FACULTY OF EDUCATION

ENGLISH COURSE

CASQUINHA JOSÉ BAPTISTA

DESIGNING NEEDS ANALYSIS TOOLS

Beira

2024
 CASQUINHA JOSÉ BAPTISTA

DESIGNING NEEDS ANALYSIS TOOLS

Assignment submitted to the Licentiate in English

Language Teaching Course of the Faculty of Education,
as a requirement for the attainment of the title of
Licentiate in English Language Teaching

Lecturer: PhD Fátima Batalhão

Beira

2024
Content

1 Introduction..............................................................................................................................3

2 Designing needs analysis........................................................................................................4

2.1 Needs Analysis Studies in Language Learning....................................................................4

2.1.1 Questionaire.......................................................................................................................5

2.1.2 Interviews for content analysis..........................................................................................7

2.1.3 Observation........................................................................................................................9

3 The document the reseacher would use for student’s needs analysis...................................10

4 The characteristics of well designed tools and their drawbacks............................................10

4.1 Validity...............................................................................................................................11

4.2 Reliability............................................................................................................................11

4.3 Usability..............................................................................................................................11

4.4 Characteristics of a Good Questionnaire............................................................................11

4.5 Characteristics of a good Interview....................................................................................11

4.6 Characteristics of a good observation.................................................................................12

5 Conclusion.............................................................................................................................13

6 References..............................................................................................................................14
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1 Introduction
To point out that, students always have needs concerning to a certain subjects, so the
teachers should be clever enough to figure out the situation and sort it out using research tool
he prefere, the researcher means Interview, observation or questionaire. (Barr, Davis &
Johnson, 1961). “A questionnaire is a systematic compilation of questions that are submitted
to a sampling of population from which information is desired.” The interview constitutes a
social situation between two persons, the psychological process involved requiring both
individuals mutually respond though the social research purpose of the interview call for a
varied response from the two parties concerned.” ( W. J. Goode & P.K. Hatt, 1963). And
finally, observation is used for evaluating cognitive and non-cognitive aspects of a person. It
is used in evaluation performance, interests, attitudes, values towards their life problems and
situations (Young, 1960)
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2 Designing needs analysis

Needs analysis procedures made their appearance in language planning during the
1970’s, as Nunan (1988,pp43 in Ayakli C.,Karavas K.,Manolopoulou-Sergi E.&
Spinthourakis J.A,2004.pp83.vol1) reports. According to Richards(2001:51) needs analysis is
defined as ‘the procedures used to collect information about the learners’ needs’. Therefore, it
is carried out through various ways and stages so as to assemble informational data about
learners’ needs in order to set valid objectives and design tasks that reflect real life purposes.

2.1 Needs Analysis Studies in Language Learning

The origin of the term “analysis of needs” appeared first in India in the 1920s to
differentiate two things: “(i) what learners will be required to do with the foreign language in
the target situation, and (ii) how learners might best master the target language during the
period of training” (West, 1994, p. 1). Later, in the late sixties, the term reappeared, linked to
the new development and interest in English for specific purposes, for which needs analysis
became a key instrument. Then, in the early seventies, these types of studies began to take
place, and ever since, they have evolved to answer questions related to adapting the teaching
to the kind of learning audience, on the one hand, and training the learner on how to learn, on
the other (West, 1994). Needs analysis studies (NASs) also attempt to shed light on proper
learning needs and goals, wants, and limitations in each context, as well as on appropriate
learning strategies and materials. External researchers initially carried out NASs without
considering the opinion and knowledge of those directly involved in educational programs. It
started to be problematized by perspectives such as Jasso-Aguilar’s (1999), which points out
the “‘value of insiders’ perspectives in needs analysis (NA) research for language teaching”
(p. 27). This author adds that those directly involved, that is, teachers, learners, and program
administrators-the insiders-, provide valuable information for improving a given program far
beyond what external auditors do.

