SITUATIONAL NEEDS ANALYSIS

The surveyed population are seventh graders from the Institucion Educativa Jorge

Eliecer Gaitan, averages 12 to 14 years old, mostly from socioeconomic stratum 2. Their

favorite hobbies include engaging in sports activities and playing video games. Notably,

there is a minimal association with any specific ethnic group among respondents, and only

a minority reside with their fathers. These children often live in distant neighborhoods,

which may impact their learning, as they have other concerns to address. This demographic

profile underscores a youthful cohort with diverse recreational interests, yet a relatively

uniform socioeconomic background. The limited identification with ethnic groups and low

paternal cohabitation rates suggests evolving family dynamics within this demographic

segment, highlighting potential challenges in their educational journey and overall well-

being.

After surveying 29 children about their perception of English, a relevant division

was identified in terms of their attitudes towards the language. Thus, approximately 60% of

the children expressed a low interest in both English classes and their learning process. For

most of them, English seems to be a difficult subject to understand or simply lacks

relevance. In addition, it could be identified that the students surveyed associate the

language with tedious and boring tasks, which generates an atmosphere of generalized

disinterest. However, the remaining 40% of the children showed a markedly different

perspective. For them, learning English is perceived as fun and enjoyable. These children

believe that the different activities are welcoming and fun.

  Skill.
 I communicate with others using the four language skills.
 Avila (2015) says that:

As teachers, we have to be aware that our pupils are promised a well-

rounded education in the English field, which covers the four skills: reading,
writing, speaking, and listening. Therefore, teachers are meant to let students
receive the full spectrum of the language benefits. (p. 92).

 Analysis

SKILL
Strogly Agree
4% Disagree
19%
Agree
23%

Neutral
54%

Disagree Neutral Agree Strogly Agree

According to the information collected, most of the students present a neutral position to

the fact that they communicate with others using English skills.

 Proposal

To conduct simple conversations in English on simple topics using basic

vocabulary at the end of the school year.

Content

 The contents proposed by my teacher are the right ones for the development of my learning and
include thematic that help me to develop basic communication in English.
 Alvira and González (2018) say that “regarding content, the teacher plans specific goals
linked to the thematic learning, skills and understanding of the context” (p.49).
 Analysis:

Content Based Objective

Strongly disagree Disagree Neutral
Agree Strongly agree

3%
17% 10%

14%

55%

Based on the collected information, most of the students agree with the contents

proposed by the teacher in the classroom, which help the student to develop meaningful

learning for basic communication in English. This could be the result of a good

management in topics related to the language, where the students feel engaged and

motivated by the development of the classes. According to this, Alvira and González

(2018) say that “Regarding content, the teacher plans specific goals linked to the

thematic learning, skills and understanding of the context” (p. 49). In this sense, learning

content needs to provide students with effective and meaningful learning, as well as to

prepare students for future success in a globalized world. It is necessary that well-designed
contents are aligned with the learning objectives and skills that students are expected to

develop. Finally, as a proposal to tackle this need we present the following.

 Proposal:

 To Provide listening and listening comprehension activities to allow students to

understand and respond to simple instructions in English.

 To Promote interaction between students through pair or group activities, where

they have to communicate in English to complete a task or solve a problem.

 Competence

 My skills in the language allow me to interact and generate an impact on society.

 Osorio and Gómez (2016) state that "the development of competencies seeks to prepare

students to use language in a functional and meaningful way" (p. 77).

 Analysis

COMPETENCE
Strongly Agree Strongly Disagree
7% 10%
Agree Disagree
24% 17%

Neutral
41%

Strongly Disagree Disagree Neutral

Agree Strongly Agree
  Proposal: specific objective

 Functional (Syllabus)

 My teacher uses teaching didactic strategies according to our needs.

 A syllabus in which the content of the language teaching is a colletion of the functions that are

performed when language is used (Krahnke, 1987:16).

 Analysis:

Functional (Syllabus)

17%
24%

17%

41%

 Approach

 Role of Teacher

 The teacher is a helper and a guide who provides me the necessary tools I need to learn

the new language.

 Olaya and Mora (2022) state that “Teachers should help students develop self-

regulation strategies and encourage them to take responsibility for controlling their

learning process” (p. 190).

 Analysis

ROLE OF TEACHER
Strongly Agree Disagree
10% 7%

Neutral
28%

Agree
55%

Strongly Disagree Disagree Neutral Agree Strongly Agree

 Proposal

 Activities

 Participating in activities during my English class allows me to interact with the

teacher, fostering a dynamic learning environment.

 Brown (2000; as cited in Samperio, 2017) defines activity as “a reasonably unified

set of student behaviors, limited in time, preceded by some direction from the

teacher with a particular objective” (p. 52).

 Analysis

ACTIVITIES
Strongly Agree Strongly Disagree
10% 7% Disagree
7%

Agree Neutral
41% 34%

Strongly Disagree Disagree Neutral Agree Strongly Agree

 Proposal

 Assessment for Learning

 My English teacher recognizes my strengths and guides me to overcome my

difficulties during the learning process.

 Council of Europe (2001 as cited in MEN 2016) states that:

Assessment for learning is formative and provides opportunities to monitor the

progress of the students and the level of comprehension of the subjects. This type of

evaluation is defined as a continuous process of information gathering on the scope

of learning.

 Analysis
ASSESSMENT OF LEARNING
7%
3%
24%

17%

48%

Strongly Disagree Disagree Neutral Agree Strongly Agree