Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP

Faculty of Letters and Languages Level: M1 Didactics

Department of English Teacher: Dr. Belghoul

Lesson 6: Needs Analysis in ESP Course Design (Part 2)

1. Why Do We Conduct Needs Analysis?

The primary purpose of conducting a needs analysis (NA) in ESP is to collect information that
informs decision-making for program design, ensuring that courses align with the specific needs of
both learners and their professional contexts. Here are some key reasons for conducting a needs
analysis in ESP:

1. Informing Program and Policy Decisions: Needs analysis provides insights that help shape
course design, materials selection, and teaching methods to best serve learners’ goals
(Altschuld & Witkin, 1995).
2. Resource Allocation and Justification: According to Soriano (1995), NA helps allocate
resources effectively, justifying investments in training by ensuring they meet genuine needs.
3. Identifying Skill Gaps: NA highlights the skills learners need to perform specific roles, such
as a sales manager, tour guide, or healthcare professional (Richards, 2001).
4. Course Relevance and Direction: It ensures that the course content is relevant to learners'
professional needs, with potential for shifts in focus if learners' needs change.
5. Performance Gaps: By assessing learners’ current capabilities against target skills, NA
identifies specific gaps that training needs to bridge.

2. How to Conduct Needs Analysis?

2.1. Research and Preparation for ESP Needs Analysis

In the context of English for Specific Purposes (ESP), effective training and preparation are
critical for practitioners, particularly when they are unfamiliar with the specific fields in which their
learners operate. This preparation involves several key steps that help ensure that educators can engage
meaningfully with their students and tailor their teaching to meet specific professional needs.

2.1.1. Importance of Research

1. Understanding Learners' Needs: Conducting thorough research into the learners'

professional areas is essential. This includes understanding the specific vocabulary,
contexts, and practices relevant to the field, which allows ESP trainers to ask pertinent
questions and analyse responses effectively.
2. Consulting Existing Literature: ESP practitioners should familiarize themselves with
existing research on course design, needs analysis, and materials development. This
knowledge equips them to make informed decisions about curriculum content and teaching
strategies.
3. Engaging with Other Educators: Networking with fellow educators who have experience
in the relevant fields can provide valuable insights and resources. Collaboration can
enhance the quality of ESP training by integrating diverse perspectives and experiences.
4. Material Selection: ESP teachers must act as material providers, selecting or creating
appropriate instructional materials that align with learners' specific needs. This may involve
adapting existing resources or developing new materials tailored to the context of their
students.

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

5. Action Research: Engaging in action research allows ESP practitioners to test new
teaching methods and materials in real classroom settings. This process helps refine
teaching practices based on direct feedback from learners.
6. Continuous Professional Development: ESP trainers should remain updated on recent
developments in their fields through ongoing education and professional development
opportunities. This commitment not only enhances their teaching effectiveness but also
ensures they remain relevant in a rapidly changing educational landscape.

2.2. Data Collection in Needs Analysis

For an ESP practitioner, data collection is a crucial step in conducting a needs analysis.
Contrary to the common belief that only questionnaires and interviews are effective, there are various
tools available for gathering essential data for ESP course design. While information from stakeholders
such as learners, professionals, and subject specialists is invaluable, additional resources, like
analysing authentic materials, examining ready-made courses, or using AI-driven tools, can also
support the needs analysis process. However, these secondary sources may lack the precision of direct
stakeholder input. Thus, practitioners are encouraged to use these resources as complementary to first-
hand data, enhancing the overall analysis.

To collect comprehensive data on learner needs, ESP practitioners often start with placement
and diagnostic tests. Data collection can involve quantitative, qualitative, or a mix of both methods.
This lesson highlights the primary tools for gathering data. To maintain coherence, instruments should
incorporate TSA, LSA, and PSA concepts.

2.2.1. Quantitative Data

Quantitative methods, particularly questionnaire surveys and diagnostic tests, provide

measurable data that ESP practitioners can analyse and validate. Quantitative data is commonly used
because it is straightforward to process and offers a reassuring level of objectivity to respondents.
Here, we will focus on the benefits of questionnaires as a core source of quantitative data.

