UNIVERSIDAD CENTRAL DE VENEZUELA

Facultad de Humanidades y Educación

Comisión de Estudios de Postgrado
Área de Lingüística
Maestría en Inglés como Lengua Extranjera

Course Design for English Language Proficiency Enhancement among the Personnel of
Colegio Integral El Ávila

Daniel Tong

Caracas, August 2023

General Index

Introduction

Chapter 1: The problem

1.1. Statement of the problem
1.2. Context of the study

Chapter 2: Theoretical-referential framework

2.1. Theoretical basis
2.2. Previous studies in the field

Chapter 3: Methodology
3.1. Type of research (approach)
3.2. Participants (description)
3.3.Data collection instruments (justification)
3.4. Method to analyze the results
3.5. Possible limitations

Final remarks

References
Introduction
Success in a variety of disciplines has become more dependent on English, the language
franca of the globalized world. Its significance has now pervaded the field of education,
requiring proficient English language abilities from students, teachers, and administrators
alike. Its significance goes beyond intercultural communication. In order to satisfy the
changing needs of the education sector, it is crucial to ensure that educational personnel's
English language ability. Prior studies have underlined the importance of performing a
thorough needs analysis in order to create language courses that successfully address the
unique needs of a target market. In order to promote meaningful language development,
educators can customize instructional approaches, resources, and evaluations by
determining the linguistic requirements and objectives of particular people or groups.
However, despite the acknowledged benefits of Needs Analysis, there is a noticeable
research gap regarding the English language proficiency of educational personnel at
Colegio Integral El Ávila (CIEA), a renowned educational institution.

The current study begins with a needs analysis of the English language proficiency of the
CIEA staff in an effort to close this gap. The study tries to pinpoint particular areas for
growth by completing an extensive assessment of their linguistic abilities, strengths, and
shortcomings. In order to improve their English language proficiency, a specialized course
will be created using the findings as guidance. The study makes use of a range of research
techniques to compile thorough and trustworthy data. In order to learn more about the
staff's self-reported language talents, their perceived language needs in professional
contexts, and their preferences for instructional methodologies, Cohen et al. (2013)
distributed surveys to the staff. Additionally, interviews provide an opportunity for
individualized discussions, allowing for more nuanced insights into the personnel's
language needs and potential barriers they face in their professional roles (Nunan, 2004).

The findings of this study will shed light on their unique language requirements and open
the door to creating a targeted course that meets their business goals. The results of the
study could also have wider repercussions for other educational institutions working to
improve the English language skills of their staff. It is impossible to overestimate the
significance of English literacy in today's worldwide society, particularly in the area of
education. This study uses a needs analysis approach to thoroughly evaluate the educational
staff members' language skills and identify areas for improvement. This study fills a gap in
the literature regarding the English language competency of educational staff at CIEA.
Through the use of surveys and interviews, the study aims to gather reliable data to inform
the design of a tailored course that enhances the English language proficiency of the
personnel at CIEA.
Chapter 1: The research problem

1.1 The Statement of the Problem

English has become the universal language and is used extensively in many different
professions. Effective English communication skills are increasingly seen as being
necessary for students, teachers, and administrators in the field of education, and not only
in this field, but in essentially any other. According to earlier studies (Ezlami, 2010; Andi &
Arafah, 2017; Syakur et al., 2020), doing a requirements analysis is a successful strategy
for creating English language programs that can considerably increase a target population's
language competency, regardless of the purpose or context. The amount of research on the
English language proficiency of the CIEA’s staff is quite limited or non-existent. Therefore,
by conducting a thorough needs analysis of the English language proficiency of said staff,
this research intends to close an important gap which is essential in research, regardless of
the scope of the problem to be addressed (Johnson, 2015). The purpose of this study is to
design a course for the staff members who are interested in learning English or to enhance
their skills in English. Additionally, this study will also aim to assess the English language
proficiency of the personnel and by designing a course specifically tailored to enhance their
language skills, the opportunity for these workers for personal and professional growth will
be not only provided, but given the highest chance for success. In order to perform this
study, various methods are contemplated to be utilized, such as surveys, interviews, and
observations, which is an effective combination of methods in order to collect data and
analyze the specific needs of the personnel (Dick, Carey, & Carey, 2015).

