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Needs Analysis Activity.docx

The document outlines a needs analysis study for conducting a target situation analysis (TSA) in a chosen professional field, excluding teaching. It provides guidelines for designing a survey instrument to assess communication tasks, macro-skills, language proficiency levels, and challenges faced by professionals in that field. The study aims to gather data from 10-20 professionals and requires a written report discussing the findings and implications.

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Analea Amdan
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2 views

Needs Analysis Activity.docx

The document outlines a needs analysis study for conducting a target situation analysis (TSA) in a chosen professional field, excluding teaching. It provides guidelines for designing a survey instrument to assess communication tasks, macro-skills, language proficiency levels, and challenges faced by professionals in that field. The study aims to gather data from 10-20 professionals and requires a written report discussing the findings and implications.

Uploaded by

Analea Amdan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ENGLISH FOR SPECIFIC PURPOSES| NEEDS ANALYSIS

You are about to conduct a target situation analysis (TSA), a needs analysis study,
using a survey among professionals of your chosen field/discipline. The guidelines are
as follows:

1. Choose a field/discipline for your TSA except the Teaching Profession.


2. With the aid of artificial intelligence, design a survey instrument for the following
research questions (replace professional teachers with your chosen
field/profession):
a. What are the typical communication tasks and interactions that
professional teachers engage in?
b. Which macro-skills are in-demand communication tasks and interactions
that professional teachers engage in?
c. How do language proficiency levels vary among different roles within the
teaching profession?
d. What are the language and communication challenges faced by
professional teachers working in these areas, and how do these
challenges impact job performance and satisfaction?
3. A sample of survey is provided in the next page.
4. Administer the survey among 10-20 professionals of your chosen field/discipline.
5. Write a written report from the data you obtained.
6. The written report should be brief and limited only to presentation and
description of the data.
7. Then, discuss the findings and provide implications.
8. Be ready to present your findings to the class.

ELT 13 (English for Specific Purposes)

Bachelor of Secondary Education major in English


ENGLISH FOR SPECIFIC PURPOSES| NEEDS
ANALYSIS
Republic of the Philippines
Zamboanga State College of Marine Sciences and Technology
COLLEGE OF EDUCATION AND LIBERAL ARTS
Fort Pilar, Zamboanga City
Tel No. (062) 992-3092 Telefax: (062) 991-07777 website: http//www.zscmst.edu.ph

Survey Instrument: Needs Analysis Study of English for Professional Teachers

A. Demographic Information
1. Position/Role: What is your current role in the education sector? (e.g., primary school
teacher, secondary school teacher, university lecturer, administrator, etc.)

2. Work Experience (check the box for your answer): How many years have you worked in
the education sector?
 Less than 1 year
 1-3 years
 3-5 years
 More than 5 years
3. Language Proficiency: Rate your overall English proficiency level:
 Beginner
 Intermediate
 Advanced
 Fluent/Native-like
4. Workplace Setting: Where do you primarily teach?
 secondary school
 university
 vocational institution
 other (specify):

5. How often do you have English-speaking guests?


 Always
 Often
 Sometimes
 Rarely
 Never
B. Communication Tasks and Interactions
1. Task Frequency: How often do you perform the following communication tasks in
English?
Communications Task Never Rarely Sometimes Often Always
1. Lecturing or giving
lessons
2. Explaining complex
concepts
3. Answering student
questions
4. Providing feedback on
assignments
5. Conducting discussions
and debates
6. Writing lesson plans and
instructional materials
7. Communicating with
parents or guardians
8. Attending faculty
meetings
Page 2 of 5
ENGLISH FOR SPECIFIC PURPOSES| NEEDS
ANALYSIS
Communications Task Never Rarely Sometimes Often Always
9. Writing emails and
reports
10. Collaborating with
colleagues on curriculum
development
11. Conducting student
assessments
12. Supervising student
activities
13. Presenting at seminars or
workshops
14. Advising or mentoring
students
15. Participating in
professional development
sessions
16. Engaging with
international students or
faculty
17. Handling classroom
conflicts
18. Explaining rules and
regulations
19. Writing research papers
or publications
20. Attending or organizing
conferences

2. Interaction Types: Who do you primarily communicate in English with within your job?
(check all that apply)
 Students
 Parents/Guardians
 Colleagues
 Administrators
 External stakeholders (e.g., guest lecturers, community representatives)
3. Modes of Communication: Which communication modes do you use most frequently?
(Rank in order of use)
 face-to-face
 telephone
 email
 written documentation
 online chat

C. In-Demand Macro-Skills
1. Skill Importance: How important are the following English macro-skills in your job?
Macro-Skills Not Slightly Important Very
Important Important Important
Listening
Speaking
Reading
Writing

Page 3 of 5
ENGLISH FOR SPECIFIC PURPOSES| NEEDS
ANALYSIS
2. Skill Usage: How often do you use the following skills in your daily tasks? (Never,
Rarely, Sometimes, Often, Always)
Communications Task Never Rarely Sometimes Often Always
Listening
Speaking
Reading
Writing

D. Language Proficiency Across Roles


1. Proficiency Requirements: What level of English proficiency do you think is necessary
for your role?
 Beginner
 Intermediate
 Advanced
 Fluent/Native-like
2. Proficiency Comparison: In your opinion, how do English proficiency requirements
vary across these roles? (Select all that apply)
Roles Low Moderate High
Teachers I-III
Master Teachers
Head Teachers
Assistant School Principals
School Principals

E. Language and Communication Challenges


1. Challenges: What are the main language-related challenges you face at work? (Select all
that apply)
 Understanding different accents
 Using professional vocabulary
 Writing clearly and professionally
 Handling complaints or difficult situations
 Communicating in emergencies
2. Impact on Performance: How do these challenges affect your job performance?
 No Impact
 Minor Impact
 Moderate Impact
 Significant Impact
3. Impact on Satisfaction: How do these challenges affect your job satisfaction?
 No Impact
 Minor Impact
 Moderate Impact
 Significant Impact

F. Suggestions for Improvement


15. Training Needs: What type of language training would help you most? (Select all that
apply)
 Improving speaking and listening skills
 Learning industry-specific vocabulary
 Enhancing email and report writing skills
 Handling guest complaints and conflicts
16. Preferred Training Methods: How would you prefer to receive language training?
(Select all that apply)
 Online courses
 In-person workshops

Page 4 of 5
ENGLISH FOR SPECIFIC PURPOSES| NEEDS
ANALYSIS
 On-the-job coaching
 Self-study materials
Please share any additional comments or suggestions regarding language use in your role or the
hospitality industry in general.

End of Survey
Thank you for participating in this survey. Your responses will help us better
understand the language and communication needs in the education sector.

Page 5 of 5

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