However, it is necessary to use multiple sources and methods to identify learners’

needs and triangulate the information obtained to validate its reliability regardless of its
provenience, either from insiders or outsiders (Jasso-Aguilar, 1999). In this sense, Long
(2005) points to the need to include more primary respondents in NASs beyond learners. For
example, domain experts, language teachers, and materials writers. The reason for this is the
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existence of an “urgent need for courses of all kinds to be relevant . . . to the needs of specific
groups of learners and of society at large” (Long, 2005, p. 19). Long describes learners as
sources of information regarding their learning styles, preferences, and skills. Still, other
insiders, such as administrators and teachers, are needed to obtain information about what
language learners need to function successfully in their target discourse domains (Long,
2005). All in all, there should be multiple Sources to extend and deepen the analysis and
allow for the triangulation of sources to properly validate findings (González-Lloret, 2016;
Jasso-Aguilar, 1999; Long, 2005). More recently, NASs have included another element to
adequately answer questions about the students’ needs for a given learning program:
technology (González-Lloret, 2016). Such inclusion of technology in the education realm
originated from the design of technology-mediated or technology-supported learning
programs. Yet, drawing from technology, an NAS requires an analysis of not only learner’s
needs, wants, goals, and possible learning tasks but also technology needs, possibilities, and
limitations. For instance, in the task-based language teaching curriculum and program design
frame, González-Lloret (2016) suggests that analysis should find the technological tools
needed to develop a task, participants’ digital literacies, technological accessibility, resources,
and technical support available.

2.1.1 Questionaire
One of the most used forms of needs analysis that most analysts choose to perform is
the questionnaire. Information which is elicited from it can be tabulated and discussed. In
order for the questionnaire to be valid and useful to the ‘qualified informants’ (Tudor, 1996,
p.74) it has to follow some specific characteristics.

According to Dörnyei (2003, p.16) the length of the questionnaire should not be more
than 4 pages and the time required to complete it not more than 30 minutes. The layout should
be short and orderly and the issue of anonymity should be early addressed. Moreover, the title
should indicate the “domain of investigation” and instructions should be both general and
specific, in order for the respondents to know exactly what they have to do. The content of the
questionnaire should include questions that will provide the conductor of the analysis with the
most accurate data, meaning data that will help them achieve their original goal. Furthermore,
the questions should be varied so that the respondents not to find it monotonous. Simple and
clear wording is also essential in order to obtain the intended information and to be
understood by all respondents (Taylor Powell,1998, p.3).
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Eg. The teacher figures out that there are needs in the classroom , and tries to collect the
information through questionaire.

Needs Analysis questionnaire: Designing and Evaluation

1. Do you study English out of classroom?

A.Yes B. No

2. How long have you been studying English?

3. Why are you learning English Language?

4. What is your favoritos topic ?

a. Friends …………… d. Literature ………………

b. Free time ……………. e.Food ………………..

c. Travelling …………… others, please specify.………………….

5. What is your learnimg style preferência? You can choose more than one answer.

a.Listening to English songs b. Writing grammar exercises c. Writing stories d. Reading

English texts e. Studying grammar rules f. Playing games g. Doing projects h. Doing
vocabulary exercises i. Doing pair-work activities j. Working individually k. Speaking
with classmates in English l. Practicing pronunciation m. Solving problems in English
having visual prompts n. Acting up dialogues with classmates o.Doing listening activities

6. Do you understand when your teacher speaks English?

A. Yes B. No C. Sometimes D. I understand one Word and the other

7. Do you speak English during the lessons?

A. Yes B. No C. Sometimes

8. Do you have difficulties to talk to other people?

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A. Yes B. No C. Sometimes

9. Do you have the right syntax when you write in English?

A. No B.Yes C. Sometimes D. Rarely E. Never

2.1.2 Interviews for content analysis

The interview is a fairly versatile technique for gathering data on multilingualism. It
can be employed to obtain both linguistic productions from bi-/multilingual speakers and
content data. In this second case, researchers aim to gather biographical and other relevant
contextualizing information from language users together with their views, values, and
attitudes towards their own and others’ linguistic practices.

This is the most common purpose of interviews in bilingualism studies. Interviews are
employed either to obtain information which may otherwise be very difficult to gather (like
certain biographical details, which may not become available even after long and intensive
involvement in the field) or to explore issues that can only be accessed indirectly if
interactional data is considered (such as language attitudes and ideologies). For examples of
how content analysis can be used. In fact, the interview is a very efficient research tool in that
it allows investigators to gather fairly large bodies of data in relatively little time.

There are two types of content information researchers may obtain from Interviews.
One is factual details, like age, years of schooling, and employment situation; the other is
what Hammersley and Atkinson (1983) refer to as “perspective ”information, that is, subjects’
understanding of the value and meanings of their bilingual speech practices. In both cases, the
type of data gathered is declarative.

The interview format can, additionally, be employed to discuss extracts of

interactional data with informants. It must be pointed out that, although useful in its own
terms, declarative data can never be employed as a substitute for data on speakers’ actual
linguistic behavior. Self-or other-reports of bilingual language practice may not match
observed conduct, since many phenomena related to performance, like code-switching,
operate on a subconsciously level. Mismatches can also have a language-ideological
component. Speakers of varieties with low social prestige may want to claim that they do not
use them, though in fact they do. In any case, these are very interesting sites of analysis
(Pujolar, 2001) because they point towards the many conflicts and contradictions that inform
linguistic practices in contexts of multilingualism.
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Eg. This is an example of an Interview, the reseacher is trying to know student’s needs in
classroom.

Needs Analysis Interview: Designing and Evaluation

1. Do you like English Language?

2. Do you understand the listening tracks played in the classroom?

___________________________________________________________________________

3. Can you speak English?

A. Yes. B. No

If no, would you like to speak it?

___________________________________________________________________________

4. Do you like ?

A. Working alone B. Pair work C. Group work D. While class work

Comment___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. How often do you have difficulties with the following Language skill?

Never Sometimes Often Always

Reading
Writing
Speaking
Listening
Grammar
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Spelling
Learning
vocabulary

2.1.3 Observation
Observation becomes a scientific tool and the method of data collection for the
researcher, when it serves a formulated research purpose, is systematically planned and
recorded and is subjected to checks and controls on validity and reliability. Under the
observation method, the information is sought by way of investigator’s own direct
observation without asking from the respondent. For instance, in a study relating to consumer
behaviour, the investigator’s instead of asking the brand of wrist watch used by the
respondent, may himself look at the watch. The main advantage of this method is that
subjective bias is eliminated, if observation is done accurately. Secondly, the information
obtained under this method relates to what is currently happening; it is not complicated by
either the past behaviour or future intentions or attitudes. Thirdly, this method is independent
of respondents’willingness to respond and as such is relatively less demanding of active
cooperation on the part of respondents as happens to be the case in the interview or the
questionnaire method. This method is particularly suitable in studies which deal with subjects
(i.e., respondents) who are not capable of giving verbal reports of their feelings for one reason
or the other.

For teacher observation to contribute to valid judgments concerning student learning

outcomes, evidence needs to be gathered and recorded systematically. Systematic gathering
and recording of evidence requires preparation and foresight. This does not necessarily mean
that all aspects of the process of observation need to be anticipated but that the approach taken
is deliberate rather than happenstance. It is necessary, at least, to know in advance both what
kinds of learning outcomes are anticipated and how evidence will be recorded. Adequate
records are essential for good assessment.

Teacher observation can be characterised as two types: incidental and planned.

 Incidental observation occurs during the ongoing (deliberate) activities of teaching

and learning and the interactions between teacher and students. In other words, an
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unplanned opportunity emerges, in the context of classroom activities, where the

teacher observes some aspect of individual student learning. Whether incidental
observation can be used as a basis for formal assessment and reporting may depend
on the records that are kept.
 Planned observation involves deliberate planning of an opportunity for the teacher
to observe specific learning outcomes. This planned opportunity may occur in the
context of regular classroom activities or may occur through the setting of an
assessment task (such as a practical or performance activity).

Eg. Aspects to be observed in the classroom

1. Do students understand when the teacher speaks English?

2. Are students interested in the subjects?
3. Do they make effort to understand?
4. Do students like the subject they are learning?
5. Do they like the teacher?
6. What’s failing for them not to be successful um the exercises?
7. Do students pay attention when the teacher os explaining?

3 The document the reseacher would use for student’s needs analysis
To point out that the document the reseacher would use for student’s needs is a
questionaire because it os fast, direct and the respondant has much time to write ir choose the
answer he intends to. The technique teachers most use in order to conduct a needs analysis
investigation is the questionnaire, “the most practical and thus the most used of all” (Ayakli et
al, 2004, p.104) and which elicits “information directly from learners”(Tudor, 1996, p.73).

The goal the teacher sets is to adjust the English lesson to the students’ needs and the need to
be addressed is clearly stated at the introductory remarks of the questionnaire. Basically
subjective needs are sought to be indicated, thus questions that concern students’ subjective
and not objective needs are selected. The particular questionnaire is to be filled anonymously
so as to have a better validity as students respond the questions without worrying about
affecting their teacher’s opinion regarding their performance in English. According to
Richards (2001, p.60) these structured items (in which the respondent chooses from a limited
number of responses) are easy to analyze and obtain information about many different kinds
of issues. So in this case information is obtained by having students answering simply by a
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yes or no, by choosing alternatives provided and by attributing a value on a given scale so as
to maintain the principal advantage of questionnaires, objectivity (Gardner and Winslow,
1983, p.74 in West, 7).

4 The characteristics of well designed tools and their drawbacks

According to Thurstone and Chave (1929, p.29) “there are mainly three characteristics
of a good research tool. These include validity, reliability, and usability. In selecting tools for
collecting data a researcher should evaluate them in terms of these characteristics. Let us
discuss these one by one”.

4.1 Validity
A tool used for collecting data must provide information that is not only relevant but
free from systematic errors. In other words, it must produce only valid information and
measure what it claims to measure.

4.2 Reliability
A tool used for data collection must be reliable, that is, it must have the ability to
consistently yield the same results when it is repeatedly administered to the same individuals
under the same conditions.

4.3 Usability
The usability of a tool depends on its objectivity, cost effectiveness, the time and effort
required to administer it, and how easy it is to analyse and draw conclusions through its use.

4.4 Characteristics of a Good Questionnaire

 It deals with an important or significant topic.
 Its significance is carefully stated on the questionnaire itself or on its covering letter.
 It seeks only that data which cannot be obtained from the resources like books,
reports and records.
 It is as short as possible, only long enough to get the essential data.
 It is attractive in appearance, nearly arranged and clearly duplicated or printed.
 Directions are clear and complete, important terms are clarified.
 The questions are objective, with no clues, hints or suggestions.
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 Questions are presented in a order from simple to complex.

 Double negatives, adverbs and descriptive adjectives are avoided.
 Double barreled questions or putting two questions in one question are also avoided.
 The questions carry adequate number of alternatives.
 It is easy to tabulate, summarize and interpret.

4.5 Characteristics of a good Interview

 The interviewer can probe into casual factors, determine attitudes, discover the origin
of problem
 Its appropriate to deal with young children and illiterate person.
 It can make cross questioning possible.
 It helps the investigator to gain an impression of the person concerned.
 It can deal with delicate, confidential and even intimate topics.
 It has flexibility.
 Sincerity, frankness, truthfulness and insight of the interviewee can be better judged
through cross questioning.
 It gives no chance for respondent to modify his earlier answer.
 It is applicable in survey method, but it is also applicable in
 historical, experimental, case studies and clinical studies.

4.6 Characteristics of a good observation

According to Jahoda it has many characteristics;

 It serves a formulated research purpose.

 It is planned systematically rather than occurring haphazardly
 It is systematically recorded and related to more general propositions.
 It is subjected to checks and controls with respect to validity , reliability and precision.
 It is a direct technique to study an object, an event or a problem.
 It is based mainly on visual –audio scene.
 It employs own experiences.
 It establishes cause-effect relationship.
 It is an objective technique of data collection.
 It is both objective and subjective evaluation technique.
 It is formal as well as informal technique.
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 It is quantitative as well as qualitative technique for data collection.

5 Conclusion
Throughout the assignment, much content concerning student’s Analysis hás been
discussed through different authors’ point of vires so that there will a rich content concerning
the issue. Therefore, It is an undeniable fact that needs analysis is one of the fundamental
rudiments in establishing a curriculum of the level. Nation and Macalister (2010) stated that
needs analysis illustrates the student’s already obtained knowledge and what should be taught.
The purpose of conducting needs analysis is to identify a learner’s needs evidently and design
an appropriate lesson plan accordingly.
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6 References
Briggs, C. L. (1986) Learning How to Ask: A Sociolinguistic Appraisal of the Role of the

Interview in Social Science Research. Cambridge: Cambridge University Press.

Gubrium, J. and J. Holstein (eds.) (2002) Handbook of Interview Research: Context and
Method. Thousand Oaks, CA: Sage.

Labov, W. (1984) Field methods of the project of linguistic change and variation. In J. Baugh

and J. Sherzer (eds.), Language in Use: Readings in Sociolinguistics. Englewood Cliffs, NJ:
Prentice Hall, pp. 28–54.

Redmond, M. V. (2000) Communication: Theories and Applications. Boston/New York:

Houghton Mifflin, chs. 8 and 9.

Kaskani Aliki, Zafiri Makrina-Nina, Dimogeronta Panagiota, (2021), “A Needs Analysis

Questionnaire: Designing and Evaluation”, Journal of English Literature and Language; 2(1):
1-9. DOI: 10.31829/2767-2964/jell2021-2(1)-107

Thurstone, L. and Chave, E., The Measurement of Auitude, Chicago: University of Chicago
Press, 1929.
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