3 Needs analysis

One of the basic assumptions of curriculum development is that a sound ed-

ucational program should be based on an analysis of learners' needs. Pro-
ceduresjfifri t" mTlect information about learners' needs are known as needs
analysis. Needs analysis as a distinct and necessary phase in planning*
educational programs emerged in the'1960s as part of the systems approach to
curriculum development and was part of the prevalent philosophy of educational
accountablity (Stuffiebeam, McCormick, Brinkerhoff, and Nelson 1985). If
providers of training programs wanted public T PCTT3!? sources of funding in
order to provide different kinds of training programs, they were required to
demonstrate that a proposed program was a responggJcLa, genuJBfi-Jiesd (Pratt
1980). Subsequently needs analysis developed into something of an industry.
Berwick (1989,51) comments:
The need for convincing precision in educational needs assessment was also
reinforced during this period by the "behavioral objectives" movement in
educational planning, particularly in North America, which insisted on specifying in
measurable form all goals of importance within an educational system. The
emphasis on precision and accountability clearly influenced the appearance of
needs assessment as a form of educational technology and its diversification into a
collection of educational research methodologies.
Needs analysis was introduced into language Jeachjn^jhrojigjiJh^ESg
fgjSsment (see Chapter 2). From the l9bUs, the demand for specialized
language programs grew and applied linguists increasingly began to employ
needs analysis procedures in language teaching. By the 1980s, in many parts of
the world a "needs-based philosophy" emerged in language teaching,
particularly in relation to ESP and vocationally oriented program design
(Brindley 1984). In this chapter we will examine approaches to needs analysis
and consider the purposes of needs analysis, the nature of needs, Who needs
analysis is intended for, who the target population is, who collects information,
what procedures can be used, and how the information collected can be used.
(Examples of two different needs analyses are given on pages 68-Z1.)

51
 52 Chapter 3

The purposes of needs analysis t

Needs analysis in language teaching may be used for a number of different

purposes, for example:
f yto find out what language skills a learner needs in order to perform a par-
ticular role, such as sales manager, tour guide, or university student
• to help determine if an existing course adequately addresses the needs
of
. potential students
. vto determine which students from a group are most in need of training in
particular language skills
• to identify a change of direction that people in a reference group feel is
important
C Qy to identify a gap between what students are able to do and what they need
to be able to do
• to collect information about a particular problem learners are experi
encing
r„. r In the case of K-12 ESL programs (e.g., for ESL students in public schools)
Linse (1993) identifies the following purposes for needs analysis:
<• to compile a demographic profile of all the languages and language
'' -^ groups represented by the students
p -"- • to assess their level of language acquisition in their native language and
^ "^ in English
., c,yj * to determine their communicative abilities in English -. '-
.. *'to determine their formal knowledge of English . "-^ • to
find out how students use language on a daily basis
J* • to determine what English language skills are necessary to enable
students to participate in ail school and community activities in English
• to find out what prior experiences students have had with formal educa-
tion
• to determine the attitudes of the students and tfieir families toward formal
schooling and'education
• to find out what preliteracy and literacy skills the students possess
• to ascertain the students' level of cognitive development and acquisition
of academic skills in their native language(s)
• to ascertain what cognitive and academic skills students have acquired in
English
• to determine the cultural, political, and personal characteristics of students
The first step in conducting a needs analysis is therefore to decide exactly
whaTit|j|^^
restaurant'e^Io^eHiyc'tinducted, the purposes might be:
 Needs analysis 53

• to determine current levels of language proficiency of employees

• to determine how many employees are in need of the language training
• to identify senior restaurant staff's perception of language problems employees
have on the job
• to identify employees' perceptions of language difficulties they face on the job
• to ascertain the types of transactions employees typically perform in English
• to determine the language characteristics of those transactions
• to assess the extent to which employees' needs are met by currently available
programs and textbooks
In many cases, learners' language needs may be relatively easy to determine,
particularly if learners need to leam a language for very specific purposes, for
example, employment in fields such as tourism, nursing, or the hotel industry.
In this case the tasks employees typically carry out in English can be observed
and the language needs of those tasks determined. The information obtained can
then serve as a basis for planning a training program. In some cases, "needs"
also includes students' rights. Linse comments:
It is the school's responsibility to take into account the cultural, political, and
personal characteristics of students as the curriculum is developed in order to
plan activities and objectives that are realistic and purposeful. It is not the
responsibility of the school to act on political matters, but it is the school's
responsibility to provide equal access to school opportunities and to validate the
experiences of all students, regardless of &eir political and/or cultural
backgrounds. (Linse, in Hudelson 1993,46)
In other cases, learners' needs may not be so immediate - for example, students
learning English as a secondary school subject in an EFL context. Here English
may be a compulsory subject that is considered an important part of a child's
general education. However, even though me students may not have any
immediate perceptions of needs, curriculum planners will generally have
consulted employers, parents, teachers, and o&ers to find out what knowledge of
English they expect high school graduates to achieve. In many countries, die
introduction of English or anotfier foreign language in elementary or secondary
school is based on what curriculum planners consider best for students to study at
school in the same way that math, history, and physical education are included in
the school curriculum.JL^arn^ ers are not consulted as to whether they perceive a
need for such knowledge^_ Jjiejljieeds have been decided for them by those
concerned withtheirlong-
Srceivedand pres-
term welfare. NegJiLaxialysis tn^me4ades-tfae-stu-dy ent
needs as well as potential and, unrecognized needs.
 54- Chapter 3
">j^r ) •jf Needs analysis may take place prior to, during, or after a
language pro-
/ gram. Much of the literature on needs analysis is based on die assumption
mat it is part of the planning that takes place as part of the development of
a course. It assumes that time and resources are available to plan, collect,
and analyze relevant information for a planned program of instruction. This
"a priori" approach to needs analysis requires long-term planning and as-
sumes adequate time and resources to devote to needs analysis. Example 1
(pages 68-70) is a needs analysis of this type.
In some cases, however, long-term planning is not an option. Litde may
be known in detail about a group of learners apart from the fact that a group
of forty-five Mexican civil servants will be arriving in 3 weeks' time and want
to work on tfieir language skills. In these circumstances, needs analysis has
to be carried out as part of the delivery of the course. Goals, content, and me
teaching approach are shaped by information collected during the teaching
1 of the course. Example 2 (pages 70-71) is a needs analysis of this kind. At
other times, the bulk of the information that constitutes the needs analysis
may be collected after the course is finished. The information collected is
then analyzed in order to obtain a more comprehensive view of the
learners' needs as a basis for evaluating and revising the program (see
Chapter 9).

What are needs?

