specialty journal of language studies and literature
A Triangulated Study on the Iranian EFL Learners’ Perceptions and Attitudes Regarding Their own Needs
Hosein Siahpoosh1, Arman Rashid Shomali, Arya Farshood
The present study aimed at finding out different perceptions of Iranian EFL learners in teaching English with respect to their own needs in order to shed light on the practice of language teaching in an EFL context. It is surely worthwhile to investigate the possible perceptions among learners and attitudes towards learners' needs, as they can influence the effectiveness of classroom instruction. To this end, a 4/5-point Likert-scale questionnaire based on Atai and Shoja's (2011) questionnaire called ''Needs Analysis and Self-assessment'' questionnaire was developed, piloted with 15 EFL teachers who were representative of the main group, validated, and administered to 120 Iranian EFL learners through mail and in person. To enrich the data, 30 Iranian EFL learners were interviewed, too. The learners’ perceptions of their own needs were compared using mean scores and standard deviations. In order to determine whether there was any statistically significant difference between learners' perceptions regarding their own needs, a questionnaire and interview were given to the participants. The results indicated that there are not statistically significant differences among learners’ perceptions in teaching English with respect to their needs for the whole scale. The results of the interviews confirmed these findings, too. Based on the findings of this study, it is proposed that learners should be given more voice and autonomy in different stages of English language teaching and learning especially “needs analysis”.