# data[].attributes.headline
During the data collection from several resources, you can find different kinds of needs such as:

# data[].attributes.subject
During the data collection from several resources, you can find different kinds of needs such as:

# data[].attributes.body
• Learners need more individual support, reduced academic activities in class or at home
• Teachers see better or different strategies used to develop student skills improve grammar instruction.

# data[].attributes.body
We may encounter different users in a needs analysis and it is important to determine the audience to confirm the information and illuminate the purposes of the process:

- Determine the audience to confirm the information and illuminate the purposes of the process.
- Identify the target population from whom the information will be collected so that we can determine it by sampling a representative group of the total population in terms of homogeneity (skills, attitude and knowledge).
- Select the approach to collect the information. In addition, there are several tools and techniques for collecting data when conducting a needs analysis process:

# data[].attributes.body
-Questionnaires that can be used with large groups and 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-assessments where students can evaluate their proficiency on their own.
- Interviews where the designer can clearly understand the topic before preparing the questions.
- Meetings, allowing a lot of information to be gathered in a short time.
- Observation where the attitude of the students is observed.
- Analysis of tasks based on students' answers.
- Collection of student language samples: we can use role-plays, written or oral tests to assess students' performance, competence and attitude in different domains of language use.
- Task analysis where students are given many tasks focused on future situations.
- Case studies can be evaluated in which a single student or a selected group can be assessed.

# data[].attributes.headline
Teaching Strategies we are Using Inside the Classroom

# data[].attributes.subject
Teaching Strategies we are Using Inside the Classroom

# data[].attributes.body
https://www.youtube.com/watch?v=nhuxzE016oU

# data[].attributes.attachment_link.title
Teaching Strategies we are Using Inside the Classroom

# data[].attributes.headline
When should teachers carry out a needs analysis process? 

# data[].attributes.subject
When should teachers carry out a needs analysis process? 

# data[].attributes.body
Teachers should carry out the needs analysis process at the beginning of a course, program, or academic activity and before starting it they should have a clear idea of the purpose for which it is being carried out. Its main characteristics are :
• Needs analysis requires time, effort and, what is more, it is necessary to find the necessary and adequate information to adapt it.
• The distinction between demands and desires is convenient because the desires of the learners do not necessarily coincide with the demands foreseen by the teacher or the expert.
• Needs analysis is a characteristic aspect of English for Specific Purposes courses.
• It is necessary to address the different types of needs in a needs analysis.
• It usually starts with the reasons and purposes for which a certain group of learners needs to learn English.

# data[].attributes.headline
The information obtained will be used to:

# data[].attributes.subject
The information obtained will be used to:

# data[].attributes.body
· 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

# data[].attributes.body
In conclusion, to identify the needs and preferences of students in English language learning, we must first know when our students have difficulty in learning, then find out their type of need/preference by using appropriate tools for data collection and finally be able to solve the gaps or lack of knowledge using appropriate methodologies, resources, techniques, etc.

# data[].attributes.body
The gap analysis template will help us to present our findings where is visible the current state, the future or desired state, the performance gap, and the actions to close the gap.

# data[].attributes.headline
How to assess student needs and preferences in English language learning to address this gap in knowledge, skills, or both

# data[].attributes.subject
How to assess student needs and preferences in English language learning to address this gap in knowledge, skills, or both

# data[].attributes.body
Apply a survey conducted on Google Forms and sent via WhatsApp.
Identify linguistic and academic needs for program choice.
- Survey on the learner's native language.
- Identify the student's background.
- Identify levels of English proficiency.
- Identify academic content knowledge.
- Identify which method and approach is appropriate for their learning.

# data[].attributes.body
The survey contains questions that identify students' home language and preferred language. Most home language surveys include versions of the following questions:
- Was English your first language?
-Do you speak another language? If yes, which one?
- What language do you speak most often with your friends?
- What language do you speak most often with your family?

# data[].attributes.body
Find out what their background is, their literacy level, and their need to learn English.
- How many years did you go to school in your home country?
- What was the name of the school you went to?
- Can you read in Spanish (your native language)? How well can you read?
- Can you write in Spanish (your native language)? How well can you write?
- How much help do you need to learn English?
- In what area do you need the most help? speaking? listening? reading? writing?

# data[].attributes.body
It is also important to determine the oral communication and literacy levels of your students. First, you need to establish the learner's ability to speak and understand spoken English.
- Can he or she hold a social conversation or discuss academic content?
- If the student can communicate orally, can he or she read and write English at grade level?

# data[].attributes.body
After the student's level of language proficiency has been assessed, their knowledge of the content areas in English or Spanish should be assessed.
Knowing your student's level of content-area knowledge is another important part of choosing the best instructional program for your student.
• What subjects did you study before coming to this university?
• What languages ​​did you study in?
• In what languages ​​were they written?
• Did you study bilingual? If so, what subjects did you study in Spanish and which ones in English?

# data[].attributes.headline
Identify which method and approach are suitable for your language learning according to your perspective and which has been most effective?

# data[].attributes.subject
Identify which method and approach are suitable for your language learning according to your perspective and which has been most effective?

