Affordances and Challenges of Mixed-Methods Needs Analysis for the Development of ESP Courses

Autor/in	Park, Eun Jeong
Titel	Affordances and Challenges of Mixed-Methods Needs Analysis for the Development of ESP Courses
Quelle	In: Language Teaching Research Quarterly, 23 (2021), S.12-22 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Affordances; Needs Assessment; Mixed Methods Research; Curriculum Development; Curriculum Implementation; Curriculum Design; English for Special Purposes; Material Development; Instructional Improvement + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Lehrmaterialentwicklung; Unterrichtsqualität
Abstract	This paper addresses the conceptions of needs analysis and mixed-methods research, and the affordances and challenges of mixed methods needs analysis in implementing ESP courses. Language researchers and educators maintain that a lack of identifying students' needs hampers the development and improvement of English language education in ESP. ESP teachers and educators may not be cognizant of utilizing needs analysis effectively in their classrooms. Hence, the purpose of the paper is to characterize mixed-methods needs analysis and recognize affordances and challenges of using needs analysis with the considerations of mixed methods in research on foreign and second language education. A systematic mixed-methods learner needs analysis can increase the rigour of course design, materials development, and the enhancement of curriculum and instruction. This paper also informs ESP educators, teachers, professionals, and researchers of the usefulness and practicality of mixed methods approaches in conducting needs analysis for ESP learners in the educational context. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01