Formative Assessment Needs Assessment

Selected questions	Justification
Answers
1	What are the causes pupils are acquisition English?	Every ESL program should aim to provide students with the language abilities they need in order to engage in personally fulfilling and cognitively challenging tasks within and outside of the classroom in both native-language and English-speaking communities.	The IELTS exam is almost always the main motivation for my pupils to learn English. They employ it to get admission to regional and worldwide universities. They are engaged, which is the second key reason, and it is a demanding language for their future job, which is the third main reason.
2	What phase of language learning are they at? chosen from Linse (1993)	Teachers can create a curriculum with activities and expectations that are both practical and relevant by measuring the students' language proficiency.	We can infer that they are pre-intermediate pupils based on the outcomes of the test.

3	Besides English, what other language do they use frequently? Chosen from Linse (1993)	My three students use Russian more frequently than any other language, and they prefer lessons or at the very least rules to be taught in additional language testing for potential placement in bilingual and ESL programs. The results of the home language survey are used to determine whether or not students should undergo language testing.	My three students prefer classes or at least guidelines to be taught in Russian because they use it more frequently than English. The home tongue of one student, who is from Kazakhstan, is always kazak. They converse in it with the other two students, who are Uzbeks.
4	What fundamental knowledge do learners already have about the structure of the English language (i.e., grammar and syntax)? Which English language concepts have learners "learned"? Chosen from Linse (1993)	The ability of pupils to apply their academic and structural understanding of English to their advantage as they learn to use it as a communication tool should be assessed by teachers.	They are aware of ambiguous information such as the fact that the English language has 14/16/24/32 tenses, that verbs change according to the tenses, that verbs also change form according to the subject, and that a/an is used to denote the singular form while's' is used to denote the plural.
5	Which abilities (speaking, writing, reading, and listening) do they find challenging?	In order for learners to take part in all school and community activities that are given in English, instructors must understand what English language abilities are required.	They claim that despite their difficulty with speaking, they like practicing and attempting to improve. Another ability they struggle with and find stressful is listening.
6	What academic background does my student have? Adapted from Linse (1993)	Both the program and curriculum should be designed with ESL students' backgrounds in mind. When the curriculum does not correspond to students' current circumstances or prior experiences, learning loses its relevance for ESL learners.(Edelsky,1986)	The fact that my pupils' "break" periods were a little bit longer meant that even if I had kids that attended extra English sessions, we had to start from begin. Only the fundamentals of education were provided for three of my students, while others received brief after-school instruction. Most of my students had knowledge that was nearly identical.

Reference
Edelsky, C.1986. Writing in a Bilingual Program: Habia una Vez. Norwood, NJ: Ablex
Linse, C.T. (1993). Assessing student needs. In Italiano, G., & Rounds, P. (Eds). 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.