The term needs is not as straightforward as it might appear, and hence the
term is sometimes used to refer to wants, desires, demands, expectation,
motivations, lacks, constraints, and requirements (Brindley 1984, 28).
Needs are often described in terms of a linguistic deficiency, that is, as de-
scribing the difference between what a learner can presently do in a lan-
guage and what he or she should be able to do. This suggests that needs have
objective reality and are simply there waiting to be identified and analyzed.
Porcher (1977, in Brindley 1984,29) offers a different perspective: "Need is
not a thing that exists and might be encountered ready-made on the street. It
is a thing that is constructed, the center of conceptual networks and the .
product of a number of epistemological choices (which are not innocent
themselves, of course)." What is identified as a need is dependent on judg-
ment and reflects the interests and values of those making such a j udgment.
Teachers, learners, employers, parents, and omer stakeholders (discussed in
the next section) may thus all have different views as to what needs are. For
example, in considering the needs of immigrants, representatives of the ma-
jority population may see the immigrants' needs as achieving cultural and
 Needs analysis 55

linguistic assimilation as quickly as possible and hence may want a needs

analysis to identify the language skills immigrants require in order to sur-
vive, and ultimately, assimilate into the dominant culture. The immigrants
themselves, however, may see their goals as concerned with communica-
tion for survival and independence, particularly economic survival, but may
have no wish to assimilate into the dominant culture (Burnett 1998). Auer-
bach (1995, 9) has pointed out that English language teaching has often
been viewed as a "neutral transfer of skills,- knowledge, or competencies"
and that such an approach is based on the needs of social institutions, rather
than language learners, and ignores questions of power:
Pedagogical choices about curriculum development, contend materials, classroom
processes, and language use, although appearing to be informed by apolitical
professional considerations, are in fact inherendy ideological in nature, with
significant implications for learners' socioeconomic roles. (Auerbach 1995, 9)
Needs are often described in terms of language needs, that is, as the lan-
guage skills needed to survive in an English-dominant society. But as Auer-
bach (1995) and others have pointed out, in many cases, particularly that of
immigrant minorities in English-dominant societies, such persons also have
other kinds of needs. These relate to housing, health care, access to school-
ing for their children, access to community agencies and services, and ways
of addressing exploitation and discrimination in the workplace. How can
the curriculum give learners the linguistic and other resources mey need to
understand and access resources they have die right to make use of in the
community and to articulate and defend their own rights and interests? Plan-
ning an ESL curriculum in this case not only involves identifying students'
language needs, but seeks "to enable them to critically examine [the exist-
ing order] and become active in shaping their own roles in it" (Auerbach
1995,15). This issue will be examined in more detail when we consider al-
ternative curriculum'models and their value, in Chapter 5.

The users of needs analysis

A needs analysis may be conducted for a variety of different users. For ex-
ample, in conducting' a needs analysis to help revise the secondary school
English curriculum in a country, the end users include:
• curriculum officers in the ministry of education, who may wish to use the
information to evaluate the adequacy of existing syllabus, curriculum, and
materials
 56 Chapter 3

• teachers who will teach from the new curriculum

• learners, who will be taught from the curriculum
• writers, who are preparing new textbooks
• testing personnel, who are involved in developing end-of-school assess-
ments
• staff of tertiary institutions, who are interested in knowing what the ex-
pected level will be of students exiting the schools and what problems
they face
In the case of a needs analysis conducted by a private institute of language
needs of trainee accountants in international accounting firms, the target
users might be:
• trainers responsible for designing training programs and materials
• a funding body, such as the local professional society for accountants who
are interested in seeing a concrete product as an outcome of their funding
• employers who are interested in improving the job performance of new
staff ^
With small-scale needs analysis such as that carried out by a single teacher
on his or her class, the audience might consist of the teacher, other teach-
ers, and the program coordinator. In cases of large-scale needs analysis,
there will be multiple audiences for the results of a needs analysis. Deter-
mining the likely audiences is an important first step in planning a needs
analysis in order to ensure that the information they need is obtained and
that the needs analysis will have the impact it is designed to have. Stuffle-
beam et al. (1985, 25) comment; "It is important to remember that not all
key audiences are likely to be identified at the start of a study. Also, it is en-
tirely possible that the relative importance of various audiences will change
during the study."
Needs analysis can thus have a political dimension. It can be used to sup-
port a particular agenda, for example, by giving priority to one group to the
exclusion of others within a population or in order to justify a decision that
has already been made on economic or other grounds. For example, an
employer might want to use information from a needs analysis to justify
replacing certain staff rather than investing in providing for retraining. In
any situation where needs analysis is being undertaken, there are thus dif-
ferent stallholders, that is, those who have a particular interest or involve-
_ ment in the issues or programslKaTaTe^3e1uig examined^and itlslmporHht
'Sfrttyjpjggt a sense prjgnat^aex&digejemt agendas areTConnellyand Clan-
dinin^l9881_124) define a stakeholder asJVperson or group of persons v/jArr-"
"a right to comment on, and have mpuTintoTthe curriculum process offered
 Needs analysis 57

in schools." Different stakeholders will want different things from the cur-
riculum. Connelly and Clandinin (1988, 131-132) suggest that when a
group of persons are working on a curriculum committee or trying to solve
a curriculum problem they should think of the'planning process as a cur-
riculum stakeholder situation and ask the following questions:
1. What is the purpose of the curriculum situation?
2. If there is a group, what is the makeup of the group?
3. Who set up the project?
4. How were the group's membership and purpose established?
From the answers to these questions, further questions follow:
1. How accountable am I to this stakeholder?
2. How much will this stakeholder be affected by my decision?
3. How much risk is there in ignoring this stakeholder?
4. How much right has this stakeholder to direct my action?

The target population

The target population in a needs analysis refers to the people about w,hom
information will be collected. Typically, in language programs these will be
■ language learners or potential language learners, but others are also often
involved depending on whemer they can provide information useful in
meeting the purposes of the needs analysis. For example, in conducting a
needs analysis to determine the focus of an English program in public sec-
ondary schools in an EFL context, the target population might include:
• policymakers
• ministry of education officials
• teachers
• students
• academics
• employers
• vocational training specialists
• parents
• influential individuals and pressure groups
• academic specialists
• community agencies
Within each target group, subcategories of respondents might be needed to
provide different perspectives on needs. For example, in conducting a needs
58 Chapter 3

analysis of students studying foreign languages at a New Zealand univer-

sity (Richards and Gravatt 1998), the following categories of students were
included to help determine students' motivations for selecting a language
course, dropping a language course, or choosing not to take a language
course:
* students currently enrolled in a foreign language course
• students previously enrolled but no longer studying a language
j ■ students who have never studied a foreign language
In determining the target population, an important issue is that of sampling.
In some cases, the population is small enough for every learner to be in-
cluded in the sample. In other cases, this approach is not feasible and so
decisions must be made about the size of the sample to be included in a
needs analysis. Sampling involves asking a portion of-the potential popula-
tion instead of the total population and seekVto create a sample that is rep-
resentative of the total population. Elley (1984) points out that a number of
factors influence the approach to sampling, such as the homogeneity of the
population in terms of the kinds of skills, attitudes, or knowledge being
sought or the need to study subgroups within the sample - for example,
based on sex, language group, or other factors. Where the target population
is large, specialized advice is often needed to determine what approach to
sampling best suits the purpose of the study and the sources of information
available.

