Chapter 4

Nguyen Nhi Lin Da

Lam Thi Hoang Tuyet
•

•
Lawson (1979)

Berwick
(1989)

Brindley
(1984)
VARIOUS CONCEPTS OF NEEDS

LEARNING TARGET
NEEDS NEEDS
Peter
He’s going to attend a business
conference next week Necessities

Henry
He wants to learn English in
stimulated ways. Wants

Claudia
She is not confident about her
upcoming presentation since Lacks
she worries about lacking
vocabulary related to business
field.
objective subjective
 Perceived vs. Felt needs
• ‘Perceived needs’ are from the perspective of experts
• ‘felt needs’ are from the perspective of learners (Berwick, 1989)
Product vs. Process oriented interpretations
• In the product- oriented interpretation, learner needs are viewed as
the language that learners require in target situations.
• In the process-oriented interpretation, the focus is on how individuals
respond to their learning situation, involving affective and cognitive
variables which affect learning (Brindley, 1989)
 NAMES OF LINGUISTS DEFINITIONS
“ Techniques and procedures for collecting information to be used in
Richards, J. (1992) syllabus design”

“The process of determining the needs for which a learner or a group of

Nunan, D. (1983)
learners requires a language and arranging the needs according to priorities.”

Fatihi, A. R. (2003) “ A device to know the learner’s necessities, needs and lacks”

“Learner’ s wants, desires, demands, expectations, motivations, lacks,

Brindley, G. (1984
constraints and requirements.”

Needs analysis is a process that gathers information from learners, teachers and
language courses to find out what language skills the learner’s need to develop, why
they should develop those skills and how they develop those in the best ways.
 For example, in conducting a needs analysis to help revise the
secondary school English curriculum in a country, the end users
include:
THE USERS OF NEEDS
ANALYSIS

CURRICULUM OFFICERS
TEACHERS LEARNERS WRITERS IN THE MINISTRY OF
EDUCATION

evaluate the
teach from be taught prepare new
adequacy
new from new existing
textbooks syllabus,
curriculum curriculum curriculum…
The target population is the entire population, or group that a
researcher is interested in researching and analyzing. A sampling is
the drawn from this target population

The target population in a needs analysis refers to the people about

whom information will be collected.

For example, in conducting a needs analysis to determine ta needs

analysis to help revise the secondary school English curriculum in a
country, the end users include:
• Secondary school students
• Teachers are teaching in secondary schools.
 Procedure of
Needs Analysis
Defining Identifying Selecting Analyzing Preparing a
specific the users & ways to obtained data recommendation
objectives target collect data report
and goals population
• Stakeholders: leaners, teacher,
• Clarify purposes & scope
•• educational experts….- more than one
Triangular approach
• • Define specific goals to guide data
• Target
sourcespopulation to determine about
collection
whom information will be collected
 Case
Observation
Interviews
Task Meetings
studies
analysis
Self-ratings
• ••allowQuestionaires
allow afor
large
a single
Enable a more-depth
amount
student
the of
or a to
observer
students
•••information
analysis
selected
exploration
arrive at of orthe
group others
to
certainof kinds
beof use
of
students
issues
collectedto is
can be used with large
• in rate
tasks
may their
followed
the
fairly
be
conclusions a knowledge
through
leaners
useful
short time.
at
about a
will
thethe or
relevant
have
numbers of subjects
toabilities.
work
carryor
preliminary
needs of educational
out
thosein English
stage
beingof in a
obtainedinformation
• •obtained informationmay
might
experience
• future
designing
observed. be included
to
occupational
a determineas
or
questionnaire. a the
be relatively easy to tabulate
impressionistic and
characteristics
part
can
people
• subjectivebeof conducted
educational do not of that
a questionaire
setting
perform face-to-
and analyze and reflect the
situation
face,
well over
when the
theytelephone,
are being
•ideas
only
•observed of more
provide
obtained outspoken
information may
or
members on the
impressionisticInternet
of a group
• may be be
fairlyimpossible
superficial to
or
take
• need longer
specialized
information to administer
training:
generalize
imprecise. from aiscase
that not very
only
• knowing
precisefeasible
how for
to smaller
observe,
study
groups
khát to look for...
 MAKING USE OF OBTAINED
INFORMATION

