Designing and Administering a Needs Analysis Survey to Primary School Learners about EFL learning: a Case Study
Published:
Apr 30, 2014
Keywords:
needs analysis objective/subjective needs product-oriented process-oriented decision-making curriculum
Abstract
Needs analysis is a distinct and necessary phase in planning educational programs and curriculum development. It is used to collect information about learners’ needs, focusing on the study of learners’ perceived and present needs, as well as their potential and unrecognized needs. The purpose of this study was to develop, design and administer a needs analysis survey to a group of primary school learners in order to investigate their attitudes towards EFL learning, their actual foreign language needs and their learning preferences regarding activities, topics and modes of work in the EFL classroom. According to the survey findings derived from the questionnaire used as a research tool, learners’ actual EFL needs, learning styles and strategies are not satisfactorily consistent or compatible with the current teaching situation. As a result, implications which focus on: a more learner-centered teaching methodology and materials, a ‘process-based’ curriculum development and action research in the Greek school context, as well as teacher’s further training education and professional development will be discussed.
Article Details
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Tzotzou, M. (2014). Designing and Administering a Needs Analysis Survey to Primary School Learners about EFL learning: a Case Study. Preschool and Primary Education, 2, 59–82. https://doi.org/10.12681/ppej.62
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- Vol. 2 (2014)
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References
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Barkhuizen, G. P. (1998). Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32, 85-108.
Bassey, M. (1998). Action research for improving educational practice. In R. Halsall (Ed.), Teacher research and school improvement: Opening doors from the inside (pp. 93–108). Buckingham: Open University Press.
Birckbichler, D. W., & Corl, K. A. (1993). Perspectives on proficiency: teachers, students and materials that they use. In Phillips, J. K. (Ed.), Reflecting on proficiency from the classroom perspective (pp.115-158). Lincolnwood IL: National Textbook Company.
Block, D. (1994). A day in the life of a class: Teacher/learner perceptions of task purpose in conflict. System, 22, 473-486.
Block, D. (1996). A window on the classroom: Classroom events viewed from different angles. In K. M. Bailey, & D. Nunan (Eds.), Voices from the Language Classroom: Qualitative Research in Second Language Education (pp. 168-194). Cambridge: Cambridge University Press.
Brindley, G. (1989). The role of needs analysis in adult ESL program design. In Ρ. Κ. Johnson, (Ed.), The second language curriculum (pp.63-78). Cambridge: Cambridge University Press.
Brinton, D. M. (1991). The use of media in language teaching. In M. Celce-Murcia (Εd.), Teaching English as a Second or Foreign Language (pp. 454-472). Boston: Heinle and Heinle Publishers.
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, Massachusetts: Heinle & Heinle Publishers.
Chryshohoos J., Chryshohoos N., & Thompson I. (2002). The methodology of the teaching of English as a foreign language with reference to the cross-curricular approach and task-based learning. Athens: Ministry of Education & Religious Affairs, Pedagogical Institute.
Clarke, M. A. (2003). A place to stand: essays for educators in troubled times. Ann Arbor, MI: University of Michigan Press.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routlege Falmer.
Council of Europe (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.
Cross-thematic Curriculum Framework for Modern Foreign Languages (2003). Retrieved September 2013 from: http://www.pi-schools.gr/programs/depps/
Cunningsworth, A. (1983). Needs analysis-A review of the state of the art. System, 11, 149-154.
Davies, A. (2006). What do learners really want from their EFL course? ELT Journal, 60, 3-12.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching. 31, 117-135.
Dubin, F., & Olshtain, E. (1986). Course design: Developing programmes and materials for language learning. Cambridge: Cambridge University Press.
Fatihi, A. R. (2003). The role of needs analysis in ESL program design. South Asian Language Review, 13, 39-59.
Fine, D. (2003). A sense of learning style. Principal Leadership, 4, 55-60.
Finney, D. (2002). The ELT curriculum: A flexible model for a changing world. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 69-79). Cambridge: Cambridge University Press.
Gebhard, J. G. (1996). Teaching English as a foreign language: A teacher self-development and methodology guide. Ann Arbor: The University of Michigan Press.
Graves, K. (1996). Teachers as course developers. Cambridge: CUP.
Green, F. R. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. Education, 119, 682-688.
Guild, P. B. (2001). Diversity, learning style and culture. New horizons for learning. Retrieved January 2014 from: http://www.newhorizons.org/strategies/styles.guild.htm.
Hess, M (1999). Teaching in mixed-ability classrooms. Retrieved January 2014 from: http://www.weac.org/kids/1998-99/march99/differ.htm
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Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.), Victoria: Deakin University Press.
Kolovou E., & Kraniotou A. (2009). English E΄primary school-teacher’s book. Athens: Ministry of Education, Pedagogical Institute.
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Koutselini, M. (2008). Listening to students’ voices for teaching in mixed ability classrooms: Presuppositions and considerations for differentiated instruction. Learning and Teaching, 1(1), 17-30.
