Student-based Needs Analyses.

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Presentation transcript:

Student-based Needs Analyses

Research Instruments TitleAuthor(s) A Measure of Autonomy and Self-Direction Beliefs About Language Learning Inventory (BALLI) Classroom Environment Questionnaire (Actual) (CEQ) Classroom Environment Questionnaire (Preferred) (CEQ) Classroom Environment Scale (CES) Classroom Learning Environment (CLE) Deficiency Analysis Foreign Language Classroom Anxiety Scale (FLCAS) Language Learning Ideas Language Skills Self-assessment Learning Contract Learning Preferences Learning Style Inventory (LSI) Multiple Intelligences Survey (MIS) Self-assessment Strategy Inventory for Language Learning (SILL) Student Perceptions About Language Learning Students’ Needs Study Styles Teachers’ Needs Dickinson, 1978, p. 26 Horwitz, 1988, p.292 Fraser, 1986 Pine & Boy, 1977 Finch & Hyun, 2000b, p. 19 Horwitz et al. 1986, p. 130 Hahn et al. 1989, p. 250 Finch & Hyun, 2000b, p. 16 Finch & Hyun, 2000b, p. 18 Finch & Hyun, 2000b, p. 19 Martinez, 1997, p. 178 McKenzie, 1999 Oscarsson, 1980 Oxford, 1989, pp Willing, 1988, pp Hills, 1976, pp Finch & Hyun, 2000a, pp Hills, 1976, pp

1. How do you feel about your language skills (speaking, listening, reading, writing)? 2. How do you feel about self- assessment and peer- assessment? 3. How do you feel about your confidence? 4. How do you feel about your motivation? 5. How do you feel about your independence as a learner? 6. How do you feel about your independence as a learner ? 7. How do you feel about your future? 8. How do you feel about taking part in this research? Pre-Post Course Questionnaire

By the end of each semester, students’ attention had been focused on the relevant issues for 15 weeks, and significant differences in pre/post-course responses to the same questions appear. Some sample differences from individual students are presented below: Pre-course, Q 1 (language skills): Poor. All of them are poor. Post-course, Q 1: Anxiety disappeared. Pre-course, Q 2 (self/peer assessment): This assessment is not objective. Post-course, Q 2: Self-assessment is useful to reflect my learning attitude and peer-assessment makes us critical. Pre-course, Q 8 (taking part in this research): Doubtful about the result. Post-course, Q 8: This makes me think of the classes until now and how I have improved through the course. I learned of responsibilities. I have to go on and do my best.

Frequency of positive key-words in the pre/post- course questionnaire Positive Keywords Pre, n = 170Post, n = 212 Positive Keywords Pre, n = 170 Post, n = %3329%2128%3329% active independent attitude learn/er better learning bright like can more (than) chance most comfortable motivation concentration much confident(ce) necessary develop optimistic do my best positive easy reflect effort satisfied enjoy/able skill getting better study good study hard(er) great try(ing) happy useful help(ful) very high/er want hope(ful) well important yes improve/d words 68%82.34%

Negative Keywords Pre, n = 170Post, n = 212 Negative Keywords Pre, n = 170Post, n = %663%891%663% bad need (must) cannot nervous dependent never before difficult no change don't (know) not fear (afraid) not bad lack not good lazy poor little sorry low uncertain middle worry words28.49%16.40% Frequency of negative key-words in the pre/post- course questionnaire