Subjective Needs Analysis: A Vital Resource to Assess Language Teaching

The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of...

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Bibliographic Details
Published inMextesol journal Vol. 44; no. 3
Main Author Salamanca Gonzalez, Fredy Orlando
Format Journal Article
LanguageEnglish
Published MEXTESOL Journal 01.08.2020
Subjects
Communicative Competence (Languages)
Educational Improvement
English (Second Language)
Foreign Countries
Grounded Theory
Instructional Materials
Language Teachers
Needs Assessment
Private Colleges
Second Language Instruction
Second Language Learning
Student Attitudes
Teacher Role
Teaching Methods
Colombia
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Summary:The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of teaching English, the foreign languages institute (FLI) needed to be assessed. Thus the objectives of this research were to: Apply a subjective needs analysis in a foreign languages institute of a private university in Colombia in relation to their English classes; assess teachers' current roles and performances; and determine the students' needs and wants in relation to their classes. The methodology was based on qualitative research approach and on grounded theory. To collect data three instruments were utilized: A survey, a journal and an interview. The data analysis revealed that the subjective needs analysis was centered on class methodology, materials, and students' needs and wants. In general, the findings revealed that students felt comfortable in their English classes and with the way they were taught. Also they did not think that using textbooks was useful because the virtual work implied more work. They felt the need to enhance their speaking and listening and that improvement could be done by means of more communicative activities.
ISSN:2395-9908
2395-9908