Students’ Needs Analysis in an EFL Program for University Professors

Paula Andrea Bedoya, Luz María Valencia, Juan Carlos Montoya

Abstract


This study sets out to investigate professors’ needs from an English as a foreign language program in a public university regarding demands, interests, and lacks based on the methodology of needs analysis. Data collected through a survey, focus groups, and individual interviews showed that professors need to meet the institutional language policy for contractual and academic reasons. Additionally, data revealed their desire to learn English to communicate in both academic and non-academic settings. Moreover, the lack of time and effective learning strategies were reported as comprising the main constraints for learning. Finally, the authors present the strengths and weaknesses of the program as well as the participants’ suggestions for curriculum restructuring.

 


Keywords


English as a foreign language; language policies; learning strategies; needs analysis

Full Text:

PDF HTML

References


Alonso, C. M., Gallego, D. L., & Honey, P. (1994). Los estilos de aprendizaje: procedimientos de diagnóstico y mejora [Learning styles: Improvement and diagnosis procedures]. Bilbao, ES: Ediciones Mensajero.

Asociación Colombiana de Universidades. (2003, October). Hacia una internacionalización de la universidad con sentido propio [Towards an internationalization of the university with identity]. CX Consejo Nacional de Rectores, Bogotá, Colombia. Retrieved from http://secretariageneral.univalle.edu.co/consejo-academico/temasdediscusion/2003/Agenda%20de%20Pol%EDticas.pdf.

Baker, C. (2006). Psycho-sociological analysis in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 210-228). Malden, MA: Blackwell Publishing.

Brandl, K. (2008). Communicative language teaching in action: Putting principles to work. Upper Saddle River, NJ: Pearson Education.

Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy. New York, NY: Longman.

Canagarajah, A. S. (2006a). Ethnographic methods in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 153-179). Malden, MA: Blackwell Publishing.

Canagarajah, A. S. (2006b). The place of world Englishes in composition: Pluralization continued. College Composition and Communication, 57(4), 586-619.

Canagarajah, A. S., & Wurr, A. J. (2011). Multilingual communication and language acquisition: New research directions. The Reading Matrix, 11(1), 1-15.

Consejo Académico de la Universidad de Antioquia. (2008, November). Acuerdo Académico 334. Medellin, CO. Universidad de Antioquia. Retrieved from http://www.udea.edu.co/portal/page/portal/SedesDependencias/Idiomas/B.InformacionEscuela/F.Normativa/Acuerdos?_piref471_121824627_471_121824255_121824255.tabstring=ConsejoAcademico.

Consejo Académico de la Universidad de Antioquia. (2012, March). Acuerdo Académico 407. Medellín, CO: Universidad de Antioquia. Retrieved from http://www.udea.edu.co/portal/page/portal/SedesDependencias/Idiomas/B.InformacionEscuela/F.Normativa/Acuerdos?_piref471_121824627_471_121824255_121824255.tabstring=ConsejoAcademico.

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.

Espí, M. J., & Azurmendi, M. J. (1996). Motivación, actitudes y aprendizaje del español como lengua extranjera [Motivation, attitudes and learning of Spanish as a foreign language]. RESLA, 11, 63-76.

Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for academic purposes. Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524766.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Arnold Publishers.

Ghani, M. (2003). Language learning strategies employed by L2 learners. Journal of Research (Faculty of Languages & Islamic Studies), 4, 31-36.

Gremmo, M. J., & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System, 23(2), 151-164. http://dx.doi.org/10.1016/0346-251X(95)00002-2.

Hornberger, N. H. (2006). Frameworks and models in language policy and planning. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 24-41). Malden, MA: Blackwell Publishing.

Hughes, R. (2008). Internationalisation of higher education and language policy: Questions of quality and equity. Higher Education Management and Policy, 20(1), 111-128. http://dx.doi.org/10.1787/hemp-v20-art6-en.

Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511733031.

Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA: National Association of Secondary School Principals.

Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355. http://dx.doi.org/10.1111/j.1467-9922.2008.00443.x.

Krippendorff, K. (2004). Content analysis: An introduction to its methodology. London, UK: Sage Publications.

Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3-19. http://dx.doi.org/10.1016/j.system.2003.04.002.

Ministerio de Educación Nacional. (2006). Visión 2019 Educación: propuesta para discusión [Vision 2019 Education: Proposal for discussion]. Bogotá, CO: Author. Retrieved from http://www.mineducacion.gov.co/cvn/1665/articles-110603_archivo_pdf.pdf.

Ministerio de Educación Nacional. (2009). Internacionalización de la educación superior [Internalization of higher education] Retrieved from http://www.mineducacion.gov.co/1621/article-196472.html.

Ministerio de Educación Nacional. (2014). Programa Nacional de Inglés 2015-2025 [National English program 2015-2025]. Bogotá, CO: Author. Retrieved from http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-343287_recurso_1.pdf.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524490.

Phillipson, R. (2006). Language policy and linguistic imperialism. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 346-361). Malden, MA: Blackwell Publishing.

Richards, J. C., Platt, J., & Platt, H. (1992). Dictionary of language teaching and applied linguistics (2nd ed.). London, UK: Longman.

Richterich, R. (1985). Besoins langagiers et objectifs d’apprentissage [Language needs and learning objectives]. Paris, FR: Hachette.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood Cliffs, NJ: Prentice-Hall.

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68.

Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 9-70). Honolulu, HI: University of Hawaii Press.

Shim, S. R., & Sim, T. S. (2011). EAP needs analysis in higher education: Significance and future direction. English for specific purposes world, 33(11), 1-11.

Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge. http://dx.doi.org/10.4324/9780203387962.

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf.

Spolsky, B. (2004). Language policy. Cambridge, UK: Cambridge University Press.

Tollefson, J. W. (2007). Ideology, language varieties, and ELT. In J. Cummis & C. Davison (Eds.), International handbook of English language teaching (pp. 25-36). New York, NY: Springer Science & Business Media. http://dx.doi.org/10.1007/978-0-387-46301-8_3.

Usma, J. (2009). Globalization and language and education reform in Colombia: A critical outlook. Íkala, Revista de Lenguaje y Cultura, 14(22) 19-42.

Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Educational Technology & Society, 14(3), 118-129.




DOI: http://dx.doi.org/10.19183/how.22.2.118

Refbacks

  • There are currently no refbacks.


ASOCOPI is a TESOL affiliate and a member of IATEFL
Please send all correspondence to the HOW journal:
Carrera 27 A # 53 – 06 Of. 405, Bogotá, Colombia.
Phone/Fax: 57(1) 2115018
E-mail: how.journal.colombia@gmail.com
ISSN 0120-5927