# data[].attributes.body
• Direct method
• Grammar translation method
• Natural focus
• Audio-lingual method
• Cognitive approach to learning academic language.

# data[].attributes.headline
Curriculum Planning Process & Development

# data[].attributes.subject
Curriculum Planning Process & Development

# data[].attributes.body
https://study.com/academy/lesson/curriculum-planning-process-development.html

# data[].attributes.body
The approaches and models of needs analysis offered by researchers in Language Teaching and Learning, Curriculum Design, Testing and Research Methods, agree with the fact that needs analysis aims to collect data on the preferences or needs of any group of customers, whether business or educational, in order to transform their needs into:

Learning objectives

Development

Learning materials

Learning activities

Evaluations

Enabling the proper development of the curricular program.

In this area, Brindley, West and Jordan, some of whom may agree, Brown (2005, p. 272) establish the following nine different types of needs analysis:

# data[].attributes.body
It concerns the learner's future roles and the linguistic skills and knowledge required to perform competently in a target context.
This involves mainly objective and product-oriented data:

Identify the contexts of language use

Observing the language events in these contexts

Listing the genres employed

Collecting and analyzing target genres

Some questions of TSA:

1. Why is the language needed?

2. How will the language be used?

3. What will the content areas be?

4. Who will the learner use the language with?

5. Where will the language be used?

6. When will the language be used?

To collect needs data, teachers can draw on a range of different sources and techniques such as

Interviews

Questionaries surveys

Observations

# data[].attributes.attachment_link.title
Lecture 04: Needs Analysis in English for Specific Purposes (ESP).  Part One.

# data[].attributes.attachment_caption
The explanation of the Present and target extralinguistic knowledge.

# data[].attributes.body
It is the route to cover from point A (present situation) to point B (target situation), always keeping the learning needs in mind. Therefore, deficiency analysis can form the basis of the language syllabus (Jordan, 1997) because it should provide data about both the gap between:

Present and target extralinguistic knowledge

Mastery of general English

Language skills

Learning strategies

# data[].attributes.attachment_caption
In this video you are gonna to find more information about the PSA.

# data[].attributes.body
It refers to information about learners' current abilities, familiarity with the written and spoken genres, their skills and perceptions; what they are able to do, and what they want at the beginning of the course.
Data can therefore be both
Objective

Age

Proficiency

Prior learning experiences

Subjective

Self-perceived needs

Strengths

Weaknesses

# data[].attributes.body
It perceives the needs as to be negotiated between students and other stakeholders. It consists of a familiar set of components:

Setting clear learner objectives

Tracking progress regularly

Using a frame of reference

Assessing inside and outside the classroom

Adjusting teaching cycle

Supporting autonomous learners

# data[].attributes.body
This type of needs analysis has to do with the strategies that learners employ to learn another language. This tries to establish how the learners wish to learn rather than what they need to know (West, 1998).

Allwright, a pioneer in strategy analysis (West, 1994), started from

The students’ perceptions of their needs on their terms.

It includes subjective, felt, and process-oriented needs.

It focuses on methodology.

Similar to the process used for target needs analysis, they suggest a framework for analyzing learning needs which consist of several questions:

1. Why are the learners taking the course?

2. How do the learners learn?

3. What sources are available

4. Who are the learners?

Finally, as Allwright (1982, quoted in West, 1994) says the research of learners’ preferred learning styles and strategies gives us a description of the learners’ perception of learning.

# data[].attributes.attachment_caption
Introduction to needs analysis, go to page 15 where you can find more information about the Means Analysis.

# data[].attributes.body
Dudley-Evans and St. John (1998, p. 125) noted that it provides the setting details about the environment in which the course will be run. The issue relates to means analysis because it could be difficult to obtain information about the environment and require different details.

After all, one view could not work in another position, or every situation demands individual needs.

Swales (1989), determines five factors related to the learning environment for the course to be successful, these considerations are:

Classroom culture

EAP staff

Pilot target situation analysis

Status of service operations

Study of change agents

# data[].attributes.body
It aims to identify and define the needs of the company and its components, but also to evaluate the language potential of the equipment.
It consists of the following elements:

Analysis of employees’ language levels

Analysis of the company’s language needs

Proposal of an individual educational program, based on the results of the analysis

The main advantages are:

Independent and complex evaluation of all language skills: conversation, listening, grammar, vocabulary, reading, and writing

Precise determination of current language level according to the criteria of the CEFR

Designation of a detailed study goal

Adjustment of a study plan for the company and future students

Positive motivation for students

The result of the language audit is a comprehensive overview of your employees’ language skills, an evaluation of the language needs for each position in the company, and a proposition of an educational program that will help you achieve your language goals.

# data[].attributes.attachment_link.readable_text
A complex language audit of employees is a great tool for improving work efficiency, making cost savings by identifying any unproductive existing training, and generally improving company culture. The results of the audit can also help managers to create motivational plans and to manage human resources. We are able to create a tailor-made audit according to the customers' specific needs.