Administering the needs analysis

Planning a needs analysis involves deciding who will administer the needs
analysis and collect and analyze the results. Needs analyses vary in their
scope and demands, from a survey of a whole school population in a coun-
try to a study of a group of thirty learners in a single institution. Sometimes
a team of personnel is assembled specifically for the purpose of doing the
analysis; at other times two or three interested teachers may be the only ones
involved. For example, in a needs analysis of the language needs of non-
English-background students studying at a New Zealand university (see Ap-
pendix 3), the following were involved:
• the research team made up of two academics and a research assistant
• colleagues in different departments who discussed the project and re-
viewed sample questionnaires
• students who piloted the questionnaire
 Needs analysis 59

• academic staff of the university who administered some of the question-

naires
• secretarial support involved in preparing questionnaires and tabulating
data
In some language programs, informal needs analysis is part of a teacher's
ongoing responsibilities. Shaw and Dowsett (1986) describe this approach
in the Australian Adult Migrant Education Program:
Informal needs assessment deals with the informal negotiations that take place
between class teachers and students in the form of chats with either individual
students, groups of students, or the whole class in order to select a focus for the
class and create group cohesion by establishing a coincidence of learning needs. ...
Informal needs assessment is normally the main task of the classroom teacher
during week one of the course-----[It] is a necessary component of information
retrieval on students' learning needs and should be recorded. It can subsequently be
used as an input for aims and objectives setting and for devising course outlines.
(Shaw and Dowsett 1986,47-49)
Information collected in this way may complement information collected
through more formal means.

Procedures for conducting needs analysis .

A variety of procedures can be used in conducting needs analysis and the^

kind of information obtained is often dependent on the type of procedure
selected. Since any one source of information is likely to be incomplete or
partial, a triangular approach (i.e., collecting information from two or more
sourcesl^^^f^Ho^^^any different sources of information should be
sought. For example, when a needs analysis of me writing problems en-
countered by foreign students enrolled in American universities is con-
ducted, information could be obtained from the following sources:
• samples of student writing
• test data on student performance
• reports by teachers on typical problems students face
• opinions of experts .
• information from students via interviews and questionnaires
• analysis of textbooks teaching academic writing
• survey or related literature ■
• examples of writing programs from other institutions
• examples of writing assignments given to first-year university students
 60 Chapter 3

Procedures for collecting information during a needs analysis can be se-

lected from among the following:

Questionnaires
Questionnaires are one of the most common instruments used. They are rel-
atively easy to prepare, they can be used with large numbers of subjects, and
they obtain information that is relatively easy to tabulate and analyze. They
can also be used to elicit information about many different kinds of-issues,
such as language use, communication difficulties, preferred learning styles,
preferred classroom activities, and attitudes and beliefs,
Questionnaires are either based on a set of structured items (in which the
respondent chooses from a limited number of responses) or unstructured (in
which open-ended questions are given that the respondent can answer as he
or she chooses). Structured items are much easier to analyze and are hence
normally preferred. Appendix 2 illustrates a questionnaire designed as a ba-
sis for planning courses in Cantonese for non-Chinese residents of Hong
Kong. It seeks information on, the following:
• situations in which Cantonese could be used
• self-assessment of current proficiency level in Cantonese
• previous experience of Cantonese courses
- views on textbooks for learning Cantonese
• views on approaches to teaching Cantonese
• learning-style preferences
- views on Cantonese as a language
fA disadvantage of questionnaires, however, is that the information obtained
'may be fairly superficial or imprecise and will often need follow-up to gain
ja fuller understanding of what respondents intend. It should also be recog-
nized that there are many badly designed questionnaires in educational re-
search, and it is advisable to become familiar with the principles of good
questionnaire design to ensure that the information obtained is reliable. Pi-
loting of questionnaires is essential to identify ambiguities and other prob-
lems before the questionnaire is administered. Some issues involved in the
design of questionnaires are given in Appendix 1.

Self-ratings
These consist of scales that students or others use to rate their knowledge
or abilities. (Self-ratings might also be included as part of a questionnaire.)
For example, a student might rate how well he or she can handle a job in-
 Needs analysis 61

terview in English. The disadvantage of such an instrument is that it

provides only impressionistic information and information that is not very
precise.

Interviews
Interviews allow for a more in-depth exploration of issues than is possible
with a questionnaire, though they take longer to administer and are only fea-
sible for smaller groups. An interview may often be useful at the prelimi-
nary stage of designing a questionnaire, since it will help the designer get a
sense of what topics and issues can be focused on in the questionnaire. A
structured interview in which a set series of questions is used allows more
consistency across responses to be obtained. Interviews can be conducted
face-to-face or over the telephone.

Meetings
A meeting allows a large amount of information to be collected in a fairly
short time. For example, a meeting of teachers on the topic "students' prob-
lems with listening comprehension" might generate a wide range of ideas.
However, information obtained in this way may be impressionistic and sub-
jective and reflect the ideas of more outspoken members of a group.

Observation
Observations of learners' behavior in a target situation is another way of as-
sessing their needs. For example, observing clerks performing their jobs in
a bank will enable the observer to arrive at certain conclusions about their
language needs.
However, people"often do not perform well when they are being ob-
served, so this has to be taken into account. In addition, observation is a spe-
cialized skill. Knowing how to observe, what to look for, and how to make
use of the information obtained generally requires specialized training.

Collecting learner language samples

Collecting data on how well learners perform on different language tasks
(e.g., business letters, interviews, telephone calls) and documenting the typ-
ical problems'they have is a useful and direct source of information about
learners' language needs. Language samples may be collected through the
following means:
62 Chapter?

• written or oral tasks: Examples of students written or oral work are col-
lected.
• simulations or role plays: Students are given simulations to carry out and
their performance is observed or recorded.
• achievement tests: Students are tested for their abilities in different do-
mains of language use.
• performance tests: Students are tested on job-related or task-related
behaviors, such as "how well a job interview can be carried out in
English."

Task analysis
This refers to analysis of the kinds of tasks the learners will have to carry
out in English in a future occupational or educational setting and assess-
ment of the linguistic characteristics and demands of the tasks. For exam-
ple, a hotel employee might have to perform the following tasks in English:
• greet hotel guests
• inquire about their accommodation needs
• inform them of accommodation available at the hotel
• help mem make a suitable choice of accommodation
• handle check-in procedures
Berwick (1989,57) observes: 'The emphasis of target situation analysis is
on the nature and effect of target language communications in particular sit-
uations (in offices, on assembly lines, in meeting rooms, in content-area
classrooms, for example). Expert analysis of communication establishes
standards against which current performance can be gauged." Once target
tasks have been identified, their linguistic characteristics are determined as
a basis for designing a language course or training materials.

