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1.When evaluate student´s needs and preferences?

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1.When evaluate student´s needs and preferences?

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According with Nunan (1988) a Needs Analysis should planning: Before a course.
In the first day of the classes.
In each activity and lesson.

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2.How evaluate student´s needs and preferences in learning English?

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2.How evaluate student´s needs and preferences in learning English?

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This mind map explained the steps for assessing student needs and preferences.

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3.Why do a student´s needs and preferences analysis? 

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3.Why do a student´s needs and preferences analysis? 

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"The main objective of needs analysis is user satisfaction. Since it focuses on the needs of the human being." Wikipedia (2020)

According to Nunan (1988) , in the teaching learning process it is required to perform a Needs analysis for the following aspects:
Helping to negotiate the differences between learners' and teachers' beliefs about language learning.
Encourage students to think about their motives and motivation for learning English.
Determine the gap between what learners want and need to do with the language.
To have a better understanding of students' backgrounds, experiences, jobs, and interests.

To inform teachers' planning decisions, this includes:

To help identify learning objectives.

To help select course content that is tailored, created, relevant and useful.

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It is important for teacher education to collect useful data and use it to solve the desired learner performance problem and then analyze it for an appropriate solution.

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1. To learn about the interests and background of the students.
2. To diagnose educators' and students' perspectives on English language learning 3.
To motivate learners about their real reasons for learning English.
4. To bridge the gap between students' current performance and their ideal stage to be satisfied with their learning practice.
5. To help teachers to select, create and apply the most useful tools to improve the teaching and learning process.

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7.When should teachers conduct a needs analysis process?

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7.When should teachers conduct a needs analysis process?

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It should be done at the beginning of a course, program, because it is necessary to know the type of motivation of the students
The needs analysis process includes: defining the purpose, delimiting the learner population to collect data, and using the results of the analysis to determine the objectives.

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1. Situation analysis:  information from learners as they learn a specific language.
2. Gap analysis: learners' current needs and desires.
3. Situation analysis: learners' competence at the beginning of instruction.
4. The learning oriented analysis: needs to be negotiated among learners.
5. The strategy analysis: students' preferences in terms of strategies.
6. Means analysis: focuses on the learning situation.
7. Language audit has a large: scale view of NA in terms of strategic language policies for companies, professional sectors, government departments, countries, etc.
8. Menu analysis: includes all major courses from which sponsors or learners can select.
9. Computerized analysis relates perceived needs to a database of materials.

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Ways to collect data

a) Self-assessments: students can self-assess their competence.

b) Interviews: the designer gains an understanding of the topic before preparing the questions.

c) Meetings: gather enough information in a short time.

d) Observation: the attitude of the students is observed.

e) Task analysis: focuses on student responses

f) Collection of student language samples: written or oral tests to assess student performance in different domains of language use.

g) Task analysis: tasks are assigned focused on future situations.

h) Case study evaluation: a single student or a selected group can be evaluated.

i) Analysis of relevant information: books, reports, surveys, records of journal articles and archives.

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Users in a needs analysis:

Determine the audience to clarify the purposes of the process.

Identify the population from whom the information will be collected and determine it by sampling a uniform representative group.

Select the approach, instruments and techniques to collect data.

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

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Through this analysis it was possible to determine and know the most important factors to take into account for a student to learn English satisfactorily.
Reconogize some characteristics of the students such as:
a) their proficiency level;
b) factors that contributed to their proficiency level;
c) preferred teaching approaches;
d) preferred learning strategies; and
e) preferred classroom learning experience.

It allowed us to have the necessary information to develop
appropriate learning strategies for each student when teaching English.