Preparing for Study Abroad: A Task-based Needs Analysis

Camus, Pablo; Advani, Mehak

doi:10.1353/hpn.2021.0092

Cited by 3 publications

(1 citation statement)

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“…Various student groups have also been a focus of TBNAs. Previous groups have included students of Korean in a tertiary program (Chaudron et al, 2005), business English students (Huh, 2006), university graduates (Lambert, 2010), medical students (Nezakatgoo & Alibakhshi, 2014), mobile-assisted language learning students in college (Park & Slater, 2014), Spanish for Specific Purposes students in L2 Spanish (Martin & Adrada-Rafael, 2017;Serafini & Torres, 2015;Youn, 2018), study abroad students (Alhadiah, 2021;Camus & Advani, 2021;Iizuka, 2019), students in an EAP (Smith et al, 2022), Aboriginal adolescents (Oliver et al, 2013), and primary school refugee students (Mnatsakanyan, 2023;Trager, 2022). An overwhelming number of NAs examined English as a second or foreign language, followed by Spanish and the few exceptions of Korean, Turkish, Catalan or German.…”

Section: Task-based Needs Analysismentioning

confidence: 99%

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

Keller,

Gilabert

2023

CJAL

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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 & Malica, 2021a; 2021b). A questionnaire-guided interview and online survey were used. Analysis of the extracted information illuminated the essential tasks and subtasks (Gilabert, 2005), including details regarding frequency, need for training, and language use. Findings suggest that each task and subtask requires varying amounts of Spanish, as well as knowledge of distinct linguistic dimensions. Triangulation of multiple sources and methods adds to the understanding of the tasks and language needs. Finally, suggestions as to how the outcome of this NA may transfer to task design are presented, hence extending the field of TBNA.

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Section: Task-based Needs Analysismentioning

confidence: 99%

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

Keller,

Gilabert

2023

CJAL

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French writing tasks for undergraduate learners

Tigchelaar,

Forget

2024

TASK

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This study triangulated multiple data sources and methods to identify the real-world needs of undergraduate students in a French as a second language program. Graduates (N = 130) and current students (N = 67) rated the importance of a series of written production, interaction, and mediation tasks detailed in the CEFR Companion Volume (Council of Europe, 2020). A subset of alumni (N = 5) participated in focus group interviews. Results indicated that all participants placed primary importance on writing for personal communication (i.e., correspondence, forms, creative writing, relaying information, online interaction). Similarly, interviewees discussed the importance of non-academic writing in their work and daily lives, and highlighted challenges associated with correspondence, writing teaching materials, and academic writing. Findings suggest a need for writing instruction in diverse real-world genres for both personal interaction and academic writing.

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A task-based needs analysis of primary school-aged children with migrant or refugee backgrounds in Austria

Trager,

Gilabert

2024

TASK

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In this study, we report on a task-based needs analysis (TBNA) for primary school-aged newcomers to Austria. 31% of Austria’s primary school students learn German as L2 and thus a systematic analysis of their language learning needs is crucial. Semi-structured interviews were conducted and a survey was distributed. Results show 38 crucial target tasks for social and academic integration and their respective rankings regarding perceived frequency and the need for training. Triangulation of multiple sources and methods facilitated the identification of target tasks in various life domains and the development of detailed task descriptions along multiple task dimensions. Collectively, the results provide a basis for task selection, task sequencing, and the development of a meaningful syllabus for refugee/migrant populations at the primary school level in Austria.

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Preparing for Study Abroad: A Task-based Needs Analysis

Cited by 3 publications

References 0 publications

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

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

French writing tasks for undergraduate learners

A task-based needs analysis of primary school-aged children with migrant or refugee backgrounds in Austria

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