• Aliya Aimoldina L.N. Gumilyov Eurasian National University
  • Arailym Smagulova Astana International University



Ключевые слова:

learner needs analysis, learner-oriented approach, professional multilingualism, needs analysis , expected learning outcomes, language for specific purposes


This article explores contemporary perspectives in linguodidactics regarding the necessity of conducting needs analysis for students studying languages for specific purposes. With a growing emphasis on linguistic proficiency for professional engagement globally, universities, including those in the Republic of Kazakhstan, face the challenge of aligning language education with the genuine needs of graduates and employers. This study systematically outlines primary categories of student needs and facilitates informed decision-making in curriculum design and pedagogy selection. Through analysis of existing research, the investigation informs the development of educational content, instructional methodologies, and technology integration in university-level language courses. Ultimately, this approach aims to adequately prepare students for the current Kazakhstani labor market, ensuring their competitiveness by fostering communicative and professional competencies in multiple languages, such as Kazakh, Russian, English, and other foreign languages, thereby exemplifying the concept of professional multilingualism.

Биографии авторов

  • Aliya Aimoldina, L.N. Gumilyov Eurasian National University

    PhD, Associate Professor of Philology Department, L.N. Gumilyov Eurasian National University, Kazakhstan Branch of Lomonosov Moscow State University, Astana, Kazakhstan, e-mail: aliyaaimoldina@gmail.com

  • Arailym Smagulova , Astana International University

    1st year Master’s student, Philological Faculty, Astana International University, Astana, Kazakhstan, e-mail: araylym.smagulova.01@list.ru

Библиографические ссылки

Aimoldina, А., & Zharkynbekova, S. К. (2023). Exploring Multilingualism in Professional Context: Scientometric Analysis. Vestnik Yevraziyskogo Natsional'nogo Universiteta imeni L.N. Gumileva, 2(143), 8–18.

Amzil, I., Aammou, S., & Zakaria, T. (2023). Enhance Students’ learning by Providing Personalized Study Pathways. Conhecimento & Diversidade, 15(39), 83–93.

Aspuri, N., Samad, I. A., Fitriani, S. S., & Samad, N. M. A. (2019). The role of instrumental motivation among EFL students in language learning process. Journal of English Education, 4(1), 48–53.

Baimanova, U., Akhmedov, B., Niyazov, A., Kiyassova, K., & Kazakov, A. (2020). Training future English teachers for the formation of critical thinking in students. Asian ESP J, 16, 116–130.

Bocanegra-Valle, A., & Basturkmen, H. (2019). Investigating the teacher education needs of experienced ESP teachers in Spanish universities. Ibérica, 38, 127–150.

Brindley, G. (1989). The role of needs analysis in adult ESL programme design. The Second Language Curriculum, 63, 78.

Chiu, W.-Y., Liu, G.-Z., Barrett, N. E., Liaw, M.-L., Hwang, G.-J., & Lin, C.-C. (2023). Needs analysis-based design principles for constructing a context-aware English learning system. Computer Assisted Language Learning, 36(1–2), 176–204.

Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge.

Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

Dincer, A., Yeşilyurt, S., & Noels, K. (2019). Self-determined engagement in language learning: The relations among autonomy-support, psychological needs, and engagement. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4).

Dube, T., & Ma, M. (2010). A flexible e-assessment system inspired by design methodology management to accommodate diverse learning styles. International Journal of Digital Society, 1(1), 44–52.

Eragamreddy, N. (2015). Motivating learners to learn: Libyan EFL teachers’ strategies and a perspective. International Journal of English Language & Translation Studies, 3(02), 42–54.

Huhta, M., Vogt, K., Johnson, E., & Tulkki, H. (2013). Needs analysis for language course design: A holistic approach to ESP. Cambridge University Press.

Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge university press.

Hyland, K., & Rodrigo, I. H. (2007). English for academic purposes: An advanced resource book. Miscelánea: A Journal of English and American Studies, 35, 99–108.

Johnson, R. K., & Swain, M. (1997). Immersion education. Cambridge University Press.

Kochmar, E., Vu, D. D., Belfer, R., Gupta, V., Serban, I. V., & Pineau, J. (2020). Automated personalized feedback improves learning gains in an intelligent tutoring system. 140–146.

Kolomiets, S., Tsepkalo, O., Antonenko, I., & Thompson, J. (2020). A needs analysis in teaching ESP writing at Igor Sikorsky Kyiv polytechnic institute. Universal Journal of Educational Research, 8(12), 6361–6368.

Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. Multilingual Matters, 9–9.

Mahoney, J., & Rueschemeyer, D. (2003). Comparative historical analysis in the social sciences. Cambridge University Press.

Miller, C. L., Manderfeld, M., & Harsma, E. A. (2020). 10 Strategies for Engaging Learners with Interactive e-Learning Software.

Munby, J. (1981). Communicative syllabus design: A sociolinguistic model for designing the content of purpose-specific language programmes. Cambridge university press.

Nation, I. S., & Nation, I. (2001). Learning vocabulary in another language (Vol. 10). Cambridge university press Cambridge.

Octaberlina, L. R. (2021). English For Specific Purposes: Need Analysis.

Oxford, R. (2018). Language learning strategies. The Cambridge Guide to to Learning English as a Second Language, 81–90.

Paltridge, B., & Starfield, S. (2016). English for specific purposes. In Handbook of research in to Learning English as a Second Language, 81–90.

Polyakov, O. (2014). Psihologo-pedagogicheskie aspekty proektirovaniya kursa anglijskogo yazyka dlya special’nyh celej: Analiz potrebnostej i vybor podhoda. Filologicheskie Nauki. Voprosy Teorii i Praktiki, 9(39), 133–137.

Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.

Ragin, C. C. (2014). The comparative method: Moving beyond qualitative and quantitative strategies. Univ of California Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.

Rocha-erkaya, O., & Ergünay, O. (2021). Pre-service ELT teachers’ prospective needs and desires for their pre-service teacher education. International Journal of Contemporary Educational Research, 8(3), 1–12.

Surfaifel, F., & Wirza, Y. (2021). Students’ Need Analysis on Prose Studies Course in English Literature. 173–178.

Syaputri, W., Theresia, F., & Yuniarti, F. (2021). Cultural Understanding in English Language Learning. SIGEH ELT: Journal of Literature and Linguistics, 1(1), 27–34.

Tudor, I. (2001). The dynamics of the language classroom. Cambridge university press.

Tzotzou, M. (2014). Designing and administering a needs analysis survey to primary school learners about EFL learning: A case study. Preschool and Primary Education, 2(1), 59–82.

Ulfah, B., Petrus, I., & Mirizon, S. (2021). ESP Needs-based course design for the employees of government protocol department. English Language in Focus (ELIF), 3(2), 143–158.

Valieva, F., Sagimbayeva, J., Kurmanayeva, D., & Tazhitova, G. (2019). The socio-linguistic adaptation of migrants: The case of oralman students’ studying in Kazakhstan. Education Sciences, 9(3), 164.

Warti, W. (2020). ESP Students’needs Analysis Based on the Learning-Centred Approached. Wanastra: Jurnal Bahasa Dan Sastra, 12(2), 164–170.

West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1–19.