Our language audit usually consists of the following elements:

Analysis of employees' language levels

Analysis of the company's language needs

Proposal of an individual educational program, based on the results of the analysis

The main advantages of the language audit are:

Independent and complex evaluation of all language skills: conversation, listening, grammar, vocabulary, reading and writing

Precise determination of current language level according to the criteria of the Common European Framework of Reference for Languages (CEFR)

Designation of a detailed study goal

Adjustment of a study plan for the company and future students

Positive motivation for students

An example of the language audit's structure (variable, as per the particular needs of the client)

Telephone interview (15 minutes) - every-day questions, testing of general communication skills (evaluation of the following categories: grammar, vocabulary, pronunciation, listening, fluency of speech and overall communication skills)

Personal interview (15 minutes) - questions about their work environment and motivation for the lessons, testing of general and specialized communication skills (evaluation of the following categories: grammar, vocabulary, pronunciation, listening, fluency of speech and overall communication skills)

Entrance test focusing on grammar and vocabulary (25 minutes) - 60 questions with answers focused on business language (evaluation is carried out on the basis of points scored)

Writing skills (15 minutes) - the task is to write an informal email, in which the writers effectively present information and show that they are able to communicate clearly and effectively.

OUTPUT

The result of the language audit is a comprehensive overview of your employees' language skills, an evaluation of the language needs for each position in the company, and a proposition of an educational program which will help you achieve your language goals. As a result of this thorough analysis there is a lower expense on language education, and the education is more effective. The language audit is also evaluated by an independent authority and is always completely objective. The output of the complex language audit of your employees will include:

An overall summary of the language levels of the company's employees

Individual evaluations for each of the participants of the language audit

A recommendation of the type and content of future study programs

Evaluation of the language audit

You will receive the overall evaluation of the language audit 7 working days after the final day of testing.

The Common European Framework of Reference for Languages provides the basis for the preparation of language textbooks, tests, exam materials, etc. It also provides a thorough description of how students should utilize the particular language, so they can put their knowledge to practical use. Language skills are divided into three basic levels, which are each divided into a further two levels:

Beginner - level A1 (Breakthrough) and A2 (Waystage)

Intermediate - level B1 (Threshold) and B2 (Vantage)

Advanced - level C1 (Effective Operational Proficiency) and C2 (Mastery)

The document outlines each individual level of language skill as follows:

A1

He/she understands well-known everyday expressions and basic phrases aimed at the satisfaction of needs of a concrete type. He/she can introduce himself/herself and other people and he/she is able to ask simple questions about personal information, for example about the place he/she lives, about people he/she knows, and about things he/she knows - and he/she can answer these questions as well. He/she is able to understand and he/she is able to communicate, provided the other speaks slowly and clearly and is willing to help him/her.

A2

He/she understands sentences and frequently used expressions related to areas of most immediate relevance to him/her (for example - basic information about him/her and his/her family, shopping, local geography and employment). He/she is able to communicate in simple and common tasks requiring a simple and direct exchange of information on familiar and routine matters. He/she can, in a simple way, describe their own family, people around them, and matters that concern their most important needs.

B1

He/she understands the main points of clear standard input on familiar matters regularly encountered at work, at school, during his/her free time, etc. He/she is able to cope with most situations that occur whilst travelling in an area where the language is spoken. He/she can write a simple connected text on topics he/she knows well or is interested in. He/she can describe experiences and important events, dreams, hopes and goals, and is able to briefly explain and give reasons for his/her opinions and plans.

B2

He/she is able to understand the main ideas of complex texts both on concrete and abstract topics - including technical discussions in his/her field of specialization. He/she can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. He/she is able to write clear and detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

C1

He/she understands a wide range of demanding, longer texts, and can recognize implicit meaning. He/she is able to communicate fluently and spontaneously without much obvious searching for expressions. He/she can use the language flexibly and effectively for social, academic and professional purposes. He/she can produce clear, well-structured, detailed texts on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

C2

He/she easily understands almost everything he/she hears or reads about. He/she can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. He/she is able to express himself/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

# data[].attributes.attachment_link.description
A complex language audit of employees is a great tool for improving work efficiency, making cost savings by identifying any unproductive existing training, and generally improving company culture. The results of the audit can also help managers to create motivational plans and to manage human resources.

# data[].attributes.body
Creates a menu that includes all the major courses from which sponsors or students can choose, allowing them to make an informed decision regarding their needs and preferences.

# data[].attributes.body
It is computer-based and matches perceived needs with a database of materials "...since the content of the program can be adjusted between the students and the teacher..." (West, 1997, p.74, cited in Brown, 2005).

# data[].attributes.body
Songhori, M. H. (2008). Introduction to needs analysis. English for specific purposes world, 4(20), 1-25. Retrievered from http://udindfor.com/uploads/3/5/8/3/35834656/introduction_to_needs_analysis.pdf

s.r.o, E. (2014). Language Audit | English Training. Retrieved from http://www.englishtraining.cz/for-companies/language-audit/

Zohoorian, Z. (2015). A needs analysis approach: An investigation of needs in an EAP context. Theory and Practice in Language Studies, 5(1), 58. Retrievered from https://core.ac.uk/download/pdf/266995306.pdf