Needs Analysis

Needs analysis or assessment could be defined as:

'the systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of the students within the context of the particular institutions involved in the learning situation' (Brown, 1995, p. 36) [emphases added].

For Christison and Murray (2014), subjective information includes details about the learners’ own needs and desires from a language course, while objective information is based on collecting biographic background details about learners (p.56). Language learning needs analysis is seen as an essential element forming a rational basis for all the other elements of a systematic language curriculum development (Brown, 1995, p. 21) in the specific context of the learners (Christison & Murray, 2014). Consequently, needs analysis in this context would be important in determining the teaching practices used by the Institutes, as they should be the ones most familiar with the needs of the students.

Needs analysis can be conducted at any stage of the language programme. It can be conducted before the programme begins or in its initial stages, during the running programme, or at the end of the programme, particularly if it is to be repeated with different learners (Richards, 2003; Nation & Macalister, 2010). Due to the fact that needs are not always clear and are always changing, Nation and Macalister (2010, p.30) recommend looking at these needs from different perspectives and at a variety of times to result in a good needs analysis. They also note that the perspective can vary according to the type of need; the source of information; the tools for data- gathering; and the type of information collected (e.g. learning goals, preferred styles of learning, etc.). The consideration of a wide range of perspectives and different viewpoints when looking at needs analysis also falls in line with Benesch's (1996) call for a critical approach to needs analysis. She points out that needs analysis is a

political and subjective process affected by the ideology of those in control of the analysis. In other words, during the process, analysts are inevitably influenced by their attitudes to change the status quo (p. 736).

3.4.2.1 Stakeholders in needs analysis

The stakeholders involved in needs analysis are divided into four main categories: the target group, the audience, the needs analysts themselves, and the resource group (Brown, 1995, p. 37). Various needs analysis tools and procedures can be used to collect a wide variety of information and to analyse needs, the most common of which are interviews, questionnaires, observations, tests, and language text and discourse analysis (Brown, 1995; Nation & Macalister, 2010).

Although the process of needs analysis has been criticised in that its results tend to be affected by the ideology of analysts regardless of the approach taken in conducting the analysis (Benesch, 1996), the results of needs analysis are still considered paramount for numerous reasons. First, it is considered as a basic requirement for ensuring that a course will be relevant and satisfying to the learners (Nation & Macalister, 2010), also helping to avoid dissatisfaction due to materials that have been developed to fit all learners (Long, 2005). Second, it helps in understanding the weaknesses and strengths of an existing curriculum, which are to be considered when developing a new one (Dubin & Olshtain, 2000). Third, it assists to uncover the learners’ identities, experiences, and goals in their specific learning context (Christison & Murray, 2014). Finally, it helps teachers to provide their students with the specific language they need by identifying elements of students' target language situations and using them as a basis of instruction (Johns, 1991). In the context of the study, the target group and the audience are the students and teachers because, as discussed, needs analysts should be involved in the process, as this would help in determining the teaching practices to be used in the classrooms.

Jackson (2005) notes that the process of needs analysis also involves a thorough evaluation of the EFL curriculum, with a view to ensuring that the current and future needs of the learners are identified and well-addressed. Towards this goal, the

assessment of the needs should be done from myriad perspectives to further facilitate that all the people that are directly and indirectly affected by the curriculum are involved. Auerbach (1995) asserts that despite the important role of the analysis of learners’ needs in the process of curriculum development, it should not only be considered the only source of information. As such, the needs analysis process goes beyond the learners’ needs, wishes, and expectations of the learning process. The person conducting the needs analysis must also identify the expectations of other parties aside from the student, such as the EFL teachers, the financiers of the EFL programme, administrators, tutors, and the family of the EFL student. Former students can also make recommendations for improvement. Everyone has a role to play in the needs analysis process. Surveying the performance of former EFL students can help in identifying the weaknesses and strengths of the previous curriculum, which can be rectified and applied in any new curriculum. The teachers, meanwhile, are the ones who deliver the knowledge; and they can learn from the teaching methods recommended in any previous curricula.

3.4.2.2 Needs analysis and materials evaluation

Another area for scrutiny requiring a comprehensive needs analysis lies with the materials, namely the textbooks that the EFL students read. These texts can often determine how much knowledge a student will obtain from an EFL class. The English textbook sets the foundation for the lesson content and the exercises in which students can engage in order to expand their understanding of the classwork. In other learning environments, the English textbook is a major complement to the instructions given by the teacher. Aside from being a key guide for the students, a textbook can also be a vital tool for the teacher training process. The mere fact that the textbook contributes to teacher and student training makes it a catalyst for educational innovation. This is because just by studying the examples presented in the textbooks, teachers can be inspired by new ideas leading to the development of new knowledge and understanding. The active needs analysis of any textbook is a vital and fundamental process for publishers to be made aware of the content that the students and teachers will need during the learning process.

Any needs analysis can be evaluated according to its reliability, validity and practicality (Nation & Macalister, 2010, p.30). Nation and Macalister (2010) explain that reliable needs analysis involves using carefully planned, standardised tools that are applied systematically. Valid needs analysis involves the consideration of the type of need and what information is relevant and important. In addition, practical needs analysis involves the consideration of issues of time, money, clarity, and being easy to understand, as well as the potential for incorporating it into the curriculum development process.

Because of the requirement to consider all the concerned parties and the elements, the process used to conduct the needs analysis is often formal and time-consuming. However, to make the process more efficient, it can be focused on particular points. Brown (1995) states, 'the process of needs analysis can generate a tremendous amount of information that must be sorted and utilized in some way within the curriculum. One way to use this information is to apply what has been learned in the needs analysis for the formation of programme goals and objectives' (p. 71). This is discussed further in the next section.