Case studies
With a case study, a single student or a selected group of students is fol-
lowed through a relevant work or educational experience in order to deter-
mine the characteristics of that situation. For example, a newly arrived im-
migrant might be studied for three months, during which time the student
keeps a log' of his or her daily language experiences in English, the situa-
tions in which the language is used, and the problems he or she encounters.
Although'it is generally not possible to generalize from a case study, it pro-
vides a very rich source of information that may complement information
obtained from other sources.
 Needs analysis 63

Analysis of available information

In any situation where a needs analysis is needed, a large amount of rele-
vant information is generally available in various sources. These include:
• books
• journal articles
• reports and surveys
• records and files
An analysis of available information is normally the first step in a needs
analysis because there are very few problems in language teaching that have
not been written about or analyzed somewhere.

Designing the needs analysis

Designing a needs analysis involves choosing from among die various op-
tions discussed above and selecting those that are likely to give a compre-
hensive view of learners' needs and that represent the interests of the dif-
ferent stakeholders involved. Decisions Jiav.e.4o-ie~made_oji_thejJractical
procedures involved in collecting, organizing^analyzing, and reporting the^
information cHlectSOns^naportant to make sure that the needs analysis
doeTncTpToduce an information overload. There needs to be a clear reason
^rji^pjiecting different kinds of mformations_o_asjo_ensure matronly infor-"
mation that_will actuallybe used is collected. In investigating the language"
nee3s"of non-Englisli^blck^romid~lu7dents at a New Zealand university
(Gravatt, Richards, and Lewis 1997), the following procedures were used:
1. Utentorejurvey_
2. analysis of a wide range of survey questionnaires
3. contact with others who had conducted similar surveys
4. interviews with teachers to determine goals
5. identification of participating departments
6. presentation of project proposal to participating departments and iden-
tification of liaison person in each department
7. development of a pilot student and staff questionnaire
8. .review of die questionnaires by colleagues
9. piloting of die questionnaires
10. selection of staff and student subjects
11. developing a schedule for collecting data
12. administration of questionnaires
 64 Chapter 3

13. follow-up interviews with selected participants

14. tabulation of responses
15. analysis of responses
16. writing up of report and recommendations
In smaller-scale needs analysis such as that of a teacher or group of teach-
ers assessing the needs of'new groups of students in a language program,
needs analysis procedures may consist of:
• initial questionnaire
• follow-up individual and group interviews
• meetings with students
• meetings with other teachers
• ongoing classroom observation
• tests

Making use of the information obtained

The results of a needs analysis will generally consist of information taken

from several different sources and summarized in the form of ranked lists
of different kinds. For example, it might result in lists of the following
kind:
• situations in which English is frequently used
• situations in which difficulties are encountered
• comments most often made by people on learners' performance
• frequencies with which different transactions are carried out
• perceived difficulties with different aspects of language use -
preferences for different kinds of activities in teaching
• frequencies of errors made in different types of situations or activities "
common communication problems in different situations
• suggestions and opinions about different aspects of learners' problems
• frequencies of linguistic items or units in different texts or situations
One of the findings of a needs analysis of problems of ESL students at-
tending university lectures was a list of the frequency with which students
experienced difficulties with speaking and listening skills (Gravett et al.
1997,36). The most common difficulties reported were (by rank):
1. large-group discussions
2. class discussions
3. interactions with native speakers
 Needs analysis 65

4. out-of-class projects
5. small-group work
6. demonstrator interactions
7. class participation
However, such a listing provides little useful information about the precise
'type of problems the learners experience in relation to each event. Even if
more detailed information had been provided, the results would grin b^ im-_
pressionistia For example, in relation to event 1 (large-group discussions),
more detailed information could have been sought, from which a further
listing might have resulted - the most difficult aspects of taking part in
group discussions. Johns and Johns (1977) provide such a list based on a
needs analysis of problems students have with discussions. The most fre-
quent difficulties were:
1. comprehension of spoken English ('they speak too fast'; 'they mumble';
'vocabulary is idiomatic')
2. the pressing need to formulate a contribution quickly ('I can't think what
to say')
3. shyness about the value of a contribution ('I might say sometiiing
wrong*)
4. inability to formulate an idea in English ('I don't know how to say it in
English')
5. awareness that a given function may be realized in different ways ('I
don't know the best way to say it')
6. frustration about being unable to enter the discussion ('some students
speak too much*) (Johns and Johns 1977)
Yet even with this more detailed breakdown no direct application to pro-
gram design is possible. In order to develop aims and objectives that ad-
dressed each problem, more analysis and research would be needed to fur-
ther understand what is implied by "comprehension of spoken English" and
before the information obtained could be used in course planning^T^point^
here is that there is no direct application of the information obtained from
jieeds analysis. Although the im^rmaadrigathered is useful, it still hasjo be^
Subjected to a great deal of interpretation before it can be usefully applied
in program_DlannJng.
In the course of carrying out a needs analysis, a large number of poten-
tial needs may be identified. However, these needs will have to be priori-
tized because not all of them may be practical to address in a language pro-
gram, or perhaps the time frame available in the program is suitable for
addressing only a portion of them. And die mere fact that needs have been
 66 Chapter 3

identified does not automatically imply that changes will have to be made
in the curriculum. First, the existing curriculum (when there is one) has to
be examined to see to what extent the needs mat have been identified are
being met. Decisions will therefore have to be made concerning which of
the needs are critical, which are important, and which are merely desirable.
In addition, some needs will be immediate and others longer-term. For
some, solutions will be feasible; for others, they may be impractical.
Jx is also important to remember rha^ because needs are not objective facts_
but subjective interpretations of information from a large variety of sources,
1 great rigai Ot consultation k nflfiriftti wifh rhp-j^rimi^aak^n1deTS_tn^en-
surethat the conclusions^i^wn fron^r^ appropriate and
relevant. It often happens that some of the information may be. contradic-
tory^ Stufflebeam et al. (1985, 1X1) remind us:
The process of analysis [of the results of a needs analysis] involves efforts that are
thoughtful, investigatory, systematic, and carefully recorded so that they can be
replicated and reviewed. The primary goal of analysis is to bring meaning to the
obtained information and to do so in the context of some philosophy, relevant
perspectives, and value positions dmt may be in conflict.
Thus, for example, in a needs analysis as part of curriculum renewal in a
state education system, different views of problems in the curriculum
emerged. A number of different points of view emerged as to what should
be changed:
• learners' view: more support for learning needed and reduction of the
amount of materials they had to study
• academics' view: better preparation for tertiary studies needed in terms of
reading and writing skills
• employers' view: better preparation for employment required in terms of
basic communication skills
• teachers' view: better grasp of grammar needed by .learners
Brindley (1989) discusses differences between learners' and teachers' views
of needs and suggests the need for a negotiation process in order to satisfy
and clarify each other's assumptions. The same is true of other stakehold-
ers in the curriculum.
Where there are several different audiences for the needs analysis (e.g.,
teachers, administrators, a funding body), the information obtained will
have to be analyzed - and analyzed in a form that suits each group's inter-
ests. One group may require a brief overview of the findings while another
may be interested in detailed findings. The format for reporting the findings
may also vary. For example, it might include:
 Needs analysis 67

• a full written document

• a short summary document
• a meeting
- a group discussion "
a newsletter
Needs analysis thus produces information that can be used in different ways.
For example:
• It may provide the basis for the evaluation of an existing program or a
component qfa program.
• It may providethe basis for planning goals and objectives for a future pro-
gram.. " -
• TTrnay assist with, developing tests and other assessment procedures.
• It can help with the selection of appropriate teaching methods in a pro-
gram.
• It may provide the basis for developing a syllabus and teaching materials
for a course.
• It may provide information that can be used as part of a course or pro-
gram report to an external body or organization.
In none of these cases, however, is there a direct route from needs analysis
to application. Some of these applications will be discussed in me chapters
that follow. Although a major application of needs analysis is in the design
of language programs, before a program can be designed additional infor-
mation is needed on factors that can have an impact on the program. The
identification of these factors and the assessment of their likely impact form
the focus of Chapter 4.