1.2 Context of the Study

The staff at CIEA has expressed interest in learning English or honing their current
language abilities, which is what spurred the desire to start this study, besides, there is an
important gap identified, being that this school is bilingual, the only staff members who
fully speak English are the ones that belong to the Languages Department, and outside of
this department, the majority of the staff does not speak English, or only have a very basic
knowledge. And despite the fact that the majority of the staff have communicated to the
Languages Department their desire to learn English, no studies have been conducted in
order to design a course for these workers. The personnel understands how important
English is, and it is important to assess their competence (Braun & Clarke, 2006),
especially since it implies an important impact on their professional growth, effective
communication, and access to a wider variety of educational materials. However, as
previously said they are unable to achieve their individual and collective needs -given that
several share this interest- and language learning objectives because the institution does not
offer an organized English language learning program. Therefore, it is crucial to conduct a
needs analysis to determine the personnel's language learning needs, preferences, and goals.
1.3 Research Questions
To guide the needs analysis, this research addresses the following questions:

What is the current level of English language proficiency among the personnel interested in
learning English or improving their English at CIEA?
What are the self-perceived language learning needs and preferred learning methods of the
target population?
Which specific areas of English language skills do the target population wish to improve?

1.4 Aims
The aims of this research are as follows:

1.4.1 General
To enhance English language proficiency among the target population, promoting effective
communication and supporting their professional development.

1.4.2 Specific
To assess the English language proficiency of the target population.
To identify the language learning needs, preferences, and objectives of the target
population.
To design an English language learning course tailored to the goals of the target population.

Conducting a needs analysis for the personnel at CIEA will provide valuable insights
regarding their English language learning needs and will also serve as a foundation for
designing a targeted and effective language learning program. By considering the target
population’s specific requirements, motivations, and aspirations, the institution can tailor
the program to address their individual and professional language learning goals.
Chapter 2: Theoretical-referential framework

2.1. Theoretical basis

2.1.1. Theoretical Underpinning and Literature Review

The theoretical basis of this research encompasses key concepts and frameworks related to
English language proficiency, needs analysis, and language learning program design. These
concepts provide a foundation for understanding the factors influencing language learning
and the effective design of language courses. One important theoretical concept is the role
of English as a global lingua franca (Crystal, 2003), meaning that English has become the
primary language for international communication, making it essential for individuals
working in a globalized world. The importance of effective English communication skills in
education and professional development has been widely recognized (Graddol, 2006).
Learning English does not only represent an important skill to learn in order to grow
professionally, it is also a remarkable tool when it comes to access to materials, methods,
research, and studies. Considering that English is a universal language makes it essential
not only for a specific field or purpose, but for any purpose or field.

Needs analysis is another crucial theoretical aspect of this research. It is a systematic

process that identifies learners' specific language learning needs, preferences, and
objectives (Richards, 2018). Needs analysis provides insights into learners' current
proficiency levels, desired goals, and areas for improvement, which then inform the design
of a targeted language learning program. The skill-centered approach, as studied by
Dudley-Evans and St. John (1998), is an essential theoretical framework for this research.
This approach focuses on developing specific language skills, such as listening, speaking,
reading, and writing, in a systematic and targeted manner. It recognizes the importance of
each skill and provides focused instruction and practice opportunities. What is more, needs
analysis is essential for course design, considering how impactful it is regardless of the
field or frame in which instructional design is performed (Rowland, 1993). Additionally,
designing a course, curriculum or program should always be done with the premise of what
the students know, need to know, and should know, as well as must be open to critique and
available for all member of an institution (Prideaux, 2003).

2.1.2. Literature Review and Recent Developments

A comprehensive literature review reveals the significance of needs analysis and course
design in the realm of language education. Previous studies emphasize that a meticulous
needs analysis is a prerequisite for designing language programs that effectively address
learners' unique requirements. Hutchinson and Waters (1987) stress that a successful
language course necessitates a clear understanding of learners' goals and motivations.
Similarly, Nunan (1988) highlights the dynamic nature of needs analysis, advocating for its
continuous adaptation to changing learner needs and contexts.