2.2.1.1. Questionnaires

According to Zikmund (2000, p. 60), developing a survey involves carefully drafting questions,
structuring the questionnaire, and ensuring that it effectively gathers information from a wide
audience. Questionnaires rely on written questions that respondents can answer independently, which
minimises direct interaction and allows for large-scale data collection. This method is especially
popular in social research, as it provides an efficient means for gathering data from a broad group.

A) Advantages of Using Questionnaires:

 Efficient Data Collection: Suitable for large-scale studies, questionnaires allow quick
collection from many respondents.
 Standardisation: Ensures all participants respond to the same questions, enabling consistent
data processing and comparison.
 Anonymity: Respondents are often more comfortable sharing honest feedback, leading to more
accurate responses.
 Cost-Effectiveness: Low administrative costs make questionnaires an economical option for
research.

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

 Wide Geographic Reach: Online surveys enable data collection without physical presence,
capturing diverse responses.
 Versatility: Useful across different research areas, from academic to market research.
 Flexibility: Can gather both quantitative and qualitative data tailored to research needs.
 Ease of Analysis: Software tools like SPSS facilitate rapid analysis of quantitative data.
 Control in Design: Researchers can tailor questions to align with specific study objectives.
 Longitudinal Studies: Useful for tracking changes in attitudes or behaviours over time.
 Accessibility: Electronic surveys reach a wide demographic, supporting inclusivity in research.
 Consistency in Large Studies: Ensures uniform data collection across large-scale research,
enhancing reliability.
 Documentation and Archiving: Completed questionnaires provide a permanent record of
responses, valuable for future analysis in ESP needs assessment.
 Non-intrusive: Allows for unobtrusive data gathering without requiring direct respondent
interaction.

B) Disadvantages of Using Questionnaires:

While questionnaires are widely used in ESP Needs Analysis, they come with certain limitations:

 Limited Depth: Questionnaires offer quantitative data but lack the depth of interviews or
open-ended discussions. They may miss underlying reasons or motivations for responses.
 Response Bias: Due to social desirability bias, respondents might not always provide honest
answers, instead responding in ways they think are expected or acceptable. Leading questions,
if poorly designed, can compromise response validity.
 Inflexibility: Once distributed, questionnaires cannot be modified in real-time or adjusted to
probe further into responses needing clarification. Piloting the questionnaire can help minimize
this risk.
 Limited Contextual Understanding: Questionnaires may not fully capture respondents’
unique circumstances, making it challenging to understand their specific language needs in
detail within the ESP field.
 Language Barrier: Varying levels of language proficiency among respondents can lead to
misinterpretation of questions, especially if the language used is complex. Providing a bilingual
version can help mitigate this issue.
 Lack of Spontaneity: Questionnaires don’t allow for spontaneous follow-up questions or
exploration of new insights, limiting the opportunity to dive deeper into respondents' language
needs.
 Low Response Rates: Especially for electronic questionnaires, low response rates can lead to a
biased or unrepresentative sample.
 Question Wording and Framing: Poorly worded or biased questions can produce misleading
or inaccurate responses, compromising data quality. Piloting is crucial to refine question
wording.
 Cultural Sensitivity: Questionnaires may overlook cultural nuances, affecting response
accuracy and the relevance of findings across a diverse learner population.
 Time-Consuming: Creating, distributing, and analysing questionnaires requires significant
time and preparation to ensure data authenticity and reliability.
 Restricted Scope: Questionnaires may not fully encompass all language needs within a
specific ESP context, potentially overlooking important insights.
 Technical Difficulties: For online surveys, technical issues may arise, especially for
respondents unfamiliar with digital tools or without reliable access to technology.

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

 Survey Fatigue: Respondents, especially students frequently approached for surveys, may
experience fatigue, leading to rushed or less thoughtful responses.
 Sampling Bias: The respondent sample might not represent the broader ESP learner
population, introducing potential bias.
 Data Security and Privacy: Collecting personal data raises privacy and security concerns,
especially for learners working in sensitive professional domains.

