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This document contains a needs analysis questionnaire to assess an individual's English language needs and preferences for a bread and pastry course. The questionnaire is divided into three parts: objective, learner's profile, and assessment. In part one, the objective states that the questionnaire aims to learn about the learner's needs and preferences to develop a needs analysis report. Part two collects demographic information about the learner including gender, age, profession, and education level. Part three assesses the learner's views on the importance of English for the course, who they use English with, how they learn English, and available learning resources. The learner must check boxes or provide short written responses to complete the questionnaire.
This document contains a needs analysis questionnaire to assess an individual's English language needs and preferences for a bread and pastry course. The questionnaire is divided into three parts: objective, learner's profile, and assessment. In part one, the objective states that the questionnaire aims to learn about the learner's needs and preferences to develop a needs analysis report. Part two collects demographic information about the learner including gender, age, profession, and education level. Part three assesses the learner's views on the importance of English for the course, who they use English with, how they learn English, and available learning resources. The learner must check boxes or provide short written responses to complete the questionnaire.
This document contains a needs analysis questionnaire to assess an individual's English language needs and preferences for a bread and pastry course. The questionnaire is divided into three parts: objective, learner's profile, and assessment. In part one, the objective states that the questionnaire aims to learn about the learner's needs and preferences to develop a needs analysis report. Part two collects demographic information about the learner including gender, age, profession, and education level. Part three assesses the learner's views on the importance of English for the course, who they use English with, how they learn English, and available learning resources. The learner must check boxes or provide short written responses to complete the questionnaire.
B. Please rate the following items by putting a check (/) in the box.
Do you need to use English when:
Language Skills 3 Very Important Speaking Communicative events: Questioning to identify their needs Making and receiving telephone calls Speaking to customers Dealing with clients objections Communicating with colleagues and superiors Others (please specify) Reading Communicative events: Reading business letters (letters of enquiry, bank, letters soliciting information, letters from head office to branches) Reading reports (sales report, budget reports, audit reports, monthly reports) Reading work manuals Reading memos Reading reference materials for professional exam Others (please specify) Writing Communicative events: Filling in forms Writing brochures/letters Writing effective proposals Writing faxes/complaint letters Taking notes/messages Others (please specify) Listening Communicative events Telephone messages Oral instructions Handling enquiries Understanding lectures at seminars and training programs Others (please specify)
2 Important
1 Not Very Important
NEEDS ANALYSIS QUESTIONNAIRE
PART 1: OBJECTIVE We request your completion of this questionnaire to help us learn more about your learning needs and preferences. The information you and others provide will assist us in developing a Needs Analysis Report. Your answers will be tabulated with those of others and will be handled in the strictest confidence. Thank you for your time and assistance. PART 2: LEARNERS PROFILE Please put a check (/) to fill in each item. Name: (optional) _______________________________________________________ Gender: ________ female______ male_______ Age group: ______ under 18_______ 18-25_______ 26-35_________ 36-55________ over 65______ Profession:____ student___ teacher____ manager____ worker______ stay home_____ retired____ Education:____ high school____ college____ graduate school_____ PART 3: ASSESSMENT A. Please check the answer which do you think is the MOST IMPORTANT for you as student taking bread and pastry course. Choose only one. 1. Why is the English language needed in your course Bread and Pastry? _____ a. For exam, academic writing and research purposes. _____ b. For questions, explanation and justification purposes. _____ c. For future work. _____ d. Others (please specify) 2. With whom do you use the language? _____ a. to your English-speaking friends. _____ b. to your professors, colleagues who prefer to speak in English. _____ c. to a salesman who speaks in English for any deals. _____ d. Others (please specify) 3. How do you learn English in your course? _____ a. Through discussions/lectures, group/individual written and oral presentations. _____ b. Through role plays. _____ c. Through real life situations. _____ d. Others (please specify) 4. What resources are available to you in learning English in your course? _____ a. bilingual/monolingual dictionaries. _____ b. Internet resources, audio-visual materials. _____ c. Books, newspapers, magazines, journals, business materials, company documents. _____ d. Others (please specify)