Task-Based Needs Analysis: A Triangulated Methodology
DOI:
https://doi.org/10.17507/tpls.1412.06Keywords:
English as Foreign Language (EFL), task-based needs analysis (TBNA), Applied Linguistics, Saudi Higher EducationAbstract
This study presents a task-based needs analysis of female English major seniors at a Saudi university to identify the academic tasks needed for their academic progress. The study utilized triangulated sources and methods, including the department’s written materials; semi-structured interviews with instructors and students; and questionnaires. Academic tasks were found to be essential for academic progress, providing insights that could be overlooked without such analysis. The interviews revealed that students’ proficiency levels ranged from low to average and that course content was not adapted to support below-average students. According to the questionnaire, the most essential skills for students’ academic progression were effectively using the university’s Learning Management System, time management, and delivering presentations. Listening to teachers as well as writing coherent and cohesive paragraphs were also important, whereas critical thinking and writing research papers were the most difficult tasks. The findings of this study emphasize the importance of adapting course content and pedagogical strategies to accommodate diverse student proficiency levels, thereby enhancing academic success.
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