Recent developments underscore a shift towards learner-centered approaches in needs

analysis and course design. Scholars like Long (2015) advocate for a sociocultural
framework, acknowledging the impact of learners' cultural and social contexts on their
language learning needs. Technological advancements have led to the emergence of online
needs analysis tools and platforms, facilitating efficient data collection and analysis.
Likewise, it is important to take into consideration the broad impact that blended course
design has had in present times, since implementing online technologies, new strategies for
assessment, and constant reviewing periods has significantly improved course
implementation and students’ work (McGee & Reis, 2012).

2.1.3. Identifying the Gap in Literature

Despite these advancements, a literature gap is evident in the context of Venezuela. Scarce
research in journals and international publications exists regarding needs analysis and
course design within the unique socio-cultural and linguistic landscape of the country. Most
of the material available are dissertations that are only available either locally or within
academic institutions. This partial gap emphasizes the need for a broader study that not
only investigates the language learning needs of individuals in the Venezuelan context, but
also has the potential to be published for international audiences. Such a study would align
instructional design with the specific demands and objectives of Venezuelan learners, and
provide an important representation in the field of research in a global context. The
proposed research seeks to address this partial gap, while also contributing valuable
insights into course design aiming at an international context.

2.2. Previous studies in the field

Several previous studies have explored related areas in language learning, needs analysis,
and program design. These studies provide valuable insights and contribute to the
theoretical foundation of this research. For example, the book titled "The Systematic
Design of Instruction" by Dick, Carey, and Carey (2015) would be invaluable for
conducting a needs analysis at CIEA. This comprehensive work provides a deep
understanding of instructional design models and approaches, guiding the process of
designing effective instruction. In the context of needs analysis, this resource would serve
as a foundational guide, helping instructional designers systematically gather data about the
personnel's current English language proficiency, their desired goals, and specific areas of
improvement. The book's insights would aid in structuring a course that aligns with
identified needs, ensuring that the learning experience is purposeful and tailored.

Another important example would be the work titled "Understanding by Design" by

Wiggins and McTighe (2005) is a seminal work that emphasizes designing curriculum and
instruction focused on understanding and transfer of learning. For a needs analysis at CIEA,
this book's principles become relevant as they guide designers in moving beyond
surface-level learning gaps. The framework promotes deep comprehension and real-world
application of the English language, ensuring that the personnel can effectively use English
in practical situations. On the other hand, "Instructional-Design Theories and Models,
Volume III: Building a Common Knowledge Base" by Reigeluth and Carr-Chellman (2009)
offers insights into various instructional design theories and models, contributing to a
deeper understanding of the field's theoretical foundations. During a needs analysis, a
robust theoretical foundation is crucial to inform the design process. This book would
enable designers at CIEA to select the most suitable approach that resonates with
personnel's needs and the institution's context, ensuring that the course aligns with effective
instructional design principles.

Incorporating technology is a modern consideration, and "Managing Technology in Higher

Education: Strategies for Transforming Teaching and Learning" by Bates and Sangrà (2011)
delves into this integration. When conducting a needs analysis, identifying personnel's
familiarity with technology is important. This book guides designers in integrating
technology effectively, enhancing engagement and accessibility for the personnel's learning
experience. Further commenting on the topic of technology, "Online Learning: Concepts,
Strategies, and Application" by Dabbagh and Bannan-Ritland (2005) focuses on the design
and implementation of online learning environments. This resource is relevant when
exploring the potential of online learning during a needs analysis. It offers insights into
effective online instructional design methods, enabling designers at CIEA to consider
online components to address the personnel's needs and provide flexible learning
opportunities.

Regarding the basics of course design, the work titled "Principles of Instructional Design"
by Gagné, Briggs, and Wager (1992) outlines fundamental principles for effective
instructional design. These principles are relevant for structuring an impactful course
following a needs analysis. This classic work guides designers at CIEA in creating a
systematic learning journey with clear objectives and appropriate assessment methods,
tailored to the personnel's specific needs. Furthermore, "First Principles of Instruction:
Identifying and Designing Effective, Efficient and Engaging Instruction" by Merrill (2012)
expands on Merrill's principles, focusing on engaging learning experiences. In the context
of a needs analysis, this book assists in creating instruction that not only meets needs but
also captivates and motivates the personnel, ensuring efficiency and engagement in their
learning journey.

