Needs Analysis Report

Data collection tools
One of the tools for collecting data was a Diagnostic test that was taken from an existing test in the textbook "Flash on English for Transport and Logistics" which is dedicated to teach English for learners whose major is transport. The themes in the course book are all reflected in the test's questions. We decided to administer this test because first-year students used it as their primary coursebook. The test consisted of four sections which included 1-Vocabulary, 2-Grammar, 3-Reading, 4-Writing sections. The assessment focused mainly on the reading and writing skills considering the learners’ future context for using the language.
The first section was focused on Vocabulary basement check-up: the students were given 10 tests to identify their current knowledge relevant topics of Logistics in English. The second part focused on Grammar points which are difficult for the learners. This part had 20 tests. The reading part contained short texts followed by comprehension checking activity and matching activity which required finding the matching pairs of the description with an object. The last section was writing. In this part participants were asked to write an essay on a relevant topic. The word limit was 100-150 words.
The test can be completed by the participants in an hour:1-Vocabulary part 5 min., 2-Grammar part 20 min., 3-Reading part 10 min., and the last writing part was 20 min.
The following tool was a two-part survey. The questionnaire contained two types of questions: 1-part questions were related to the participants’ background information regarding language learning. The 2-part questions were focused on needs, perspectives and self-perceived weaknesses of the participants.
Results and Discussion
The investigation started with conducting diagnostic test in order to create effective lesson plan prior to teaching them. As mentioned earlier first section was concerned with vocabulary part that consisted of ten tests. In fact, they did not struggle much the only problem which was obvious that none of them could get correct answer for questions of higher-level words. Second slot was to deal with grammar which, obviously, did not perplex much participants as they had previous preparation to pass entrance exams. Grammar was also a set of tests which ranged between A1 and B2 level questions. It was true that everybody who took prat in the process did conditionals wrong which meant that this was their strongest weak point in grammar. In addition to this, many of them failed in choosing the right answer either past perfect or present perfect which was confused with one another. Next, reading task was completed which was about one vehicle company in the USA that owned big shares in trading market. They had to do comprehension check activity where participants were asked to match pairs with object in order to show how well they understood. Surprisingly, almost 12 students got wrong answers which supposedly was due to lack of their exposure to outside of the class reading which hugely contributes to increase proficiency in any language area. Whereas the rest 13 participants showed good results which could also be explained by the fact that they had had much earlier exposure to English language. Final part was writing an essay with 100 or 150 words that was meant to be about logistics. It is worth stating that this part was one of the most challenging for them as they were barely able to reflect on the role of logistics in trading nowadays. However, they managed to accomplish the task and express their thoughts with very basic sentence structures and meaning was not hard at all to understand. Most of all, those writings were easy to follow and understand.
All in all, the students were allocated one hour to finish the test which 5 out of 25 participants completed fifteen minutes earlier. After checking their results it was vivid that those five learners held B 1 proficiency level while others were between A2 and A2+.
Having finished with diagnostic test next data collection tool was distributing Needs Analysis questionnaire that consisted of ten questions regarding their needs, wants and lacks. The first question asked about participants years of exposure for learning English language. Out of 25 there were 19 students who claimed to have been learning English for almost four years already at that time which they stated mostly started with preparing for university exams. In addition to this, majority of them confirmed that they knew Russian along with Uzbek.