Shakhnigor_ Olimova__Formative_Assessment3

Formative Assessment

Needs Assessment

Shakhnigor Olimova

MA TESOL Program (8T), Webster University in Tashkent

TESL 5220: Lesson Planning and Curriculum Development for Language

Instructor: Khoorshid Sadikov

January 27, 2024

At the Shakhrisabz Pedagogical Institute in Uzbekistan, a first-year

university student body consists of about 120 students, most of whom are between

the ages of 18 and 22. These students are starting their English for Academic

Purposes (EAP) bachelor's degree program. Originating from different parts of

Uzbekistan, the students' English language competence varies; most are at the

intermediate level. After concentrating on broad English language competence

during their secondary education, many are now aiming to achieve the advanced

academic proficiency in English needed to succeed in their chosen sector.

At the Shakhrisabz Pedagogical Institute, instruction takes place in both

conventional classrooms along with language labs furnished with cutting-edge

educational materials. In order to promote interactive learning, class numbers are

kept small. The focus is on honing skills like academic writing, critical reading,

and effective English communication. The institution encourages students to

participate in extracurricular endeavors, language clubs, including immersion

programs because it understands how important it is to create an immersive

language environment.

This group has a variety of goals and motivations for learning English. A lot

of students want to go to overseas institutions for Undergraduate work, while some

want to work as teachers, translators, or in other professions. The main objective is

to provide oneself with the language abilities required to succeed in the global

academic environment and improve their chances of landing a good job.

A lively and encouraging environment permeates the classroom as students

work together on projects, participate in conversations, and get tailored feedback

from teachers. The faculty of Shakhrisabz Pedagogical Institute is committed to

fostering academic autonomy and critical thinking in addition to language

competency. The opportunity to widen their horizons, have access to a plethora of

academic information in English, and make a significant contribution to their

respective professions after earning an EAP bachelor's degree inspires the learners.
 Customizing these inquiries to the unique circumstances of the Shakhrisabz

Pedagogical Institute EAP program will aid in developing a more focused and

efficient needs assessment.

1. Language Proficiency: - What is the first-year EAP students' present

level of English language proficiency?

To what extent do they feel at ease utilizing English for educational

purposes?

2. Educational Background: - What are the first-year EAP students'

academic backgrounds?

Did they previously get any official teaching in the English language,

specifically in relation to academic contexts?

3. Academic Academic fields in EAP: - Which particular fields of study are

included in the EAP curriculum?

What linguistic requirements are particular to the EAP in the fields they

have chosen?

4. Language Skills in the EAP: - Which language skills—such as reading,

writing, speaking, and listening—do EAP students believe are essential to their

academic success?

What kinds of academic settings within their selected EAP subject do they

expect to use English the most in?

5. Learning Preferences in the EAP: - What are the first-year EAP

students' preferred learning styles?

 In the framework of EAP, do they have any particular preferences for

instructional strategies or exercises?

6. Technology Usage in EAP: - To what extent do EAP students feel at ease

while utilizing technology for language acquisition, particularly when it comes to

academic English?

What technological tools are at their disposal for EAP research?

7. EAP Motivations and Goals: - What drives first-year learners in EAP to

work toward an EAP bachelor's degree?

In the framework of EAP, what are their both short- and long-term

language acquisition objectives?

8. Cultural as well as Linguistic Considerations in EAP: - Should the

EAP training take into account any particular cultural or linguistic considerations?

Are there any specific linguistic characteristics or variants that are pertinent

to academic Language in this area?

9. Institutional Assistance in EAP: - What language assistance programs

are presently offered to EAP students at Shakhrisabz Pedagogical Institute?

To what extent do first-year EAP students find the current language

support satisfactory?

10. Future Goals in EAP: - What uses do first-year EAP learners see

academic English having in their subsequent academic or professional endeavors?

Which particular language abilities do they think are essential for

achievement in the EAP field they have chosen?

