On the Role of Needs Assessment in the Concept of Curriculum Design in Ten Business English Centers of Yerevan

Abstract

The purpose of this study was the investigation of the use of needs assessment in the frame of ten business English centers located in the capital of Armenia, Yerevan. The researcher’s motivation for carrying out the study came from the literature, stating the importance of conducting needs-driven courses, especially, when the courses are for the learners with specific purposes. The methodology underlying the current research was a cross-sectional survey rooted in a questionnaire as the mainframe of sampling. The target population was ten business English teachers and 59 business English students. Two types of questionnaires were administered to the students and the teachers. The data was analyzed by means of custom tables(for calculating the percentage ratio) and descriptive statistics (for computing the average attitude (mean)). The course of the data analysis was in four aspects:

1.Analysis of the teachers’ questionnaires of ten language centers 2.Analysis of the students’ questionnaires of ten split language centers 3.Analysis of 59 students’ questionnaires together.

The main findings of the study indicated that: a) All the teachers of ten language centers partially knew their students’ needs for taking the business English courses. All of them were administering placement tests for learning the learners’ language proficiency level. However, not all language centers knew their learners objectives for taking the courses. Moreover, few courses were relevant a lot to the learners’ job-related needs. b) All language centers were applying tests for needs assessment. Four language centers were using questionnaires. The teachers of two language centers were having group discussions. Two language centers, according to the students’ questionnaires, and one language center, according to the teachers’ questionnaires conducted interviews. None of the language centers was observing its students. Finally, three language centers used only a test as the only procedure of needs assessment