Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course
محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 41، شماره: 4
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 135
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شناسه ملی سند علمی:
JR_JTLS-41-4_001
تاریخ نمایه سازی: 26 دی 1401
چکیده مقاله:
A needs analysis (NA) study was carried out to determine how well course objectives and actual classroom activities aligned with the English language needs of learners enrolled in a communicative EFL course in Iran. Brown’s (۲۰۱۶) NA framework was adapted with a focus on the democratic and discrepancy view of NA. A case study design utilizing triangulation of data collection was employed to collect and analyze both quantitative and qualitative data. A questionnaire, classroom observations, and post-observation interviews were among the methods used to collect information from ۱۴۳ learners and ۱۰ teachers. The questionnaires were quantitatively analyzed using frequency counts, percentages, and one-way repeated measures ANOVA analyses to identify learners'' language needs. The qualitative dimension of the study provided a complete picture of course objectives and classroom activities and tasks. The results of the questionnaire showed that the majority of learners agreed that all general English skills were fundamental to communicating in English and ranked speaking skill, followed by writing, as the most needed skills. Also, a review of course objectives indicated that the learning objectives of the English course aligned with learners’ English language needs. However, according to classroom observations and post-observation interviews, classroom goals were not focused on attaining communicative tasks and activity objectives. In fact, teachers’ teaching objectives did not meet the learners'' communicative needs and were limited to teaching four skills at comprehension, grammatical, and lexical levels. Misalignment between assessment tasks and course objectives was reported as one of the contributing factors.
کلیدواژه ها:
نویسندگان
Farvah Amin
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Mohammad Rahimi
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
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