 11. EAP Students' Preferences for Assessment: - How should their

language proficiency be evaluated in an academic setting?

In the overall setting of EAP, are there any particular assessment

instruments or techniques that they find more difficult or successful?

12. Expectations and Challenges in EAP: - What difficulties do first-year

EAP students anticipate in the academic language acquisition process?

What expectations do they have for English language training, particularly

in the context of the institute's EAP?

Justifications of why I choose above mentioned question:

1. Language competence:

Rationale: Determining the present state of English language competence

is essential, as it serves as the foundation for creating efficient language learning

initiatives. Knowing how confident they are in their ability to use academic

English for undergraduate studies offers targeted language coaching as well as

insights into possible areas for growth.

2. Educational History and Goals for Academic Achievement:

Justification: It is easier to match language training to the unique

requirements and interests of freshman year EAP students when one is aware of

their academic backgrounds and career goals. This information helps to customize

language programs to fit different academic fields, making the curriculum more

relevant.

3. EAP Academic Disciplines:

 Rationale: Linse (1993) asserted that it is crucial for students to

comprehend how particular academic disciplines are included into the EAP

program in order to get ready for graduate work. The curriculum will be in

accordance with their chosen fields if academic language abilities that are

considered essential for undergraduate achievement are identified.

4. Language Proficiency in EAP for Graduate Programs:

Justification: Ensuring that language education is in line with students'

academic and research demands requires identifying the language abilities that are

considered important for achievement in undergraduate study. They give important

information about how they plan to use English in their subsequent academic and

research endeavors when they answer this question (Cuiccio and Husby-Slater,

2018).

5. Preferences for undergraduate Study in Learning:

Justification: Having an understanding of EAP students' preferred

learning styles facilitates the creation of a stimulating and productive learning

environment. Customized teaching strategies are made possible by knowing their

preferences for solo study, group projects, and research-based activities ( Cuiccio

and Husby-Slater, 2018).

6. Technology Use for Undergraduate Studies:

Rationale: In the current educational environment, determining students'

level of confidence with technology is essential. According to Cuiccio and Husby-

Slater (2018), the availability of resources and their level of technological

competency ensure that a language learning environment adheres to contemporary

pedagogical approaches.

7. Reasons for Pursuing Undergraduate Education and Objectives:

Rationale: According to Linse (1993), gaining insight into undergraduate

motivations of learners and language learning objectives helps teachers gauge their

dedication and give their classes a feeling of direction. Programs that support their

goals are developed using this information as a reference.

8. Cultural as well as Linguistic Aspects to Be Taken Into Account for

Undergraduate Work:

Justification: Recognizing language and cultural factors is essential to

building a welcoming and encouraging learning environment. Taking these factors

into account helps students get ready for the obstacles they can encounter in

international academic environments.

9. Institutional Supports for Undergraduate Studies:

Rationale: Measuring the degree of satisfaction with existing support

services aids in identifying areas in which institutions might make improvements.

Viana et al. (2019) mentioned that by knowing how students see the resources at

their disposal, the institute can improve its offerings and better serve their

requirements.

10. Research Skills and Aspirations for Undergraduate Study:

Justification: Viana et al. (2019) asserted that by understanding how

students plan to use research techniques and advanced academic English in

Undergraduate courses, language programs are designed to support their academic

and professional objectives.

11. Undergraduate Studies Assessment Preferences:

Rationale: Determining assessment preferences guarantees that

assessment techniques correspond with learners' expectations, fostering impartial

and efficient evaluation of their language as well as research proficiencies in

anticipation of tertiary education.

12. Obstacles and Anticipations in Undergraduate Education:

Justification: By anticipating problems and recognizing expectations,

educators and organizations may proactively address issues and provide an

encouraging educational setting that is specifically designed to meet the

requirements of students who want to pursue Undergraduate studies abroad.

