Needs Analysis for Developing an English Listening Instruction Curriculum for Pre-Service Teachers

Abstract

This study aimed (1) to investigate the necessities, lacks, and needs related to the development of an English listening instruction curriculum for pre-service teachers and (2) to explore guidelines for curriculum development based on lecturers’ perspectives. The participants consisted of 120 third-year pre-service teachers majoring in English and 6 English lecturers from Rajabhat Universities in Northeastern Thailand. A mixed-method research design was employed. Quantitative data were collected using a five-point Likert-scale needs analysis questionnaire, while qualitative data were obtained through semi-structured interviews. Descriptive statistics, including mean and standard deviation, were used to analyze quantitative data, and qualitative data were analyzed thematically. The findings indicated that the development of an English listening instruction curriculum should be grounded in three interrelated dimensions. Regarding necessities, participants emphasized curriculum content focusing on English listening teaching techniques and methods, practice-oriented instructional activities, and the integration of instructional media and technology. In terms of lacks, the existing curriculum was perceived as insufficient in enhancing teaching competence in English listening, lacking systematic coverage of listening pedagogy and opportunities for practical application. With respect to needs, the participants strongly expressed the needs for increased use of instructional media and technology, explicit instruction in listening teaching methods, and intensive hands-on practice. The interview findings further suggested that a dedicated listening instruction course should incorporate curriculum analysis, learning standards, assessment methods, teaching techniques, and microteaching. These findings highlight the importance of needs analysis as a foundation for curriculum development in English teacher education.