Entry # 2 context analysis & need analysis

Context Analysis

According to Graves in the second chapter, the first step when designing a course is to set specifications. The kind of information you gather in this step is very essential to tailor a course to fit the target context. Basically, the context for which I intend to design my course is very formal and guided with a kind of a firm and central administration. The ELI, English Language Institute at King AbdullAziz University provides general English courses for adult students attending their first year at the university. The first year is a preparatory year in which students take a variety of general courses including general English. The English program is designed and divided into four quarters/modules covering eight months. Each module represents one of four levels. Students attend 18 hours weekly over the course of two months. The two months allocated for each module/level include writing and speaking assessments beside mid/final exams.

Students enroll in the ELI English program after taking a placement test. Then, they are assigned to one of the four levels depending on their performance in the placement test. The majority of students start with level one because of many factors among which is the poor English language instructions they get in their secondary and high schools.

I can think of some possible challenges to the course I`m trying to design. However, I would like to summarize them into two main challenges. First, any kind of changes or even suggestions to the current program would face rejection due to the central administration running the English language program which is in favor of conformity and stability. Secondly, students` lack of interest to devote more time and effort to an additional course.

Needs Analysis

To begin with, I want to talk briefly about my own experience in teaching at ELI. I would dare to say that there is a conflict of interests among stakeholders regarding the English program. On the one hand, the university officials insist that students of all majors should go through the same program. Meanwhile, administrators of different disciplines argue that the English courses should be designed specifically to meet the needs of each departments separately. On the other hand, students` perception of the language is based on what they see and watch on media.

When reflecting on the conflict of interests mentioned above, we can classify the types of need into objective and subjective. (Figure 6.3 — Graves). Where the interests/needs expressed by officials and administrators are objective and the students` needs are subjective. With this in mind, I think a course carefully designed to meet those various needs is not impossible. In fact, those variant needs are not necessarily contradictory. They can complement each other and meet on a common ground. “needs assessment is a process of reconciling competing needs and views of what should be taught and how” 109, Graves.

I cannot think of any problem that may stop me from gathering information whether pre-course, initial or ongoing. Yet, I may have to worry about the possible opposition of the officials in the ELI. Of course, I can find an excuse for them to doubt such a proposed course. It`s a huge institute with almost 300 language instructors and it takes some strict and firm policy to manage it.

As a start towards needs assessments plan, I would make use of the result of the placement test. And since the course that I intend to design requires a certain level of proficiency (TBA), I would refer to their achievement in the previous course(s). Regarding learning styles and preferences, I believe asking students to state their goals and expectations of the course serves as an important baseline for the type of activities and materials to be used. I also think student-teacher conferences and in-class discussion can benefit the development of the course enormously. Finally, an anonymous feedback online form would help to confirm o