1- In order to define the target group, what is the level of EFL that the students who

we will administer the questionnaire to should have (A1, A2, B1, B2, C1, C2)? Is it
relevant to determine this?

The design or implementation of materials for teaching must be oriented taking into account
the characteristics of the students and the educational context because they have variables
that will influence the implementation of a syllabus that allows presenting the content of the
material in the best possible way, adjusted to the prior knowledge of each student to facilitate
the acquisition of knowledge.
McDonough and Shaw (1993) list elements of context, separating them into two groups;
learner characteristics, and those deriving from the educational setting for a language
programme.
According to McDonough and Shaw (1993) among the elements that may affect the planning
and design of activities to establish a language teaching program, and which are part of the
characteristics of the student, we have the following:
Age: this will particularly affect topics chosen and types of learning activity, such as the
suitability of games or role plays.
Interests: as with age, this may help in the specification of topics and learning
Level of Proficiency in English: teachers will wish to know this even where their classes
are based on a "mixed proficiency" principle, rather than streamed according to level. […]
In the same way, McDonough and Shaw (1993) when referring to the setting for English
Language teaching, outlining factors which will influence course planning, syllabus design
and the selection and design of materials:
The role of English in the country, whether it is a regular means of communication or
primarily a subject taught in the school curriculum, where, in turn, it may or may not be the
first foreign language. This relates to the linguistic environment, and to whether English is
spoken in the community outside class or alternatively never heard.
Resources available, books and paper, audio-visual material (hardware and software for
cassette and video laboratories, computers, reprographic facilities and so on). Design and
choice of teaching materials will be particularly affected by resource availability, (...)
The socio-cultural environment, this can often determine the suitability of both materials
and methods. For example, some text books contain topics which are inappropriate to the
setting, and some classroom methods require an unacceptable set of teacher and learner
roles. […]
2- Derived from the previous question, what language shall we use to write the
questionnaire?

3- Concerning the target group, is the students’ age important to design the questionnaire?

4- In my opinion, every questionnaire must include the students’ personal details to find
out their learning needs. In this “block” of personal details, would you include questions
such as:

4.a Gender? And, if you did, would you offer collect the habitual options Male/Female or
any other?

4.b. We will obviously ask our students for their first and last names. Would you add any
other?

4.c. If questions on culture were formulated, would you ask them about their religious
ideas/ beliefs?

4.d. Would you include questions about physical needs/ special educational needs? Account
for your answers.

5- Do you consider it feasible to divide the questionnaire into several phases, one
before the course, another during it and finally, another one, at the end of it? What kind of
questions would you ask in each phase?

On the other hand needs analysis is a distinct and necessary phase in planning educational
programs and curriculum development. It is used to collect information about learners’
needs, focusing on the study of learners’ perceived and present needs, as well as their
potential and unrecognized needs.

At the beginning of the SLA program, learner's needs retrieval might be used to determine
appropriate program types and course content; during the program, it assures that learner
and program goals are being met and allows for necessary program changes; at the end of
the program, it can be used for assessing progress and planning future directions for the
learners and the program.

6- Questions of the kind: Do you learn better sitting on a chair or moving around the
classroom? Or, like: Do you like your teacher to correct you?, or How would you qualify
your relationship with your mates: not so good, good or very good?. In what phase would it
be better to ask them and why?