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Language is present in our entire life, everybody uses it in everyday activity to share information, emotions, feelings, and thoughts in a way that permits communication with the people around us. One of the most spoken languages is English which is considered a global language and the most popular in the world.

By learning a new language, and in this case, English helps the student to develop not just language abilities but life skills as well.

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Why conducting a needs analysis process?

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Why conducting a needs analysis process?

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-. To find out about learners´ interests and background.

-. To diagnose the presence of a gap between educators and students ‘perspectives about learning a second or foreign language.

-. To motivate students about their real reasons to learn English as a foreign language.

-. To bridge the gap between the current learners ‘performance and their ideal stage to be satisfied with their learning practice.

-. To help teachers select, create and apply the most useful tools to improve the Teaching and Learning process.

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When should teachers conduct a needs analysis process? 

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When should teachers conduct a needs analysis process? 

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A needs analysis process must be done at the very beginning of a course, program, or academic activity.

The reasons will be varied because it is necessary to know the kind of motivation students have and their learning styles.  Also, negotiating the learning outcomes should be accomplished through learning activities in the journey of knowledge.

As it was said before, conducting a needs analysis process is not easy. It takes time, effort, and what is more, it needs to find out the necessary and appropriate information to be adapted in any particular Needs Analysis.

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1. Target-situation analysis looks for information on the language requirements learners face while learning a specific language.

2. Deficiency analysis accounts for learners’ present needs and wants as well as their target situation shortages.

3. Present-situation analysis deals with the proficiencies of learners at the commencement of instruction.

4. Learning-oriented analysis regards the needs as to be negotiated between students and other stakeholders.

5. Strategy analysis efforts to find out learners’ preferences in terms of learning strategies, error correction, group size, amount of homework.

6. Means analysis focuses on the learning situation, with as few preconceptions as possible in terms of practicality, logistics, cultural appropriateness, etc.

7. Language audit takes a large scale view of NA in terms of strategic language policies for companies, professional sectors, governmental departments, countries, etc.

8. Set menu analysis creates a menu including all the main courses from which the sponsors or learners can select.

9. Computer-based analysis conducted by computer matches the perceived needs to a database of materials “...from which the course content can be negotiated between students and teacher.

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-. Determine the audience to confirm de information and light the purposes of the process.

-. Identify the target population whom, the information will be collected so we can determine it by sampling a representative group from the total population in terms of homogeneity (skills, attitude and knowledge).

-. Select the approach to collect the information.

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There are several instruments and techniques to gather data when conducting a Needs Analysis process:

-.Questionnaires which can be used with big groups and it can be easy to tabulate and analyze, but sometimes the information collected may be superficial.

-. Sample questions.
How long have you been learning English?
Why do you want to learn English?
What do you use English for?
What kind of activities do you prefer to do in class?
What is the best way to learn a new language?

-. Self-ratings where the students can assess their competence by themselves.

-. Interviews where the designer can get clear understanding about the topic before to prepare the questions.

-. Meetings, it permits to collect a lot of information in short time.

-. Observation where the students’ attitude is observed

-. Task analysis based on student´s responses

-. Collecting learner language samples: we can use role plays, written or oral tests to evaluate students´ performance, competence and attitude in different domain of language use.

-. Task analysis where the students are given many tasks focused on future situations.

-. Case studies, were a single student or a selected group can be evaluated.

-. Analysis of available information, relevant information as books, reports, surveys, journal articles records and files.

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During the data collection from several resources you can find different kinds of needs such as:

-. Learners ‘view which in many cases need more individual support, reduction of the academic activities in class or at home.

Teachers ‘view better or different strategies used to develop learner´s skills or maybe for teaching grammar.

The information obtained will be used to:

-. Evaluate the previous curriculum or program.

-. Planning goals or objectives for a future program.

-. Better the development of tests or assessment.

-. Develop teaching materials to improve the academic process.