Answers of my students to above given questions in order to conduct

needs assessment of students were such these:

1. Language Proficiency: - Reaction: "Although we all speak English

differently, most of us have reached an intermediate level. Although some people

find it easy to communicate in English on a daily basis, it is widely acknowledged

that improving our academic English is necessary for Undergraduate study

success."

2. Educational History and Goals for Academic Achievement:

Reaction: "We have a variety of scholarly backgrounds, encompassing the

social sciences, sciences, and literature. Regarding Undergraduate goals, some

people are thinking about pursuing research-intensive disciplines as linguistics,

whereas others are exploring careers in education policy. Our academic

backgrounds have an impact on our language learning objectives, particularly with

regard to writing styles and terminology unique to a certain field."

3. Academic Fields in EAP: - Reaction: "With subject-specific modules, the

EAP program combines academic disciplines. For example, science students study

academic writing rules for research papers, whereas literature students concentrate

on advanced comprehension and evaluation abilities. We think that these

discipline-specific abilities are essential for graduate school success."

4. Language Proficiency in EAP for Graduate Programs:

Reaction: "It is generally agreed upon that research writing, reading

comprehension, or academic presenting abilities are necessary for success in

graduate programs abroad. In our subsequent academic and scientific pursuits,

where efficient communication and publishing are crucial, we plan to use English

extensively."

5. Preferences for Undergraduate Study in Learning:

Reaction: "We all have different learning methods. While some people

work best on group assignments where ideas are exchanged, others are better off

studying on their own. In general, research-based activities are preferred since they

give us useful skills and complement our Undergraduate objectives."

6. Technology Use for Undergraduate Studies: - Reaction: "We feel at ease

utilizing technology to learn languages, and the institute offers tools such as
language-learning applications and online databases." These resources are helpful

in advancing our expert academic English proficiency."

7. Reasons for Pursuing Undergraduate Education and Objectives:

Response: "Demands for enhanced knowledge in our professions and job

progress are two reasons why people pursue Undergraduate courses abroad. Our

long-term objective is to successfully complete Undergraduate programs, while our

short-term purpose is to improve our language abilities for efficient

communication."

8. Cultural & Linguistic Aspects to Be Taken Into Account for Graduate

Work:

Reaction: "We think it's important to emphasize cultural subtleties in

language training, especially in light of our different cultural backgrounds. By

actively taking part in language partnership initiatives & cultural events, we want

to adjust to the linguistic and cultural barriers encountered abroad."

9. Institutional Assistance for Undergraduate Studies:

Reaction: "We would be better prepared for Undergraduate studies if we had

access to more language support services, such as advanced writing workshops or

discussion groups. Although we are grateful for the help we already receive, we

think more specialized resources might improve our language skills even more."

10. Research Skills and Aspirations for Undergraduate Study:

Reaction: "We envisage ourselves using our research and advanced

academic English abilities to publish papers, give presentations at conferences, and

make contributions to our various disciplines as we pursue our Undergraduate

studies. Proficiency in academic writing and critical analysis is considered

essential.

11. Undergraduate Studies Assessment Preferences:

Reaction: "We choose evaluations that mirror real-world situations, such

research papers or presentations. While conventional examinations have their

position practical evaluations let us more effectively demonstrate our language and

academic abilities."

12. Obstacles and Anticipations in Undergraduate Education:

Reaction: "We anticipate individualized English language training that is

in line with our Undergraduate goals, given the hurdles we anticipate in language

plus academic preparation. We anticipate that the institution will offer focused

assistance that is adapted to the particular requirements of Undergraduate study

abroad."
References:

Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook:

Supporting the development of district and school needs assessments.

https://oese.ed.gov/files/2020/10/needsassessmentguidebook-

508_003.pdfLinks to an external site.

Linse, C. T. (1993). Assessing student needs. In English as a Second

Language curriculum resource handbook. A practical guide for K–12

ESL programs (pp. 35–48). Kraus International Publications.

Viana, V., Bocorny, A. E. P., & Sarmento, S. (2019). Teaching English

for Specific Purposes. TESOL Press.