Needs analysis for developing tailored English program for adult learners in universities

Objectives The purpose of this study is to analyze the needs for adult learners in universities to develop tailored English programs. Methods A survey was conducted in rounds 1 and 2. to investigate the needs of adult learners. The results of the first survey was briefly summarized and the needs for developing an English program for special purposes based on the results of the second survey was analyzed. The second need analysis was conducted by expanding the number of participants and Borich analysis was additionally conducted. Need analysis for each of the four English functions were conducted and questions in survey was modified and reorganized. To develop an English program for the special purposes of adult learners in university, the results of the first and second need analysis were synthesized and analyzed. Results First, as a result of analyzing the priority requirements for each English function, the order was speaking, listening, reading, and writing. Second, the necessary of phonological awareness was confirmed in the difficulties for pronunciation and word recognition because of high due to a lack of phoneme awareness in the contents for listening and reading functions. Third, in relation to speaking skills, there was a high demand for communication-oriented speech and vocabulary. Fourth, it was found that small group, one to one and online learning methods that are operated according to the level of the learner are preferred. Fifth, lack of confidence was found to be the most important obstacle to learning, followed by lack of time, which was an environmental learning obstacle. Sixth, when running classes, there was a high demand for flexible time adjustments by taking into account various schedules such as family, work, and social obligations. Conclusions First, it is necessary to provide phonics content from the beginning of the tailored program so that pronunciation and phonetic spelling related to vocabulary can be learned. Second, it is necessary to construct a program to strengthen communication-oriented speaking skills by selecting topics such as travel English, employment English and common English that are immediately applicable to real life. Third, it is necessary to provide a personalized learning experience at one's own pace and method and when teaching in small groups, cooperative and participatory class management methods that clearly present goals rather than rote memorization should be considered. Fourth, factors such as the learner's disposition, emotional state participating in learning and the learner's confidence, which are the most important causes of learning obstacles must be actively considered and paid to attention must be paid to motivation, experience and environmental provision. Fifth, when producing textbooks and teaching aids, it is necessary to produce customized textbooks by taking into account the aging and eyesight of learners, and in particular, repetitive learning should be strengthened by taking memory into consideration. Sixth, when using Edu-tech and educational media, excessive burden must be reduced and gradual use should be gradually expanded. Seventh, the program must be operated flexibly, taking into account the special characteristics of adult learners, such as unique environments and responsibilities.