•• developing
Planning
selectiongoals
Evaluation: tests
ofan andand
existing
• information
other
objectives
appropriate
program athat
assessment
or for can be
teaching
a future
used as a a
procedures
program
methods,
component part aof a
syllabus
of
course or program
and teaching
program materials
report to an external
in a program ỏa
body
courseor organization
 M A K I N G U S E O F T H E I N F O R M AT I O N O B TA I N E D
• Needs analysis produces information that can be used in various ways

• It may provide the basis of evaluation of an existing program or a component of a

program

• It may provide the basis of planning goals and objectives for a future program

• It may assist with developing tests and other assessment procedures

• It can help with the selection of appropriate teaching methods in a program

• It may provide the basis for developing a syllabus and teaching materials for a course
.

• It may provide information that can be used as a part of a course or program report to
an external body or organization
 1. Defining specific objectives and goals 2. Identifying the users (stakeholders) &
• target population of NA
•

• •

3. Selecting appropriate ways to collect

data
4. Analyzing obtained data •
•
•
•

5. Preparing a recommendation report

• Summarize the findings of the needs analysis, highlighting key
insights and recommendations for the design and
implementation of the English writing course.
• provide specific recommendations for curriculum development,
instructional strategies, and materials selection based on
identified learners' needs and goals.
EVALUATING NEEDS
ANALYSIS
 Reliability Validity Practicality
(“the consistency with a procedure
obtain the information”)

involve using well thought- consider about what is consider about

out; standardized tools relevant and important (by learner/teacher time
that are applied using list or scale) efficiency, clear/easy to
systematically understand result, easily
(by recording, checklist, or incorporated to the
observation) curriculum design process
There are 3 issues in needs
analysis that have been the
focus of continuing debate Common core
& Specialized
Language

Narrow focus Critical needs

& Wide focus analysis
Common core language: the Specialized language: the
foundation language that language required for
are essential for daily specific domains, professions
communication and general or contexts that have
language proficiency. specialized terminology,
discourse conventions...
Identifying both common core language and specialized language is
essential for designing effective language educational programs that meet
the diverse linguistic and communicative requirements of learners.
 Narrow focus include the faster Wide focus: long-term goals,
meeting of needs, the reduction of language learning not only
the quantity of learning needed,
satisfies immediate needs but
the motivation that comes from
also provides the basis for
getting an immediate return from
being able to apply learning. development of control of the
wider language system.
The choice between 2 focus depends on the specific objectives, scope, and
context of the language education program, as well as the available
resources and time constraints.
Benesch (1996) points out that needs analysis is affected:
• the questions they ask
• the areas they investigate
• the conclusions drawn are influenced by their attitudes to
change and the status quo.

It is worth considering a wide range of possible viewpoints

when deciding on the focus of needs analysis, and seeking
others' views on where change could be made.
 1. What is the purpose of needs analysis in curriculum development?

Needs analysis is used to identify the learning goals, expectations, and requirements of
learners. It helps in designing a curriculum that meets the learners' needs and ensures
that the educational program is relevant and effective.

2. What challenges may arise during needs analysis?

• Limited resources: Time, budget, and personnel constraints can impact the
comprehensiveness of the analysis.
• Data interpretation: Difficulty in interpreting and analyzing data accurately.
• Bias: Potential for bias in data collection and interpretation, affecting the
objectivity of the analysis.
• Changing needs: Learner needs may evolve over time, requiring continuous
reassessment and adjustments.
 3. If you were planning a needs analysis as part of the review of a
secondary school English curriculum, what information would you seek to
obtain?

• Learner demographics and characteristics: age, grade level, cultural

background, first language, and other relevant demographic information
• Current proficiency levels (reading, writing, speaking, and listening)
• Learning styles
• Teaching and learning context
• Feedback from teachers
• Feedback from students
• Feedback from parents
• Assessment data: test scores, grades, and other assessment results