C) The Pilot Stage

Most researchers agree that all data-collection instruments should undergo a pilot stage to
refine the tool before using it with actual respondents or class participants. The goal of piloting a
questionnaire is to assess how long respondents need to complete it and to ensure that all questions are
clear and easy to understand. The data gathered by the ESP practitioner during the pilot stage falls into
two main categories. The first involves practical considerations, such as the time required to administer
the questionnaire. The second focuses on the tool’s reliability and validity.

D) Open-Ended versus Closed-Ended Questions

An open-ended question does not provide respondents with standard answer choices, allowing
them to answer freely. Examples include:

 "How old are you?"

 "What do you like best about your job?"

A closed-ended question provides predefined response categories for the respondent to choose from,
making it easier to analyse the data. Here are some examples:

 How old are you?

o (a) 12-15 years old
o (b) 16-25 years old
o (c) 26-35 years old
o (d) 36-45 years old
o (e) 45 and older
 What do you like best about your job?
o (a) The people
o (b) The diversity of skills you need to do it
o (c) The pay and/or benefits
o (d) Other:

E) Sections of a Questionnaire

1. Title and Introduction

o The title should be clear and concise, reflecting the purpose of the questionnaire (e.g.,
“Employee Training Needs Assessment”).
o The introduction explains the purpose of the questionnaire, its importance, and how the
information collected will be used. It also reassures respondents about the
confidentiality of their answers.
o Include an estimated time for completion to help respondents know how long the
questionnaire will take.

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

2. Instructions
o This section provides clear instructions on how to complete the questionnaire, such as
how to select answers (e.g., checkboxes, rating scales, or open-text fields).
o If there are different types of questions (multiple-choice, open-ended, etc.), instructions
should clarify the format for each question type.
3. Demographic Section
o Collects basic information about the respondents, such as age, gender, job title,
experience level, educational background, or other relevant details.
o This section is optional, depending on the questionnaire's purpose, but it often helps
segment data for more detailed analysis.
o Demographic questions are generally kept at the start to make the rest of the
questionnaire feel smoother and more personal for respondents.
4. Main Content or Core Questions
o This section contains the primary questions that address the objectives of the
questionnaire.
o Arrange questions logically, often moving from general to specific. For example, start
with broader questions on overall satisfaction before moving into detailed questions on
specific areas.
o If the questionnaire covers multiple topics, consider using sections or headings to make
navigation easier for respondents.
5. Closing Questions or Feedback
o These may include optional questions for respondents to provide additional comments
or feedback.
o For example, an open-ended question like “Is there anything else you would like to
add?” invites respondents to share additional insights.
o Closing questions are especially useful for capturing perspectives not covered by
structured questions and can provide valuable qualitative data.
6. Thank You and Contact Information
o Thank respondents for their time and participation, and offer contact information if they
have questions about the questionnaire.
o If appropriate, inform respondents about how they can access results or the outcomes of
the research.

Setting Objectives for a Questionnaire

Objectives serve as a guiding framework for the questionnaire. They help to ensure that the questions
are focused, relevant, and aligned with the overall research purpose.

1. Define the Purpose of the Questionnaire

o Start by identifying what you hope to learn or achieve with the questionnaire. This is
often the primary reason behind the questionnaire and gives it a clear direction.
o Example Purpose: “To assess the training needs of new employees in technical roles.”
2. Identify Key Information Areas
o Break down the purpose into specific areas of information you need. For each area,
think about the details that would be useful to collect.
o Example Areas:
 Current skill levels and competencies
 Areas where training is most needed
 Preferred learning styles and methods

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

3. Formulate Specific Objectives

o For each research question, establish a clear, measurable objective that will guide the
creation of the questionnaire questions.
o Example Objectives:
 Objective 1: To determine the technical skills employees currently possess.
 Objective 2: To assess employees’ confidence levels in using technical tools.
 Objective 3: To identify employees’ preferred learning methods (e.g., online
courses, workshops).
4. Formulate Questions Aligned with Objectives
o Create specific questions based on each objective, using the appropriate question format
(e.g., multiple-choice, Likert scale, or open-ended).
o Example Questions:
 “How would you rate your proficiency in the following technical skills?” (Likert
scale for Objective 1)
 “How confident are you in using our project management software?” (Scale
from “Very Confident” to “Not Confident” for Objective 2)
 “Which of the following training methods do you find most effective?”
(Multiple-choice for Objective 3).

