From task-based needs analysis to curriculum evaluation: Putting methodological innovations to the test in an English for academic purposes program

Abstract

An important initiative in research on second language needs analysis (NA) is the proliferation of recently-proposed methodological standards for ensuring the reliability and validity of NA findings (e.g., Serafini et al., 2015). This paper illustrates how Serafini et al.'s (2015) methodological framework was used to: (a) collect and analyze information on the task-based, academic oral communication needs of EAP students; and (b) evaluate the extent to which the existing EAP curriculum catered to these needs. The data collection featured qualitative and quantitative methods (e.g., document analysis, interviews, observations, questionnaires), a multi-phase design (e.g., open- to close-ended data collection), and multiple sources of information. The analysis focused on triangulating sources and methods in order to gain a more complete understanding of the oral tasks most important for student success. Three task types were identified in this regard: academic lectures, discussions, and presentations. A systematic comparison of the findings with the curriculum's learning outcomes and practices revealed that students' needs were largely being addressed. However, the evaluation also led to reliable conclusions about specific opportunities for curricular improvement for each task type. The results are discussed with an eye towards promoting the use of principled and rational NA in EAP.