“UNIVERSIDAD CENTRAL DEL ECUADOR”

FACULTAD FILOSOFÍA DE LETRAS Y CIENCIAS DE LA

EDUCACIÓN
CARRERA DE PEDAGOGÍA DE LENGUAS NACIONALES Y
EXTRANJERAS INGLÉS

STUDENTS: MARJORIE ROSAS, ANA PAULA BASTIDAS,

JACOB QUIRÓZ, VIVIANA VEGA, TATIANA SIMBAÑA, JARED
GONZÁLEZ, WENDY YUGSI.

TEACHER: MSC. ALEJANDRA FLORES

SUBJECT: TEORÍAS Y MÉTODOS DEL APRENDIZAJE DE
IDIOMAS
ACADEMIC PERIOD: 2022-2023

JANUARY, 2023
 INDEX

LEARNERS NEEDS .......................................................................................... 2

1. INTRODUCTION .......................................................................................... 2
2. THEORETICAL FRAMEWORK ................................................................ 3
2.1. EDUCATIONAL NEEDS ....................................................................... 3
2.2. WHAT ARE MY NEEDS? ......................................................................... 4
2.2.1. Physiological Need ................................................................................ 4
2.2.2. Need for Security .................................................................................. 4
2.2.3. The need for belonging and relationship ............................................ 4
2.2.4. Need for Self-Esteem ............................................................................ 5
2.2.5. Need for self-fulfillment ....................................................................... 5
2.3. IDEOLOGY OF STUDENTS' NEEDS ................................................. 5
2.3. SCHOOL NEEDS AND THEIR INVESTIGATION........................... 6
3. CONCLUSIONS ............................................................................................. 7
4. RECOMMENDATIONS ............................................................................... 8
5. BIBLIOGRAPHIC REFERENCES ............................................................. 9
6. ANEXOS........................................................................................................ 10
 LEARNERS NEEDS

ABSTRACT

Basic learning needs are those that include both the fundamental learning content

(such as skills, values and attitudes) and the fundamental learning tools (such as literacy, oral

expression, numeracy and problem solving) necessary for survival, improved capabilities,

living and working with dignity, full participation in development, improved quality of life

and continuous learning. Every nation and culture has different basic learning requirements,

and the way in which those requirements must be met necessarily evolves over time. Because

it helps solve many of a country's economic problems and acts as a tool to control social

disparities, education is considered a component of production on a global scale.

Keywoards:

1. INTRODUCTION

It is important to be clear about the meaning of educational needs, the concept of

needs means that they are those things that human beings need in order to live a full and

healthy life. If we relate this concept to the educational "educational needs" are the

difficulties or problems that students have directly related to the acquisition of skills.

In this essay we will talk about our needs as young students. Our own direction of

where we want to go in life and the lack of guidance from some teachers are the main causes

of these demands. Many kids show school spirit for all the activities offered to them, but

these also demand physical and mental effort.

 The traits of the students are mainly based on the fact that they lack a life project. We

must recognize the problems, formulate the questions and develop the hypotheses necessary

to find solutions before we begin to meet the demands and solve the challenges we face every

day in the classroom (Hurtado, 2021).

2. THEORETICAL FRAMEWORK

2.1. EDUCATIONAL NEEDS

Among the needs identified as the basis of education, according to Duarte, are the

following: the ability to pose problems and design and apply solutions; the ability to conduct

research and analyze data; the ability to work in teams; the ability to read comprehensively

and to express oneself orally and in writing; the ability to reason mathematically; the ability

to use computer technology and digital language; and the ability to speak foreign languages.

The instructor must take into account how information and communication

technologies are fundamentally altering the context in which learners previously learned by

creating a learning environment. As a result, whereas previously only a classroom, school or

community could be used as a learning environment, remote locations can now also be used

as part of the learning context. (Zavala, 2022).

Different needs It is useful to identify the different needs that learners may have in

order to best meet them. We have:

• Basic needs

• Security needs

• Developmental needs

• School needs
 2.2. WHAT ARE MY NEEDS?

2.2.1. Physiological Need

These are the first and most fundamental requirements for students to begin and

successfully complete the course. We are talking about needs that include the need to breathe,

sleep and feel good. To be physically available to learn, your employees must feel happy and

at ease in the workplace, even before training begins.

In addition, it is crucial that they have access to adequate resources and support

materials. Compatible software and a good Internet connection are just a few examples. It

would be impossible for trainees to progress through the courses without these resources.

Although this may seem obvious, you would be surprised how many eLearning courses still

use incompatible materials with some outdated tools and materials. (Morales, 2013).

2.2.2. Need for Security

Learners who lack confidence experience confusion, anxiety, and even ongoing stress.

Imagine a new learner starting out in an online learning environment. He often feels insecure.

Everything seems strange and unreliable. You must provide learners with a sense of

familiarity and belonging, while giving them adequate time to adjust.

2.2.3. The need for belonging and relationship

Safety and belonging go hand in hand. A learner will find it difficult to focus in class

if he or she does not feel that he or she belongs to a group or can relate to other peers.

Furthermore, collaboration - a crucial element - cannot take place if a learner has a genuine

connection to the learning environment. (Tinoco, 2022).

 2.2.4. Need for Self-Esteem

By nature, people want to feel connected to other people. The same is true in

eLearning. According to research, learners who feel they "belong" are more intrinsically

motivated and academically confident.

The ability to feel respected and appreciated is a powerful source of motivation.

Students with a healthy sense of self or self-esteem, for example, are curious and confident.

They have a "can do" attitude that makes learning possible. (Morales, 2013).