Ladousse, G. P. (1982). From needs to wants: Motivation and the language learner. System, 10/1: 29-37.
Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards based learning that benefit the whole class. American Secondary Education, 32, 34-62.
Lightbown, P., & Spada, N. (2002). How languages are learned. USA: Oxford University Press.
Mackay, R. (1978). Identifying the nature of the learner's needs. In R. Mackay, & A. Mountford (eds.), English for specific purposes (pp. 21-42). London: Longman.
Manolopoulou-Sergi, E. (2004). Needs analysis. In C. Ayakli, K. Karavas, E. Manolopoulou-Sergi, & J. A. Spinthourakis (Eds.), Course design and evaluation: Introduction to the key concepts. Vol.1. (pp. 81-124). Patras: Hellenic Open University.
McDonough, J., & Shaw, C. (1993). Materials and methods in ELT, Oxford: Blackwells.
Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge: Cambridge University Press.
Nunan, D. (1989a). Hidden agendas: The role of the learner in programme implementation In R. K. Johnson (Ed.), The second language curriculum (pp. 176-186). Cambridge: Cambridge University Press.
Nunan, D. (1989b). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Nunan, D. (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press.
O’Brien, T. (1998). Course design and evaluation. Patras: HOU.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, Mass: Heinle & Heinle.
Porter, D., & Roberts, J. (1987). Authentic listening activities. In M. L. Long (Ed.), Methodology in TESOL. Rowley, Mass.: Newbury House.
Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Richards, J. C. (2012). Curriculum development in lαnguage teaching. Cambridge: Cambridge Language Education.
Savignon, S. J. (1997). Communicative competence theory and classroom practice: Texts and contexts in second language learning. New York: McGraw-Hill.
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49, 59-65.
Shavelson, R.J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research, 51, 455–498.
Smith, M. K. (1996, 2000). Curriculum theory and practice. Retrieved January 2014 from: http://www.infed.org/biblio/b-curric.htm
Spratt, M. (1999). How good are we at knowing what learners like? System, 27, 141-155.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Making students as important as standards. Educational Leadership, 59, 56-61.
Tarone, E., & Yule, G. (1989). Focus on the language learner. Oxford: Oxford University Press.
Taylor-Powell, E. (1998). Questionnaire design: Asking questions with a purpose. Program Development and Evaluation. University of Wisconsin-Extension, Cooperative Extension. Retrieved January 2014 from: http://cf.uwex.edu/ces/pubs/pdf/ G3658_2.PDF
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms, (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Tudor, I. (1996). Learner-centeredness as language education. Cambridge: Cambridge University Press.
Vincent, M. (1984). Motivation and its importance in ELT. In S. Holden (Ed.), Focus on the learner (pp. 37-43). London: Modern English Publications.
Watanabe, Y. (2006). A needs analysis for a Japanese high school EFL general education curriculum. Second Language Studies, 25, 83-163.
Young, J. (2000). Comment: Who needs analysis? ELT Journal, 54, 72-74.
Barkhuizen, G. P. (1998). Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32, 85-108.
Bassey, M. (1998). Action research for improving educational practice. In R. Halsall (Ed.), Teacher research and school improvement: Opening doors from the inside (pp. 93–108). Buckingham: Open University Press.
Birckbichler, D. W., & Corl, K. A. (1993). Perspectives on proficiency: teachers, students and materials that they use. In Phillips, J. K. (Ed.), Reflecting on proficiency from the classroom perspective (pp.115-158). Lincolnwood IL: National Textbook Company.
Block, D. (1994). A day in the life of a class: Teacher/learner perceptions of task purpose in conflict. System, 22, 473-486.
Block, D. (1996). A window on the classroom: Classroom events viewed from different angles. In K. M. Bailey, & D. Nunan (Eds.), Voices from the Language Classroom: Qualitative Research in Second Language Education (pp. 168-194). Cambridge: Cambridge University Press.
Brindley, G. (1989). The role of needs analysis in adult ESL program design. In Ρ. Κ. Johnson, (Ed.), The second language curriculum (pp.63-78). Cambridge: Cambridge University Press.
Brinton, D. M. (1991). The use of media in language teaching. In M. Celce-Murcia (Εd.), Teaching English as a Second or Foreign Language (pp. 454-472). Boston: Heinle and Heinle Publishers.
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, Massachusetts: Heinle & Heinle Publishers.
Chryshohoos J., Chryshohoos N., & Thompson I. (2002). The methodology of the teaching of English as a foreign language with reference to the cross-curricular approach and task-based learning. Athens: Ministry of Education & Religious Affairs, Pedagogical Institute.
Clarke, M. A. (2003). A place to stand: essays for educators in troubled times. Ann Arbor, MI: University of Michigan Press.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routlege Falmer.
Council of Europe (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.
Cross-thematic Curriculum Framework for Modern Foreign Languages (2003). Retrieved September 2013 from: http://www.pi-schools.gr/programs/depps/
Cunningsworth, A. (1983). Needs analysis-A review of the state of the art. System, 11, 149-154.