Discussion questions and activities

1. Heeds analysis is very applicable in situations where students have very

specific language needs. However, it can also be used in situations where
learners' needs are not so specific, as in the case of students learning
English as a foreign language in a school setting. What might the focus
of a needs analysis be in this situation?
2. If you were planmng a needs analysis for the situation in which you
teach, what information would you seek to obtain?
3. Discuss the concept of "stakeholders" in planning a needs analysis in re-
lation to a context you are familiar with. How can the concerns of dif-
ferent stakeholders be addressed?
68 Chapter 3

4. If you were designing a needs analysis for secretaries working in busi-

ness offices, what target population would you include in the needs
analysis? What kind of information would you need from each mem-
ber of the target population?
5. Suggest four different needs analysis procedures that could be used to
collect information about the language needs of hotel telephone oper-
ators. What are the advantages and limitations of each procedure?
6. Suggest situations in which a case study would provide useful infor-
mation during a needs analysis.
7. Design a short questionnaire designed to investigate the language needs
of tour guides. What issues will the questionnaire address? What type
of items will you include in the questionnaire?
8. Critique the questionnaires in Appendixes 2 and 3 and suggest any im-
provements you think could be made to them.
9. Prepare a set of questions to be used in a structured interview for use
in a needs analysis of the language needs of immigration officers at an
airport.
10. Choose an occupation that you are familiar with or that you would be
able to observe and prepare a task analysis of the tasks typically car-
ried out by people in that occupation. Suggest the language require-
ments of each task.

Examples of needs analyses

Example 1: Needs analysis of non-English-background students
and their English language needs at the University of Auckland
This is an example of needs analysis conducted in order to evaluate whether
currently available language courses meet the needs of non-English-back-
ground learners at the university.

CONTEXT ' ~

The University of Auckland, Auckland, New Zealand. The largest of New

Zealand's seven universities with a student population of some 26,000 in
1997.

BACKGROUND

The number of students for whom English is a second language has in-
creased steadily since 1990, and continues to do so. In some faculties as
many as 30 percent of the students are ESL students.
 Needs analysis 69

• The English competence of these students on entry varies considerably.

• A previous small-scale report within the university, addressing the issue
of English-language skills of students and entrance requirements, strongly
indicated mat more data were needed regarding the problems experienced
by ESL students.
• This prompted a needs analysis initiated to assess these problems, using
two questionnaires to survey staff and ESL students' perceptions across
the university.
• The study looked at die language demands placed on ESL students, prob-
lems, experiences, and suggestions for improving the situation.

METHOD

Staff questionnaire ' This included some questions from similar instru-
ments developed in other institutions, as well as others specific to issues at
the university. The questions were organized into the following sections.
• background information concerning the course or paper the lecturer was
describing
• overview of problems experienced by ESL students in the course/paper
• linguistic demands of the course/paper in the areas of listening, speaking,
reading, writing, as well as the difficulties experienced by the students in
these areas
• suggestions as to which language skills should be focused on in courses
for ESL students
• modifications made in teaching or in examinations as a result of the dif-
ficulties experienced by ESL students
The questionnaire was piloted and revised before it was distributed. Re-
spondents were identified by the heads of all fifty-one departments at the
university. The results were analyzed overall and by faculty.

Student questionnaire (see Appendix 3) The student questionnaire was a

modified version of the staff quesdonnaire. The structure was similar but
with less emphasis on language expectations and greater emphasis on prob-
lems being encountered. The questionnaire was piloted before distribution.
The questionnaire was distributed to students enrolled in all courses that
were identified in die staff questionnaire as having a high'proportion of ESL
students. In all, 302 student questionnaires were completed.

PRODUCT
A fifty-seven page report was produced that described the results of the two
survey questionnaires together with a series of recommendations.
 70 Chapter 3

Example 2: A curriculum guide and teaching kit for tutors of

English as a second language teaching Vietnamese refugees in
London
This is an example of needs analysis "on the run," that is, conducted as part
of the process of teaching and developing a course.

CONTEXT

As a result of the arrival of large number of Vietnamese refugees in Lon-

don, the Kensington Institute in conjunction with the Inner London Educa-
tion Authority Language and Literacy Unit planned an ESL program for the
refugees. Six teachers and a tutor in charge were appointed to manage the
program,- with time budgeted to plan a syllabus, develop materials, and co-
ordinate the program.

METHOD

Syllabus frameworks On the basis of experience of students with similar

needs, ten topic areas were chosen as the basis for the program.
Personal information Work
Shopping Services
Health and welfare Education
House and home Social
Travel Food and drink
This was a starting point for the program to be revised in the light of ongo-
ing information about the students' needs identified during the teaching of
the program. Situations were then selected from the topic areas and the lan-
guage needs of each situation predicted. This resulted in provisional syl-
labus frameworks organized by topic.

Student profiles In, order to develop the program, records were kept of in-
formation garnered during teaching, resulting in the building up of student
and class profiles. The class profiles documented previous learning experi-
ence, strengths and weakness of each student, common areas of interest, in-
dividual and group needs, and reflected areas that would'be useful to focus
on in that class.

Cultural comparisons Information was also collected through observa-

tion, discussions, and interviews on cultural differences between Viet-
namese and British people with regard to such things as family relation-
 Needs analysis 71

ships, old age, work, and leisure to help identify differences between the so-
cial norms in the two cultures. This information then fed into the course con-
tent.

PRODUCT

The project resulted in the preparation of a 156-page tutors' kit that con-
tained the following elements:
a) description of the planning process
b) syllabus frameworks
c) discussion of teaching techniques and activities
d) literacy guidelines
e) worksheets
/) aids and materials
g) discussion of problem areas in English for speakers of Vietnamese
 72 Chapter 3

Appendix 1 Designing a questionnaire

The following questions need to be considered in designing a questionnaire.

1. Preliminary questions
a) Will it be useful to carry out some interviews before designing the ques-
tionnaire, in order to get a sense of appropriate topics and issues?
b) How large will the sample be? Is it representative of the whole popula-
tion information is needed about?
c) How will the questionnaire be piloted?
d) How will it be administered (e.g., by mail, self-administered, or group-
administered)?