2.2.5. Need for self-fulfillment

Maslow is a humanist who believes that people strive to reach their full potential. The

goal of learning for human beings is to acquire knowledge that will enable them to pursue

their particular goals and interests. It is important to aim to produce content that is both

relevant and meaningful, while allowing learners to learn at their own pace and with the tools

they desire. (Hurtado, 2021).

A truly humanistic e-learning course respects the learner as an intelligent, self-

directed individual. It recognizes the learner's own drive to acquire valuable skills and

knowledge to improve as a professional.

2.3. IDEOLOGY OF STUDENTS' NEEDS

The demands on each of us as learners depend on our environment, on how we

interact with each other, on our desire to advance and to overcome whatever challenges come

our way. Many of us have problems, just like any student navigating the outside world.

When we enter this world, our thoughts and behaviors change, along with all the

variables around us. (Carofilis, 2011).

We also begin to experience obstacles and needs, which it is crucial to recognize and

meet as early as possible to prevent learning from being hindered. The environment, the help
we receive from our teachers and our resources are variables that can influence our academic

performance. These aspects are beyond our control, but there are others, such as effort and

dedication, that we can manage by setting aside time and being persistent.

Not everyone has the same needs, but everyone has the ability to develop the skills

necessary to meet them. For example, the need for sleep can be satisfied by being organized

and allocating time for each task, but at the same time, this compromises our ability to

develop as individuals because it is essential that we have a distraction and a place for

ourselves. All members of society should have access to family life because it teaches us to

interact and relate to a wider range of individuals, which will ultimately prove to be a crucial

component in both our personal and professional lives. We may also need to work on our

attitudes, which is advantageous because it increases our motivation for everything, including

studies.

2.3. SCHOOL NEEDS AND THEIR INVESTIGATION

Educational institutions regularly deal with problems or situations that have an impact

on the academic performance of students, such as disengagement of students, low interest of

students, children with some kind of intellectual or physical disability, cultural diversity,

inadequate parental support for their children's education, unqualified teachers, among others,

which causes discouragement of those involved in the process by adopting methods,

procedures and teaching materials appropriate to their needs in the classroom to generate

pedagogical innovation. All this through research, making it feasible to work with these

issues in search of a practical resolution for all parties. (Tinoco, 2022).

With the constant improvement of educational practices, teaching and learning

processes, in classrooms, in educational centers, in the evaluation of students' academic

performance and in the quality of education offered at school, research in education is a tool
that allows to contribute to the improvement of students' quality of life. In order to decide

how to intervene in a situation to improve it, research helps in the analysis and identification

of the elements or problems that occur in educational institutions. To recognize the

challenges that arise and to plan the techniques to be used to overcome them, the person who

decides to do research in an educational institution must be extremely keen and observant.

Today, there are far fewer people interested in finding solutions to the various

problems that affect and interfere with the teaching and learning process. As educators, we

should be the first to take action because we are the ones who experience these situations and

deal with educational needs on a daily basis. Sometimes we blame others for issues that may

be in our power to change, saying things like, "The government doesn't support us. While it is

true that sometimes this prevents educational goals from being completed as planned, we can

still make a small difference that may not seem like much, but will have a long-term effect on

our students and the people around us. (Zavala, 2022).

3. CONCLUSIONS

Finally, we can draw the conclusion that learning environments significantly enhance

learners' educational experiences by capturing their interest, providing information,

stimulating the use of skills, expressing limits and expectations, facilitating learning

activities, fostering orientation and increasing the desire to learn. Settings created specifically

to foster learning circumstances are known as learning environments.

Similarly, we discover some elements, dimensions and components in a learning

environment that help us to fully understand what is involved and the components that will

help us during the process. However, when creating a learning environment, certain

educational requirements must be taken into account, such as problem posing, solution design
and implementation, analytical and research skills, teamwork, thorough reading

comprehension, and technology management, among others.

Because of their pedagogical mediation and because they serve to concretize

educational action, learning environments serve as a framework in which learning processes

are created.

4. RECOMMENDATIONS

Educators and administrators must first recognize that many of the students in their

classroom have experienced an ACE, and that this experience can have a lasting impact. This

impact can have lasting effects, impeding students' social and educational endeavors, they

must strive to connect with students and their families; listening and working to understand

their unique experiences. This means that student voices must have an avenue for expression.

Educators must approach student interactions with a relational mindset based on

empathy, recognizing that trauma and traumatic events are common across income groups.

Educators should strive to use inten tional methods to create a culture of care in their

own classrooms. A culture of care requires culturally responsive teaching, including policies,

practices, and curriculum that is inclusive.

 5. BIBLIOGRAPHIC REFERENCES

Carofilis, E. (2011). Redalyc. Obtenido de

https://www.redalyc.org/articulo.oa?id=194121566013
Hurtado, R. L. (2021). Recomendaciones para estudiantes con necesidades educativas.
Obtenido de https://escuelasarriba.mineduc.cl/wp-
content/uploads/sites/125/2022/02/EA-recomendaciones-NEE.pdf
Morales, J. C. (23 de Octubre de 2013). Shift. Obtenido de
https://www.shiftelearning.com/blogshift/cinco-necesidades-del-alumno-que-cada-
desarrollador-elearning-debe-considerar
Suarez, C. (2018). Ethic. Obtenido de https://ethic.es/2020/12/reimaginar-la-educacion-la-
pandemia-evidencia-las-necesidades-reales-de-nuestras-aulas/
Tinoco, N. T. (2022). Universidad Autonoma del Estado de Hidalgo. Obtenido de
https://www.uaeh.edu.mx/scige/boletin/prepa4/n3/e3.html
Zavala, D. H. (2022). Estrategias de atención para apoyar a alumnos con necesidades
educativas. Obtenido de https://educrea.cl/estrategias-de-atencion-para-apoyar-a-
alumnos-con-necesidades-educativas-especiales-en-el-aula/
6. ANEXOS