A case study on needs assessment of English language teachers

This study investigates and reports English as a Foreign Language (EFL) teachers’ needs with regard to the current curriculum they are implementing and teaching receptive and productive language skills at a private university preparatory school. 18 EFL teachers participated in this study and data were gathered by means of semi-structured interview. Pattern-coding strategy (Miles and Huberman, 1994) was employed to analyse the data qualitatively. The results identified common problems and suggestions among the participating teachers concerning the curriculum and instruction. In the end of the study it is suggested that teachers’ needs should be taken into consideration as much as students’ needs during the design and implementation process of the language teaching curriculum and syllabus.