Davies, A. (2006). What do learners really want from their EFL course? ELT Journal, 60, 3-12.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching. 31, 117-135.
Dubin, F., & Olshtain, E. (1986). Course design: Developing programmes and materials for language learning. Cambridge: Cambridge University Press.
Fatihi, A. R. (2003). The role of needs analysis in ESL program design. South Asian Language Review, 13, 39-59.
Fine, D. (2003). A sense of learning style. Principal Leadership, 4, 55-60.
Finney, D. (2002). The ELT curriculum: A flexible model for a changing world. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 69-79). Cambridge: Cambridge University Press.
Gebhard, J. G. (1996). Teaching English as a foreign language: A teacher self-development and methodology guide. Ann Arbor: The University of Michigan Press.
Graves, K. (1996). Teachers as course developers. Cambridge: CUP.
Green, F. R. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. Education, 119, 682-688.
Guild, P. B. (2001). Diversity, learning style and culture. New horizons for learning. Retrieved January 2014 from: http://www.newhorizons.org/strategies/styles.guild.htm.
Hess, M (1999). Teaching in mixed-ability classrooms. Retrieved January 2014 from: http://www.weac.org/kids/1998-99/march99/differ.htm
Holec, H. (1979). Autonomy in foreign language learning, Oxford: Pergamon.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press.
Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., & Brown, J. D. (1999). Japanese language needs analysis. Retrieved December 2013 from: http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf London: Routledge.
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.), Victoria: Deakin University Press.
Kolovou E., & Kraniotou A. (2009). English E΄primary school-teacher’s book. Athens: Ministry of Education, Pedagogical Institute.
Kolovou E. & Kraniotou A. (2010). English E΄ primary school -English 5th grade, pupil’s book. Athens: Ministry of Education, Pedagogical Institute.
Koutselini, M. (2008). Listening to students’ voices for teaching in mixed ability classrooms: Presuppositions and considerations for differentiated instruction. Learning and Teaching, 1(1), 17-30.
Ladousse, G. P. (1982). From needs to wants: Motivation and the language learner. System, 10/1: 29-37.
Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards based learning that benefit the whole class. American Secondary Education, 32, 34-62.
Lightbown, P., & Spada, N. (2002). How languages are learned. USA: Oxford University Press.
Mackay, R. (1978). Identifying the nature of the learner's needs. In R. Mackay, & A. Mountford (eds.), English for specific purposes (pp. 21-42). London: Longman.
Manolopoulou-Sergi, E. (2004). Needs analysis. In C. Ayakli, K. Karavas, E. Manolopoulou-Sergi, & J. A. Spinthourakis (Eds.), Course design and evaluation: Introduction to the key concepts. Vol.1. (pp. 81-124). Patras: Hellenic Open University.
McDonough, J., & Shaw, C. (1993). Materials and methods in ELT, Oxford: Blackwells.
Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge: Cambridge University Press.
Nunan, D. (1989a). Hidden agendas: The role of the learner in programme implementation In R. K. Johnson (Ed.), The second language curriculum (pp. 176-186). Cambridge: Cambridge University Press.
Nunan, D. (1989b). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Nunan, D. (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press.
O’Brien, T. (1998). Course design and evaluation. Patras: HOU.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, Mass: Heinle & Heinle.
Porter, D., & Roberts, J. (1987). Authentic listening activities. In M. L. Long (Ed.), Methodology in TESOL. Rowley, Mass.: Newbury House.
Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Richards, J. C. (2012). Curriculum development in lαnguage teaching. Cambridge: Cambridge Language Education.
Savignon, S. J. (1997). Communicative competence theory and classroom practice: Texts and contexts in second language learning. New York: McGraw-Hill.
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49, 59-65.
Shavelson, R.J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research, 51, 455–498.
Smith, M. K. (1996, 2000). Curriculum theory and practice. Retrieved January 2014 from: http://www.infed.org/biblio/b-curric.htm
Spratt, M. (1999). How good are we at knowing what learners like? System, 27, 141-155.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Making students as important as standards. Educational Leadership, 59, 56-61.
Tarone, E., & Yule, G. (1989). Focus on the language learner. Oxford: Oxford University Press.
Taylor-Powell, E. (1998). Questionnaire design: Asking questions with a purpose. Program Development and Evaluation. University of Wisconsin-Extension, Cooperative Extension. Retrieved January 2014 from: http://cf.uwex.edu/ces/pubs/pdf/ G3658_2.PDF
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms, (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Tudor, I. (1996). Learner-centeredness as language education. Cambridge: Cambridge University Press.
Vincent, M. (1984). Motivation and its importance in ELT. In S. Holden (Ed.), Focus on the learner (pp. 37-43). London: Modern English Publications.
Watanabe, Y. (2006). A needs analysis for a Japanese high school EFL general education curriculum. Second Language Studies, 25, 83-163.
Young, J. (2000). Comment: Who needs analysis? ELT Journal, 54, 72-74.