Otilia’s work (2015) explores how course design and needs analysis has drastically changed
since the 1960’s and 1970’s, where at those times it mostly meant assessing language skills,
where in present times, it involves much more than that, as it entails collecting data,
defining situations, and addressing specific needs in order to design courses that fit specific
needs. On the other hand Lohdi et al.’s study (2018) shed light on specific needs that
doctors had in Pakistan regarding English learning, meaning that this language was coveted
by the members of this profession, given that it not only allowed them to access more
materials and patients, but it also was a symbol of status in their culture. This study reports
how the needs analysis allowed for the researchers to identify an important gap between
their English skills and their desired level of proficiency, which spurred the need for
intensive ESP programs.

In the field of Business English, Li’s study (2014) revealed that the undergraduate students
did not have a clear idea of what the English courses were about, and had no clear paths or
plans regarding their careers or what their goals were for the future. This led to the
university faculty to address the issue by designing courses that not only taught English in
different contexts, but also to guide their students regarding what their goals were for the
future. Further information on this topic was provided by Romanowski’s study (2017), in
which the author evaluates a broad array of frameworks for instructional design and
proposes a structure that could work for any ESP course, despite the fact that it was
originally developed for Business English.
Chapter 3: Methodology

3.1 Type of Research (Approach)

The research to be conducted in this study contemplates a mixed-methods approach,
combining qualitative and quantitative research methods. This approach would allow for a
comprehensive understanding of the English language proficiency and learning needs of the
personnel at CIEA. Mixed-methods approach allows researchers to reach beyond the
limitations and predetermined designs of what quantitative and qualitative methods could
achieve separately, as well as helping in designing and developing studies that effectively
answer research questions (Halcomb, 2015).

Quantitative methods, such as surveys and questionnaires, would provide numerical data on
participants' language proficiency levels, preferred learning methods, and time availability
that are essential for course design and effective language learning (Wang & Hannafin,
2017). These quantitative data will offer statistical insights that are well structured and that
enable the identification of trends and patterns within the participant group in a unified
structure, that allows for the subsequent analysis to be done in a more efficient way.

On the other hand, qualitative methods, such as interviews and observations, would provide
in-depth insights into participants' self-perceived needs, motivations, and specific areas for
improvement, which can help fill the gaps in a more realistic way (Johnson, 2008). These
qualitative data will help capture the nuanced aspects of participants' language learning
experiences and preferences that perhaps cannot be obtained from surveys, questionnaires
or other quantitative data collecting instruments..

3.2 Participants (Description)

The participants in this study comprise the personnel of CIEA, including teachers,
administrators, support staff, and individuals involved in the day-to-day operations of the
institution that are interested in learning English or improving their English skills. This
diverse group reflects the range of English language proficiency levels and varied
motivations for improving their English skills, which further emphasizes the importance of
carrying out needs analysis for effective course design (Johnson, 2015).

3.3 Data Collection Instruments (Justification)

To gather data on the English language proficiency and learning needs of the personnel, a
unified data collection instrument would be employed, in the form of a survey, it would ask
the participants questions about their skills, self-perceived proficiency, needs, and learning
styles. This would result in quantitative data on participants' language proficiency levels,
preferred learning methods, and time availability for language learning. These instruments
allow for standardized data collection, ensuring consistency across participants (Wang &
Hannafin, 2017).

Semi-structured interviews are contemplated as the qualitative data collection instrument to

be used in order to obtain that data that allows exploring participants' self-perceived needs,
motivations, and specific areas for improvement regarding the limitations that quantitative
instruments may have, or possible errors or misinformation obtained. The open-ended
nature of interviews allows for rich, detailed responses and the opportunity to delve deeper
into participants' experiences and perspectives (Johnson, 2008). Observations could also be
conducted to gain further insights into participants' language use and communication in
authentic contexts. These observations would provide a real-time understanding of
participants' language proficiency and can reveal nuances that may not be captured through
self-reported data alone (Merriam, 2009).