2. The types of information asked for

a) Is die question really necessary? How will the information it provides
be used?
b) Are other questions needed on this issue?
c) Can the respondents answer this question? Do they have sufficient in-
formation (e.g., to answer a question such as "How much English do
your students use outside of class?")?
d) Should the question be made more specific and more closely related to
the respondents' personal experience?
e) Is the question biased in one direction? (E.g., "Do you agree that a com-
municative approach is the best way to teach a language?")
f) Will the respondents be willing to give the information asked for? (E.g.,
"Does your teacher know how to teach English?")
g) Is it appropriate to ask this question? (E.g., "How old are you?")

3. How the questions are worded ■ -

d) Can the question be understood? Is the wording unambiguous? 6)
Can the question be shortened? (Aim for not more man 20 words.)
c) Does it contain vocabulary likely to be known by the learner?
d) Does the question contain any unstated assumptions? (E.g„ "In your col-
lege English course, did you... ?")
e) Are there any prestige questions, that is, which students are likely to try
to answer to give a good impression of themselves? (E.g., "Have you
used the things you have been taught out of class?")
/) Is the wording biased or emotionally loaded in any way?
 Needs analysis 73

g) Would a more personalized (or less personalized) version of the ques-

tion be better?
k) Is the answer to the question likely to be influenced by the content of
preceding questions?

4. The type of items in the questionnaire

a) Open question: one that can be answered freely and where no kind of
choice is required in the answer
b) Closed question: one that is answered by choosing alternatives provided
c) Checklist: a set of terms that describe different attributes or values
d) Rating scale: a value is given on a scale (e.g., between "strongly agree"
and "strongly disagree")
e) Ranking: items are ranked (e.g., from 1 to 9) according to some criteria
f) Inventory: a list that the respondents mark or check in some way

Appendix 2 Needs analysis questionnaire for

Cantonese learners

Questionnaire used in needs analysis of learners of Cantonese in Hong

Kong (from Li and Richards 1995).
Part A
In what situations is Cantonese (or would Cantonese be) useful for you?
Please check die appropriate column.
Very Not

□ □ □
useful Useful useful
Al. Buying things in stores and supermarkets.
□ □
A2. Buying things in the market place.
□ □
D □
□ □ □
A3. Getting information about services and goods
I want to buy. A4. Ordering food in a
restaurant/canteen/cafeteria. A5. Taking a taxi.
□ □
A6. Taking other public transport A7. -
□
D □
□ □ □
D
Asking for directions. A8. Talking to

□ □ □
colleagues at work. A9. Talking to office

□ □
personnel at work. A10. Talking to neighbours.

□ □ □
D
74 Chapter 3

Very Not

n D □
useful Useful useful

All. Talking to children.

A12. Talking to friends. n . [J Lj
A13. Having casual conversations with people. n f 1 LI
n N U
A14. Talking to students.
□ u U
□
A15. Talking to a (Cantonese-speaking)
domestic helper.
A16. Talking to workers in my place of residence.
D D
A17.
A18.
Talking to electricians, plumbers, etc.
Receiving telephone calls.
N
n □
i ...i LI
LI
A19. Making telephone calls. n [j U
A20. Joining hobby or interest group. a U U
A21. Playing sports and participating in social clubs. n N I..I
n N
A22.
A23.
Watching TV or movies.
Listening to the radio. n
n
□
N
D
U
A24. Listening to Cantonese music. LI
A25. Visiting friends' homes. n N LI
A26. Visiting different parts of the territory. n A U
A27. Visiting Guangdong province. n N L1
n N
A28.
A29.
Making travel arrangements.
Using Cantonese in situations related to
my work..
□ D
LI
U
Please explain:_________________________

Othen

PartB
From the list above please choose five that are the most important for you. Write
the numbers below.
 Needs analysis 75

PartC
If you already speak some Cantonese, please indicate your present level of ability
in Cantonese:
CI. Baste (lower): know a few words and fixed expressions; cannot manage con-
versational exchanges; respond to question and answer exchanges on a few
topics; very limited vocabulary, grammar, and knowledge of idioms; pronun-
ciation heavily influenced by motfier tongue.
C2. Basic (upper): know a limited number of common words and expressions;
able to manage limited, short conversations on a few predictable topics; sur-
vival level' knowledge of vocabulary, grammar, and idioms; pronunciation
heavily influenced by mother tongue.
C3. Intermediate (lower): reasonable fluency on a restricted range of topics but
difficulty outside a limited range of topics; many problems with words, id-
ioms, grammar, and pronunciation.
C4. Intermediate (upper): can manage comfortably in familiar situations and with '
familiar topics, though still some difficulty with vocabulary, idioms, grammar,
and pronunciation.
C5. Advanced: able to converse fluently and naturally on most topics; little diffi-
culty with vocabulary, idioms, grammar, and pronunciation.
C6. If you have studied Cantonese, please indicate under what circumstances.
(a) I took a course.
(b) I studied with a private tutor.
(c) I picked up Cantonese informally.

Other: .... ____ . --------------------------------------------------------__

C7. If you attended a formal course, please indicate the length and frequency of the
course (e.g., 6 weeks, 3 hours per week).

C8. How useful was the course? (Please circle your choice.)
Very useful Somewhat useful Not useful
Please explain: -------------------------------------------------------------
76 Chapter 3

C9. If you have used one or more textbooks, please indicate the name of each
text and how useful or otherwise it was:
Very Not
Name of text useful Useful useful

(a) n N n
n n
(b)
n CJ ■L"J
□ U u
(c) U
(d)

CIO. To what would you attribute your present level of ability in Cantonese?
Very Somewhat Not

n □
true true true

(a) I attended a useful course. n

(b) I studied with a private tutor. n ri iJ
(c) I make every effort to use Cantonese. n n n
(d) I enjoy studying Cantonese. n n u
(e) I need Cantonese for my job. n D u
n
□ □
(f) I am, a good language learner. ri i j
(g) I get a lot of help from Cantonese-speaking a
D □ □
friends.
(h) I spend a lot of time on Cantonese.

Other

Cll. What activities or experiences were most helpful in your study of _

Cantonese? Please elaborate.
 Needs analysis 77

PartD
If you have studied Cantonese before, but have since stopped studying Cantonese
please complete Part D below by checking the appropriate box.

I have studied Cantonese before, but I stopped because of the following reason(s):
Very Somewhat Not

□" u n
t
r
u u n
u u □
u
e

n □ n
t
r
u
n n n
□ □
e

D
□ n
t
n
r
u
u
e u ■□
Dl. I did not have time to continue.
D2. I felt that I was not making any progress.
D3. I was not given any opportunity to use
Cantonese outside the classroom. D4.
The lessons were not useful because:
(a) We were not taught things mat I could use.
(b) I found the language too difficult to master.
(c) I found the pronunciation too difficult to
master.
(d) I found the grammar too difficult to master.
(e) I found the vocabulary too difficult to
master.
D5. The teacher did not know how to teach □ □ □
Cantonese. D6. I did not like the teaching methods
D □ □
□ □ n
used. D7. The materials were:
(a) too difficult.

