Using Needs Analysis to Foster Sustainability of Business English Courses: A Case Study of a University in the South of Chile

Abstract

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends.