Specifying Learners’ Professional Needs in Academic Writing

The article examines the controversial procedure of analyzing the learner’s professional needs. Needs analysis is generally regarded as an invaluable tool for constructing a course syllabus. It might be really informative if the target situation analysis and present situation analysis are combined. Speaking about academic writing teaching for Russian non-academic students at the Bachelor Degree level, one should admit that students have no or limited experience of functioning in an academic area in English. Consequently, their responses to the questionnaires as one of the frequently used methods of target situation analysis are merely assumptions; and the answers could not be taken as objective and valid. The author presents a system of analyzing students’ needs within the framework of Academic Writing course: namely, distinguishes the stages that precede or follow teacher-student talks about their expectations, provides more objective practice of examining learners’ needs, and discusses ways of improving question-answer sessions/ interviews. Needs analysis practice that develops learners’ professional needs involves task-based learning, reflexive activities, and teaching to ask good questions. Bringing into life the analogy between customer development theory in management and needs analysis practice in education, it is possible to work out a fruitful strategy. Conducting needs analysis pertains equally to specifying and developing students’ needs in academic communication.

ENGLISH FOR OTHER LANGUAGES: A NEEDS ANALYSIS OF FUTURE POLYGLOTS AT A FRENCH UNIVERSITY

This paper presents the results of a needs analysis of second year undergraduates, majoring in various foreign languages (except for English) at the Institut National des Langues et Civilisations Orientales in Paris, France. As part of their studies, students can take one semester of English during their second or third year. While needs analyses are an integral part of ESP research, the needs of students in certain disciplines, particularly the Liberal Arts, are not often referenced. Using questionnaires and interviews with current students, past students, and discipline instructors, this study attempts to partially fill that gap. Results show that while current students mostly use oral and written comprehension skills presently, they feel expression skills will become important in the future. Responses from former students and discipline instructors seem to support these results, with some key distinctions. Implications for teaching and future research are discussed.

STUDYING THE ESP NEEDS OF STUDENTS OF ECONOMICS AND SOCIO-POLITICAL STUDIES

The article presents a study of the ESP needs of students of economics and socio-political studies aimed at course optimisation. The research includes two stages with the pilot one having finished in June 2021 and involving the students at the University of National and World Economy (UNWE) in Bulgaria as well as the subject and ESP lecturers at UNWE. The second stage is being conducted with students from universities with the profile of UNWE in Bulgaria and worldwide (April-October 2021). The results from the survey of students from the pilot stage are presented and analysed in detail along with a review of the ESP needs analysis studies.

Needs Analysis of Japanese Courses for Nursing Students

Japanese is an elective course that can be taken by every student in the Nursing Study Program of Stikes Ranah Minang. References regarding the teaching material given to the students must be appropriate so that they can get the benefit from this course. To find out the reference, it is necessary to do a needs analysis so that the students get the material that they really need to support their learning process at present time or in the future. This study was conducted to analyze the needs of Japanese language learners. The research was conducted with a qualitative approach and descriptive method. The research population is the students who are taking the course of Japanese Language II at the Stikes Ranah Minang Nursing Study Program. The research instrument used is a questionnaire. Data were analyzed using the descriptive techniques in the form of numbers and percentages.

How Game-Based Learning Works and What It Means for Pupils, Teachers, and Classroom Learning

This chapter discusses the results of a systematic literature review, a needs analysis through a pupil survey, and a case study of classroom observations in the context of primary education. The results of the overall findings, limitations, underlying issues, and emerging concepts are associated to how game-based learning (GBL) works and what it means for pupils, teachers, and classroom learning. This chapter presents the main contributions to the body of knowledge in GBL study, while offering best practice recommendations for designing engagement in GBL. This in turn outlines a framework of how GBL may work in the classroom. The framework identifies elements, features, and factors that shape how engagement occurs and how learning progresses in gameplay within GBL environments.

Enhancing Inclusive Teaching and Learning via University Courses Built on Needs Analysis

This study examines the added beneficial value of needs analysis prior to designing ESP university courses to guarantee inclusive teaching and learning at English language programs in Albania. The study is conducted by combining both research methods of textual analysis with the survey questionnaire delivered to 150 students of English major at Tirana State University, EPOKA University, and Catholic University “Our Lady of Good Counsel” in Albania. It analyzes the feedback and perceptions of students on the content and inclusivity of the courses to better match their linguistic needs. The findings from this study reveal the need to systematically consider learners' needs prior to deciding the content materials and assessment methods aiming at a fair and transparent teaching, learning, and knowledge evaluation process. The last criteria comprise essential contributors to realizing inclusive teaching at university courses of English for Specific Purposes in Albania.

“Are You Ready?” Revisiting Needs Analysis for ESP Online Conversation Course

It is common to be found in an ESP class where the students are not fully engaged in the learning activities due to their lack of interests toward English. To attract the ESP students’ interests, authentic materials and meaningful activities need to be provided. Online learning can bring authentic materials to ESP students and give them meaningful activities as they can interact with native speakers of English through many online platforms. To fit the students’ online learning situations to their learning experiences, as well as the materials and activities to be given, a needs analysis should be carried out. The study focuses on discovering the ESP students’ preparedness in performing an online English conversation course by conducting a needs analysis. Questionnaires were given to 82 students and an interview was performed with 17 students to gain the data. The data collected in the form of percentages were analyzed by describing them qualitatively. From the analysis, it can be concluded that the ESP students were prepared to join the online English conversation course.

DEVELOPMENT OF RESISTANCE-BASED ARCHERY TRAINING MODELS FOR ATHLETES AGED 13-15 YEARS

The purpose of this study was to produce a resistance-based archery training model for athletes aged 13-15 years. The method used in this research is Research and Development. The study was conducted at DSR Archery Club Depok City and the research subjects were athletes aged 13-15 years. This research begins with needs analysis, product planning, development, implementation and evaluation. The instruments used were the 30 M Archery Test in the sport of archery, an analysis of the need for in-depth interviews to coaches at the archery club and an assessment questionnaire to experts to test the validity of variations in the training model. Based on research data consisting of needs analysis, product design, expert validation, small and large group trials, and effectiveness tests. The conclusion is first, resistance-based archery training model for athletes aged 13-15 years can be developed and applied in training archery skills and muscle strength training. Second, the exercise model developed based on research data obtained effective results for athletes aged 13-15 years