From Needs Analysis to Task-Based Design: Methodology, Assessment and Programme Evaluation

An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design

“…According to the findings, traditional teaching focused on exams and the teacher-fronted approach seem to not meet students' needs. As Gilabert and Malicka (2021) stated, language should be taught by focusing on what students need to do with it, in lieu of being taught as an object. In fact, students in this study wanted to gain writing experience through communication, cooperation, practice, and feedback (peer feedback, teacher feedback), which could help them understand the process of composing writing and improve their writing skills (idea development, organization of ideas, vocabulary, grammar).…”

Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants

“…L'objectif de cette analyse des besoins basée sur les tâches est double : tout d'abord, découvrir les tâches effectuées par les agents de bord hispanophones basés aux États-Unis ainsi que les besoins linguistiques qui y sont associés, et ce faisant, élargir la portée de l'analyse des besoins basée sur les tâches en appliquant des méthodes et des sources multiples (Long, 2005) et en abordant la question peu étudiée du transfert de l'analyse des besoins basée sur les tâches à la conception des tâches (Gilabert & Malicka, 2021a ;2021b). Un entretien guidé par un questionnaire et une enquête en ligne ont été utilisés.…”

“…Long (2005) suggests that a needs analysis should be carried out for all individual language teaching programs, and every language course should be considered as a course for specific purposes. More recently, the need to address the under-researched issue of how to go from NA to actual task and syllabus design has been raised by scholars (Malicka et al, 2019;Gilabert & Malicka, 2021a, 2021b. The need to understand how task-based needs analysis (TBNA) as a first step in task and syllabus design may aid every aspect of task-based syllabus development: task selection, task pedagogical design, task sequencing, methodological implementation, task assessment, and program evaluation.…”

“…Since the 1970s (e.g., Munby, 1978;Wilkins, 1976), NA has been used to investigate language needs for course design. Still, the inclusion of tasks as base units of NA research is relatively new, with the theoretical task-based perspective only emerging within the last few decades (Gilabert & Malicka, 2021a;2021b ;Long, 2005;Sasayama, 2021;. Though the number of reports on the advantages of taskbased language teaching (TBLT) has grown exponentially, it has yet to become a common approach in language education (see Long, 2015 for an in-depth discussion).…”

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The aim of this task-based needs analysis is two-fold: firstly, to uncover the tasks performed by U.S.-based Spanish-language flight attendants and the associated language needs and, in doing so, to expand the breadth of task-based needs analysis (TBNA) through the application of multiple methods and sources (Long, 2005) and tackling the under-researched issue of transfer from TBNA to task design (Gilabert & Malicka, 2021a;2021b). A questionnaire-guided interview and online survey were used.

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