Abstract
In this study, studies on language education were examined and the focal point and scope characteristics of these studies during need assessment were determined. Since the focal point specifies the source of the needs in the process of determining needs, it can be associated with the individual (student and teacher). The scope implies the purpose of the language learn-ing process. For this reason, it is possible to relate the scope to the "why" question. Based on these two factors, it is aimed to present a different perspective in the process of determining the needs of language education in this research. The general survey model was used. The data collected by the general survey model were examined via the descriptive analysis meth-od. According to the findings, it was determined that students' and teachers' needs should be brought to the forefront in the process of determining the contents. Particularly in the content preparation process, it is necessary to focus on two aspects. The first aspect is how the content will be given according to the learners' needs. The second aspect is how to transfer the contents depending on the teachers’ needs. Therefore the elements of education should be able to update depending on the learner's needs and teacher's needs in the educational process. Because the learners' needs and teachers' needs are equally important. Based on this fact, the relationship between “focal point” and “scope” in education needs to be examined in more detail.
Highlights
If the aim of the curriculum is to focus on teachers’ and students’ needs, the question Why students and teachers are not an element among the main elements of the curriculum? is still unclear
Based on these research questions, the purpose of the study is to focus on focal points and scopes in the need assessment process by examining the needs analysis studies conducted in the language education process
Language instruction, to learn and identify the needs of learners, in order to identify difficulties or to solve the problems of the general English, we need to analyze the needs of the students, and to understand the language needs of the students, to investigate chemistry students 'and instructors' perceptions, to investigate the lack of alignment in courses, to investigate the needs of engineers, to investigate undergraduates, to identify the needs of their progress, English language needs of BSc nursing students, to investigate the needs of the students and the real needs of employers, to delineate the efficacy of English for specific purposes (ESP) vis-à-vis to the PYP with special reference to Najran University, to investigate the professors at the faculty of Public and Environmental Health (PEH) 3"
Summary
If the aim of the curriculum is to focus on teachers’ and students’ needs, the question Why students and teachers are not an element among the main elements of the curriculum (objective, content, activity, and assessment)? is still unclear. As a result of the subsequent researches, the meaning and function of the term Require has expanded even more with the words such as demands, motivations, deficiencies, goals, gains, wishes, concerns, necessities, lacks, demands, desires, expectations, constraints, difficulties, preferences, and communicative reasons, or communicative situations (Dudley-Evans and John, 1998). Depending on these meanings, needs analysis is used as a tool for discovering, evaluating, and implementing processes (Martins, 2017). If there is a difference in the observed condition between what should be and what is, it is called inconsistency which is the resource of need situation (Coffing and Hutchison, 1974, p. 6)
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