need

1. COURSE DESIGN PROJECT
PART 2: NEEDS ANALYSIS
REPORT
TESL 5750: ESP COURSE
U3, SUMMER TERM
Project Team: Malika Kuldasheva, Shakhnoza
Rakhimova, Govxar Temirova, Ibrohimbek Soatov

2. Outline
 Introduction
 Interview
 Questionnaire
 Observation
 Findings
 Course outcomes

3. Introduction
 In order to identify to what extent our expectations and anticipations match with target learners
needs, we have conducted needs analysis
 According to Brindley (1984, 28) “the term needs is not as straightforward as it might appear,
and hence the term is sometimes used to refer to wants, desires, demands, expectation,
motivations, lacks, constraints, and requirements”
 Every stages of needs analysis has been conducted to determine language needs of the staff
(doctors) of “Shox Med Center” hospital in Tashkent
 In the needs analysis report, interview, questionnaire, and observation are utilized as
instruments for data collection
 “Since any one source of information is likely to be incomplete or partial, a triangular
approach (i.e., collecting information from two or more sources) is advisable and many
different sources of information should be sought”. (Richards, 2001, p. 59)

4. Semi-structured interview
 Qualitative method semi-structured interview
was consisted of three parts questions:
background, consequences and strategies for
coping with insufficient language skills and
coping at work.

5. Results of the data analysis was illustrated by pie-chart
(in percentage)
Linguistic and cultural skills problems:
25%
15%
10%
10%
20%
20%
Speaking
Listening
Writing
Pronunciation
Voc/Grammar
Functional skills

6. Questionnaire
 Questionnaire of the needs analysis consists
of three parts, including personal questions
(learner profile), language background
(level), and language needs
 Part 1 – Learners fill in the blanks according
to their personal data
 Part 2 – Learners respond multiple choice
questions according to their language level,
strong and weak sides
 Part 3 – students select one option according
to their needs

7. 0%
75%
0%
25%
Part 1. Personal questions: ages
and genders
20-25
26-30
31-35
36 and over
50%
50%
Female Male

8. Language background (level)
Listening
Reading
Writing
Speaking
6.5 6.5 5.5 5.5
6 6
6 6.5
5.5 6.5
6.5 6
6
6
6 5
LISTENING READING WRITING SPEAKING
Student 1 Student 2
Student 3 Student 4

9. Observations
1.The patient was American male at the age 57 who had cardiovascular disease and
rheumatism
2.The patient was Malaysian female at the age 39 who had stress- related illness and
vulnerable to obesity.

10. Difficulties in Language (Understanding the challenges)

11. Difficulties in Language (production
challenges)

12. Findings
 Interviews have been organized through
“ZOOM” application;
 Questionnaire was sent through telegram, and
students filled and returned on 15th of June,
2020
 Observations were done by Kuldasheva Malika,
and she went to the hospital and observed both
doctors as well as patients in several days
 According to the interview results, we see that
there is a big need especially for communication
skills with the integration of listening sub-skills,
writing, vocabulary and grammar, pronunciation
and functional language especially to strength
the cultural aspect of the language. They want to
benefit from course by enhancing their English
skills in order to execute their work for clinical
communication concerning medical procedures
and treatments, and doctor-patient interactions.

13. Course outcomes
 By the end of the course students will be able to:
enhance speaking skills in communicating with patients as well as foreign colleagues;
utilize appropriate vocabulary in writing reports and prescriptions;
write clear and concise reports related to their occupation;
distinguish different examples and cases of speech acts provided in various situations;
express opinions , offers and recommendations using suitable format, style and register of
language;
use essential strategies to listen for gist and specific information;