Needs Analysis For ESP Learners I. Identity Name: Age: Sex: Language: Mother Language: Target Language

Needs Analysis for ESP Learners
I. Identity
Name:
Age:
Sex:
Language:
Mother Language:
Target Language:
Direction: Encircle the letter of your answer that corresponds to each question.
II. Purposes
1. Why do you need to study English?
a. Higher Education
b. Future Profession
c. Speak to foreigners
d. Speak to friends and family
2. For what immediate/specific purpose do you need to study English?
a. To study abroad
b. For research purposes
c. For social purposes
d. For tourism
e. For communication skills in future profession
3. When do you use English?
a. When studying
b. When researching
c. When socializing
d. When travelling
e. When communicating with colleagues and others related to my job
4. How will the language be used?
Medium for:
a. Speaking
b. Writing
c. Other skills
Channel:
a. Telephone c. Business correspondence

b. Face to face
5. Where will the language be used?
Physical Setting:
a. Office
b. Hotel
c. Field
d. Workshop
e. Others, specify:
Human Context:
a. Alone
b. Meetings
c. Demos over phone
d. Others, specify:
Linguistic Context:
a. Home Country
b. Abroad
6. When will the language be used?
Time:
a. Concurrently with ESP course
b. Subsequently
Frequency of Use:
a. Always
b. Very often
c. Moderately
d. Little
e. Rarely
III. Level of Proficiency in English
1. What is your current level of English in listening, reading, writing and speaking?
Listening:
a. Average
b. Good
c. Very good
d. Excellent
Reading:
a. Average d. Excellent
b. Good
c. Very good
Writing:
a. Average
b. Good
c. Very good
d. Excellent
Speaking:
a. Average
b. Good
c. Very good
d. Excellent
2. What strengths do you have in listening, reading, writing and speaking?

Listening:
a. I can focus on the speaker alone.
b. I made gestures maintain eye contact to show that I understand what is being
said.
c. I can get the whole message and not just isolated bits of it.
d. I clarify message in case of confusion.
Reading:
a. I can skim reading selections.

b. I read slowly but with comprehension.
c. I can locate main ideas and supporting details in reading selections.
d. I can read critically.
Writing:
a. I can write grammatically correct sentences.

b. I can write in free hand.
c. I can write well-organized paragraphs.
d. I can write analytically and coherently.
Speaking:
a. I can speak with grammatical correctness.

b. I can speak in context.
c. I can speak fluently.
d. I can speak in context with fluency and intonation.
3. What weaknesses do you have in listening, reading, writing and speaking?
Listening:
a. I can’t focus on the speaker alone.
b. I can’t maintain eye contact.
c. I have difficulty in getting the whole message and just isolated bits of it.
d. I don’t clarify message in case of confusion.
Reading:
a. I can’t skim reading selections.

b. I have difficulty in reading comprehension.
c. I can’t locate main ideas and supporting details in reading selections.
d. I can’t read critically.
Writing:
a. I can’t write grammatically correct sentences.

b. I can’t write in free hand.
c. I can’t write well-organized paragraphs.
d. I can’t write analytically and coherently.
Speaking:
a. I can’t speak with grammatical correctness.

b. I can’t speak in context.
c. I can’t speak fluently.
d. I can’t speak in context with fluency and intonation.
4. Which of the following areas do you wish to develop more?
a. Listening
b. Reading
c. Writing
d. Speaking
IV. Preferences in Learning Environment and English Learning
1. How do you want the instructional materials to be delivered?
a. Have no idea
b. Traditionally face to face
c. Online and multimedia based
d. Not only face to face but also using Internet and multimedia presentations with
sound system
2. How do you prefer to do learning activities in the class?
a. Collaborative
b. Working alone
3. What kind of role do you like your teacher to have?
a. Facilitator or guide
b. Control of everything in the class
4. What do you think about the improvement of your English knowledge?
a. Not improving c. Not sure
b. Improving
Name: ________________________________________________
Perceived Difficulty of Academic Writing Skills
Directions: Put this sign √ in what situation would English be DIFFICULT for you.
VERY DIFFICULT DIFFICULT NOT DIFFICULT
GENERAL ACADEMIC WRITING SKILLS
Writing introductions
Searching for appropriate

literature using databases
and library resources
Referring to sources
Reviewing and critiquing

the previous research and
creating a research space
(gap)
Designing the research methods
Writing the methods section
Summarizing and presenting the

data
Commentaries and discussions

on the data
Writing references /
bibliography
Writing conclusions
Proofreading written
assignments
LANGUAGE PROBLEMS
Understanding the specific

language features of the
academic genre (such as
research paper)
Using appropriate lexical

phrases (such as on the basis
of, it should be noted that)
freely to build sentences
and paragraphs
Summarizing / paraphrasing
Writing coherent paragraphs
Linking sentences smoothly
Using proper “academic”

language and vocabulary
(style)
Using the proper
grammar such as correct
tenses, agreements,
reporting verbs, and
prepositions
The Most Useful Skill Students Want to Learn ENGLISH
Directions: Put this sign √ in what situation would English be useful for you.
VERY USEFUL USEFUL NOT USEFUL
Critical thinking
Thinking Creating research gap
Designing research
method
Writing different
sections of RA (move
/ steps)
Writing and
Referring to sources
organization
Commenting and
summarizing findings
Searching for Finding academic

information resources, using E-
databases
Academic language
(Style and academic
vocabulary)
Language Coherence and
cohesion
Chunks and phrases
Students’ Preference towards Possible Teaching Activities and Materials
Directions: Put this sign √ in what TEACHING ACTIVITIES would be EFFICIENT to you.
Teaching VERY EFFICIENT LESS EFFICIENT INEFFICIENT

activities
Teacher centered lectures
Student oral presentations
Group discussions on tasks
Academic grammar drills
Academic vocabulary drills
Academic writing exercises
Academic reading exercises

(reading text books)
Reading and analyzing
authentic research papers
Teaching The key text book used in
materials class
Other supplementary hand-
outs
Supplementary authentic
research papers as models
Supplementary exercises

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Needs Analysis for ESP Learners

a. Telephone c. Business correspondence

2. What strengths do you have in listening, reading, writing and speaking?

a. I can skim reading selections.

a. I can write grammatically correct sentences.

a. I can speak with grammatical correctness.

a. I can’t skim reading selections.

a. I can’t write grammatically correct sentences.

a. I can’t speak with grammatical correctness.

Perceived Difficulty of Academic Writing Skills

VERY DIFFICULT DIFFICULT NOT DIFFICULT

GENERAL ACADEMIC WRITING SKILLS

Searching for appropriate

Reviewing and critiquing

Designing the research methods

Writing the methods section

Summarizing and presenting the

Commentaries and discussions

Understanding the specific

Using appropriate lexical

Writing coherent paragraphs

Linking sentences smoothly

Using proper “academic”

The Most Useful Skill Students Want to Learn ENGLISH

VERY USEFUL USEFUL NOT USEFUL

Thinking Creating research gap

Searching for Finding academic

Chunks and phrases

Students’ Preference towards Possible Teaching Activities and Materials

Teaching VERY EFFICIENT LESS EFFICIENT INEFFICIENT

Student oral presentations

Group discussions on tasks

Academic grammar drills

Academic vocabulary drills

Academic writing exercises

Academic reading exercises

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