprehending, manipulating, producing and interacting in the target language can
    motivate them and cover their need to learn English as an international language in a
    communicative learning context.
    Regarding the Ls’ need for further listening practice, the teacher should use listening
    activities to supplement the existing course book activities by focusing the Ls’ attention on
    developing ‘real-world’ listening skills (Nunan, 1989b). For instance, an activity called
    ‘Eavesdropping’, developed by Porter and Roberts (1987), teaches strategies for listening and can
    engage Ls in real-world settings where English is spoken. Also, simulations of real world settings
    like watching an English conversation on TV, taking notes on what is heard and reporting back to
    the class could improve Ls’ pronunciation and listening skills.
    As for learning styles/preferences, the teacher must try to create opportunities for the
    5th grade Ls to enjoy their EFL experience while at school by assessing the suitability of the
    textbook for this particular group of Ls, ensuring quality of teaching and learning, and providing
    coherence within the curriculum (O’ Brien, 1998). More specifically, the teacher should find
    means to match the curriculum to the actual needs of her Ls and plan lessons that allow for
    effective and meaningful instruction by choosing appropriate goals and objectives (Graves, 1996)
    that satisfy the Ls’ learning preferences for an extended use of computers and internet
    technology in the classroom and extra amusing activities (e.g. playing games). As for group work,
    which is the Ls’ most favorite mode of learning, collaborative learning activities, such as
    collaborative writing and group projects, would be the best teaching practice (Nunan, 1992).

    Needs Analysis Document:

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