English language proficiency is vital for academic and professional success in higher education, particularly in English for Academic Purposes (EAP) and English for Specific Purposes (ESP) programs. However, misalignment between learners’ language needs and existing curricula often undermines learning outcomes. Despite the importance of needs analysis (NA) in addressing these issues, challenges persist, including limited use of systematic methods and inadequate integration of real-world learner requirements into course design. This systematic review examines the role of NA in designing and evaluating English language courses, focusing on persistent gaps between learner needs and curricula. Mixed-methods approaches, combining surveys, interviews, and observations, are identified as the most effective tools, offering a comprehensive understanding of learners’ needs and enabling targeted curriculum development. Main findings highlight mismatches in academic content and practical language requirements, especially in speaking, listening, and technical reading skills. Motivational factors, both instrumental (e.g., career goals) and integrative (e.g., cultural engagement), also play a crucial role in learner engagement. The study underlines NA’s foundational role in curriculum development, advocating for Target Situation Analysis (TSA), triangulation methods, and technology-mediated tools to enhance reliability and relevance. Recommendations include revising curricula, integrating technology, and fostering interdisciplinary collaboration. Future research should explore AI-assisted NA and longitudinal studies to create more inclusive and effective language programs.
Mansor et al. (Wed,) studied this question.
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