[J LI n
D □ n
(b) not relevant to my needs.
(c) not interesting.
(d) not challenging.

Other
U U D
78 Chapter 3

PartE
Have you ever used the following activities in studying Cantonese? If you indicate
yes, how useful were they?
Very Not
useful Useful useful
n n ■D
El. Practising dialogues from a book. E2. Practising
drills on tones, sounds, and n □ □
grammatical patterns. E3. Free conversation with
D n n
native speakers. E4. Free conversation with other
learners of □ D n
Cantonese. E5. Memorizing bilingual n n n
vocabulary lists. E6. Studying Cantonese textbooks at
n □ □
home. E7. Studying the grammar of Cantonese. E8.
Studying the tone system of Cantonese. E9. Studying □ □ □
n n n
the difference between English and
n □ □
□ D □
Cantonese. E10. Doing pair-work exercises. Ell.
Doing group-work exercises. E12. Doing translation
exercises. E13. Writing down Cantonese using a
□ □ □
n n □
rotnanized

n D □
system. E14. Watching TV in Cantonese at home.

□ D □
E15. Watching or listening to people speaking
Cantonese around me. E16. Using cassettes at
home. E17. Talking to friends in Cantonese. E1S.
□ □ □
□ D □
Trying to use Cantonese whenever I have
the opportunity. El9. Putting myself in situations

□ n □
in which I will

D p □
be forced to speak in Cantonese. E20. Making

□ □ n
myself understood even if I make a
lot of mistakes. E21. Speaking a good Cantonese

□ □ □
without making
mistakes in grammar or pronunciation. E22.

□ □ □
Studying with a private tutor.

□ □ n
 Needs analysis 79

Other:

PartF
In class or with a tutor, I would like my teacher to:
Fl. explain new grammar points before No A little Good Best
practising them. F2. practise before No A little Good Best
explaining new grammar
points. F3. correct any mistakes I made in No A little Good Best
front of
others immediately. No A little Good Best
F4. correct my mistakes of grammar.
F5. correct my mistakes of pronunciation. No A little Good Best
F6. use Cantonese only. No A link Good Best
F7. use both English and Cantonese. No A Utile Good Best
PartG
What are your feelings about Cantonese as a language?
Gl. Cantonese is a language with a rich Very true True Not true
vocabulary.. G2. Cantonese is made up of Very true True Not true
many colloquial
expressions. G3. Cantonese is made up of Very true True Not true
many idioms. G4. Cantonese is a very difficult
language. G5. Cantonese is a language with a Very true True Not true
lot of Very true True Not true
grammar. G6. Cantonese is a language where Very true True Not true
pronunciation is very important. G7. Cantonese
is a language where rhythm Very true True Not true
and intonation are important. G8.
Cantonese is a very useful language in Very true True Not true
Hong Kong. G9. Cantonese is a
fascinating language. GIO. Cantonese is a Very true True Not true
beautiful sounding language. Gil. Cantonese is a
polite language. G12. The rhythm and intonation Very true True Not true
of Cantonese Very true True Not true
are pleasing to my ears. G13. Cantonese is Very true True Not true
a harsh sounding language. G14. Cantonese is a
Very True Not tree
vulgar sounding language.
true True Not true
Other: Very
 80 Chapter 3

Appendix 3 Needs analysis questionnaire for non-

English-background students

Student questionnaire used at the University of Auckland, New Zealand (from

Gravatt, Richards, and Lewis 1997).

Institute of Language Teaching and Learning

NEEDS ANALYSIS OF ENGLISH AS A SECOND LANGUAGE STUDENT-
STUDENT VERSION
This questionnaire is part of a project being carried out by the Institute of Language
Teaching and Learning to determine what the language needs of students whose first
or dominant language is not English (ESL students) attending die University are,
whether these are being adequately met and, if not, what can be done better. For this
purpose the opinions of both staff and students in a variety of departments are be-
ing surveyed. It would be appreciated if you could complete this questionnaire,
which should take approximately 20 minutes.

The terra 'N/A' is used in this questionnaire. It means 'Not applicable' and is the
appropriate response if a question does not apply to you.

With which of the following groups do you identify? (please tick the appropriate box):

Q Pacific Island-which? | 1
I J Asian - which country? 1 1
LJ Other (please specify): | J

How many years have you been studying at Auckland University . ______ .
(including 1997)? I _____ I

What is your current course of study? | |

Please complete this questionnaire with regard to the course you have specified
here.

A. Overview of Skills Needed and Difficulties Encountered

In your course of study, how often are you expected to use the following skills?
(please circle):
Very often Often Sometimes Rarely Never
Reading 1 2 "3 4 5
Writing 12 3 4 5
Speaking 12 3 4 5
Listening 1-2 3 4 5
 Needs analysis 81

How often do you have difficulty with each of these skills? (please circle):
Very often Often Sometimes Rarely Never
Reading 1 2 3 4 5
Writing 1 2 3 4 5
Speaking 1 2 3 4 5
Listening 1 2 3 4 5

B. Genera! Statements
Please circle the appropriate response:
How important to success in your course of study are the following abilities?
1. Listening to English High 1 Moderate 2 Low
2. Speaking English 111 3 42 3 555
3. Writing English 42 3 4 5
4. Reading English 2 3 4

How important to success in your field after graduation are the following abilities?
1. Listening to English High 1 Moderate Low 5
2. Speaking English 1 1 1- 2 3 4 55
3. Writing English 2 3 4 5
4. Reading English 2 3 4
■2 3 4

C. Speaking and Listening Skills How often do

the following happen to you?
Always Often Sometimes Never 4 N/A
1 3 5
1. Receive low grades in tasks
involving class participation.
2. Have difficulty working in
small groups during class.
3. Have difficulty working with
other students oh out-of-class
projects.
4. Have trouble leading class
discussions.
5. Have difficulty participating 4-
in large group discussions or
in debates.
82 Chapter 3

Always Often 2 Sometimes Never 4 N/A

6. Have difficulty interacting 1 3 5

with student demonstrators
in labs, tutorials, etc.
7. Struggle with out-of-class
assignments which require
interaction with native
speakers of English.