2.2.1.2. Diagnostic Tests

Needs Analysis is fundamental to ESP pedagogy, focusing on understanding learners' linguistic

requirements and goals within their specific fields. Diagnostic tests play a critical role in identifying
learners' language deficiencies, which guides the selection of course content, materials, and teaching
practices tailored to professional or academic goals.

Diagnostic testing in ESP Needs Analysis reveals learners' linguistic weaknesses and is an essential
step in designing effective courses. This section explores the use of diagnostic tests as a tool to
discover language gaps, enabling a needs-driven approach to ESP course design.

A) Using Diagnostic Tests for Needs Analysis

 Language Proficiency Assessment: Diagnostic tests assess learners’ proficiency across

language domains, such as reading, writing, listening, and speaking, highlighting areas where
learners are strong or need improvement.
 Vocabulary and Terminology Assessment: ESP learners often need specialized vocabulary.
Diagnostic tests identify gaps in field-specific language and terminology, allowing instruction
to focus on essential terms.
 Conversation or Discourse Analysis: Tests involving role-plays, interviews, or written tasks
evaluate learners' ability to engage in real-world communication, pinpointing areas that need
development.
 Error Analysis: Diagnostic tests identify common language errors, enabling educators to
create targeted lessons to address recurring mistakes.
 Task-Based Assessments: In ESP, practical language skills are crucial. Task-based diagnostic
assessments simulate real-life tasks, assessing learners' ability to apply language skills in
context.

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

 Self-Assessment and Learner Feedback: Surveys or questionnaires allow learners to express

their perceived weaknesses, providing additional insights into their needs and complementing
formal assessment data.

B) The Impact of Diagnostic Testing on ESP Course Design

After identifying learners' language deficiencies through diagnostic testing, course designers can
make informed adjustments to the course structure. Key elements influenced by diagnostic test
findings include:

 Course Development: Diagnostic data allows course content to be tailored to areas where
learners need improvement, ensuring a relevant and targeted syllabus.
 Material Selection and Development: Instructors can choose or develop resources, such as
readings or listening exercises, that directly address identified language gaps. Creating custom
materials to align with specific deficiencies is often more effective than using generic
resources.
 Methodology and Instructional Strategies: Diagnostic test results inform teaching
approaches, guiding educators to adopt strategies that effectively address learners’ individual
language needs.
 Assessment and Feedback: Continuous assessments can be used to monitor progress, enabling
instructors to provide timely feedback and adapt the course as learners’ needs evolve.

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Larbi Ben M’hidi University, Oum El Bouaghi Module: ESP
Faculty of Letters and Languages Level: M1 Didactics
Department of English Teacher: Dr. Belghoul

Practice:
Task 1: Online Research

1. ESP Field Research:

 Task: "Choose an ESP field that interests you (e.g., Business English for Marketing, English
for Civil Engineering). Conduct research on this field to gain a deeper understanding of its
language needs. Use a variety of sources, including:
o Online research: Explore professional websites, industry publications, and online
forums related to the field.
o Literature review: Find an academic article or book chapter about ESP in that field.
 Summarize your findings. Include:

2. ESP Materials Evaluation:

 Task: "Select two existing ESP textbooks or online resources designed for a specific field (e.g.,
English for Healthcare Professionals). Evaluate these materials based on the principles of needs
analysis. Consider:
o Target audience: Who are the materials designed for?
o Needs addressed: What specific language needs do they address?

Task 2: Essay Question:

"Imagine you are going to teach English to [specific learner group, e.g., police officers]. What would
you do to prepare for this class? What information would you need to find, and where would you look
for it?"

Task 3: Needs Analysis Questionnaire Design:

 Task: "Imagine you are designing an ESP course for [specific learner group, e.g., hotel
receptionists]. Create a questionnaire with 7-10 questions to gather information about their
needs. Include a mix of open and closed-ended questions. Make sure your questions are clear,
unbiased.
 Example Questions:
o "What are the most frequent situations where you use English at work?" (Open)
o "How confident are you in your ability to [specific skill, e.g., answer the phone in
English]?" (Closed, with a scale: Very confident, Somewhat confident, Not confident)