3.4 Method to Analyze the Results

The collected data will be analyzed using a mixed-methods approach, combining
quantitative and qualitative data analysis techniques.

Quantitative data analysis will involve descriptive statistics to summarize and interpret
numerical data from surveys and questionnaires. Statistical techniques, such as frequency
distributions, means, and possibly standard deviations as well. These methods would be
employed in order to identify patterns and trends among the criteria aforementioned
regarding the participants’ needs and characteristics (Creswell, 2014).

Qualitative data analysis will involve thematic analysis, which involves identifying
recurring themes, patterns, and categories within the interview and observation data, as well
as establishing analysis categories. This process will enable the extraction of meaningful
insights regarding participants' self-perceived needs, motivations, and specific areas for
improvement (Braun & Clarke, 2006).

3.5 Possible Limitations

Several limitations may arise during the research process. One potential limitation is the
sample size and representativeness of the participant group. While efforts will be made to
include a diverse range of participants, the findings may not be generalizable to all
educational personnel at CIEA or other institutions.

Another potential limitation is the reliance on self-reported data, which may be subject to
response bias or inaccuracies. The use of multiple data collection methods, such as
interviews and observations, will help mitigate this limitation and provide a more
comprehensive understanding of participants' language learning needs. Additionally, the
time and resource constraints may limit the depth and scope of the study. The research will
be conducted within a specific timeframe, and certain aspects may need to be prioritized
over others.

Final remarks
The presented research offers a comprehensive exploration into the realm of English
language proficiency and learning needs within the context of Colegio Integral El Ávila
(CIEA). In a world increasingly interconnected by English, the study underscores the vital
role of proficient language skills for individuals across various fields, especially within the
education sector. This significance goes beyond cross-cultural communication, extending
into the heart of effective education and professional development.

Delving into the theoretical framework, the study integrates key concepts from language
proficiency, needs analysis, and instructional design. The growing prominence of English
as a global lingua franca is acknowledged, and the study recognizes the pivotal role of
needs analysis in shaping effective language programs. This process, in conjunction with a
skill-centered approach, forms the bedrock of program design. The research is informed by
a review of existing literature, which underscores the need for continuous adaptation of
needs analysis to changing learner contexts, thus reflecting a learner-centered approach.

At its core, the research hinges on the foundation of a thorough needs analysis. This
strategic approach is recognized as a cornerstone in designing successful language
programs that cater to the specific needs of learners. By tailoring instructional approaches,
resources, and evaluations to the linguistic demands and goals of particular individuals or
groups, educators can facilitate meaningful language development. Interestingly, the
research highlights an existing gap in the understanding of English language proficiency
among CIEA's staff members. This recognition of a research void serves as the impetus for
the current study's undertaking.

The research methodology seeks to employ a mixed-methods approach, combining both

quantitative and qualitative techniques. This multifaceted strategy aims to provide a holistic
understanding of the personnel's language learning needs. Through quantitative tools like
surveys and questionnaires, the research aims to collect numerical data on participants'
language proficiency levels, preferred learning methods, and the time available for
language acquisition. This approach offers standardized insights that allow for the
identification of patterns and trends within the personnel group. However, the study
acknowledges the potential limitations of relying solely on self-reported data. To mitigate
this, the research also incorporates qualitative techniques, such as semi-structured
interviews and observations. These methods delve deeper into participants' self-perceived
needs, motivations, and areas for improvement, providing a more nuanced and authentic
understanding of their language learning experiences.

The research is poised to address a partial research gap regarding the English language
proficiency of CIEA's educational staff. This study aims to shed light on the personnel's
unique language requirements, paving the way for a targeted language learning course that
aligns with their professional aspirations, as well as providing material that could compete
in an international context for recognition and representation of Venezuelan research. The
study's implications extend beyond CIEA, offering insights into effective language
education and instructional design strategies that can be applied in various educational
settings. Through its holistic methodology and theoretical foundation, the research
endeavors to contribute meaningfully to the discourse on language learning in today's
interconnected world.
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