D. Speaking Skills
How often do the following happen to you?
Always Often Sometimes Never 4 N/A
1. Have difficulty giving 1 2 3 5
oral presentations.
2. Have trouble wording 1 2
what you want to say
quickly enough.
3. Worry about saying 1 2
something in case you
make a mistake in your
English.
4. Not know how to say 1 * 3
something in English.
5. Not know the best way to 1 2 3 3
say something in English.
6. Have difficulty with your 1 2 3 3
pronunciation of words.
7. Find it difficult to enter 1 2 •-
discussion.
8. Other (please specify): 1 2

E. Listening Skills
How often do the following happen to you?
Always Often Sometimes Never N/A
1. Have trouble under
standing lectures. 12 3 4 5
 Needs analysis 83

Always Often Sometimes Never N/A

2. Have trouble taking 1 5
effective notes.
3. Have to ask staff questions 1 to
clarify material you
have been taught.
4. Have trouble under- 1
standing lengthy descriptions in
English.
5. Have trouble under- 1
standing spoken instructions.
6. Have'trouble under- 1
standing informal language.
7. Have trouble under- 1
standing the subject matter of a
talk,
i.e., what is being talked
about.
8. I also have difficulty 1
widi (please specify):

I have problems understanding lecturers or other students because:

Often Sometimes Never
9. They talk very fast 1 2 3
10. They talk very quiedy. 1 2 3
11. Their accents or pronun- 1 2 3
ciation are different from
what I am used to.
12. More than one person is 1 2 3
speaking, e.g., in group
discussions.
13. Other (please specify): 1 2 3
84 Chapter 3
Frequency
of problems
Importai ne F Writing Skills (A

— ££ e With regard to written assignments, please indicate E

«
L->
for each of the following: e o
l-j

o, , G.
a > <
p
CJ 1. How important the skill is, and a« 2 Z
k-«i 2. How often you have problems with the skill: 1 2 3 4
> =£ 2
1 2 3 4 Using correct punctuation and spelling. l 2 3 4
1 2 3 4
1 2 3 4 Structuring sentences. Using appropriate
l 2 3 4
1 2 3 4 vocabulary. Organising paragraphs. Organising
1 2 3 4
1 2 3 4 the overall assignment, Expressing ideas
1 2 3 4
1 2 3 4 appropriately. Developing ideas.
l 2 3 4
1 2 3 4 Expressing what you want to say clearly.
l 2 3 4
1 2 3 4 Addressing topic.
1 2 3 4
1 2 3 4 Adopting appropriate tone and style.
l 2 3 4
1 2 3 4 Following instructions and directions.
l 2 3 4
1 2 3 4 Evaluating and revising your writing.
l 2 3 4
1 2 3 4 '■Overall writing ability.
1 2 3 4
1 2 3 4 Completing written tasks (e.g., exams, tests)
l 2 *• 4
1 2 3 4 within the time available.
1 2 3 4 12 3 4' Other (please specify): ___ _________________
1234

G. Reading Skills
The following questions concern the reading tasks required of you during die
course. Please indicate:
a) which of the following types of material you are expected to read, and
b) how often you have difficulty doing so (please circle):
Expected Frequency of difficulties
to read? Often Sometimes ■ Never
1. Journal articles Yes/No 1 2 3
2. Newspaper articles Yes/No 1 2 3
 Needs analysis 85

Expected Frequency of difficulties

to read? Often Sometimes Ne\
3. Works of fiction Yes/No 1 2 3
4. Entire reference or text Yes / No 1 2 3
books
5. Selected chapters of Yes/No 1 2 3
books
6. Photocopied notes Yes /No 1 2 3
7. Workbook or laboratory Yes/No 1 2 3
instructions
8. Computer-presented Yes/No 1 2 3
reading materials
9. Other (please specify): Yes/No 1 2 3

Indicate how often you have difficulty with each of the following:
Very often Sometimes Never
10. Understanding the main points of text.
11. Reading a text quickly in order to
establish a general idea of the content
(skimming).
12.' Reading a text slowly and carefully in
order to understand the details of the text.
13. Looking through a text quickly in order
to locate specific information (scanning).
14. Guessing unknown words in a text. 2 3 4 5
15. Understanding text organisation. 2 3 4 5
16. Understanding specialist vocabulary 2 3 4 5
in a text.
17. Reading speed. 2 3 4 5
18. Reading in order to respond critically. 2 3 4 5
19. Understanding a writer's attitude and 2 3 4 5
purpose.
20. General comprehension. 2 3 4 5
21. Other (please specify): _____________ 2 3 4 5
 86 Chapter 3

H. Skills You Would Like to Improve

If you were to take a course to improve your English skills, which of the following
would be useful to you? Rate the importance of each (please circle):
High Moderate Low
1. Listening to pronunciation/intonation/
stress patterns of New Zealand English.
2. Lecture notetaking. 2 3 4 5
3. General listening comprehension. 2 3*4 5
4. Giving formal speeches/presentations. 2 3 4 5
5. Participating effectively in discussions. 2 3 4 5
6. Communicating effectively with peers in 2 3 4 5
small group discussions, collaborative
projects, or out-of-class study groups. 2 3 4 5
7. Communicating effectively with staff in 2-345
or out of class.
8. Library skills. 2 3 4 5
9. Essay writing. 2 3 4 5
10. Lab report writing. 2 3 4 5
11. Creative writing. 2 3 4 5
12. Writing case studies. 2 3 4 5
13. Describing objects or procedures. 2 3 4 5
14. Writing introductions and conclusions. 2 3 4 5
15. Writing references and quotations. 2 3 4 5
16. Formulating coherent arguments. 2 3 4 5
17. Summarising factual information.' 2 3 4 5
18. Synthesizing information from more than 2 3 4 5
one source.
19. Analysing written materials. 2 3 4 5
20. Knowledge of vocabulary. 2 3 4 5
21. Reading quickly. 2 3 4 5
22. Reading critically. 2 .3 '4 5
23. Reading for author's viewpoint, 2. 3 4 5
24. Summarizing material. 2 3-4-5
25. General reading comprehension. 2 3 4 5
26. Other (please specify and rate): _______ 2 3 ' 4 5
 Needs analysis 87

/. Assistance Available
Are you aware of the course available at the Student Leamicg Centre for students
for whom English is a second language? (please circle): Yes / No

If you have taken any of these courses, please state which you have taken and how
useful they were:
Course , Very useful No use at all
------------------------------- 12 3 4 5
------------------------------- 12 3 4 5
------------------------------- 12 3 4 5

J. Catering for ESL Students

Do you believe any changes should be made to your course or the way it is taught
as a result of difficulties students such as yourself have with English? (please
circle): Yes / No

If you have answered Yes, please tick the modification which should be made:

□ Using overheads more in lectures

Simplifying the material covered
summaries of important
Having more multiple choice tests
I I Providing

I _ I Having less class involvement _ materials

□ during lectures. I I Reducing the amount of reading

Providing more photocopied notes 1 1 Giving additional tutorials
Other (please specify): _______________________________________

K. Additional Comments
Do you have any other comments which might be helpful in assessing what En-
glish skills are expected of you by the University, what specific difficulties you en-
countered in this paper, how English courses could better prepare students such as
yourself for this paper, or anything else relating to your English language skills and
needs? If so, please write them here:
88 Chapter 3

L. Additional Information
If we would like more information from you, would you be prepared to be inter-
viewed? Yes / No

If so, please give youn

Name: _________ , ______ , _____________________________ , ___

Contact telephone number: ___________________________________ -

THANK YOU FOR YOUR ASSISTANCE

 Needs analysis 89

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