Realistic Needs Matter: The Imperative of Learner-Centred Design in EFL Curriculum Development
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| Title: | Realistic Needs Matter: The Imperative of Learner-Centred Design in EFL Curriculum Development |
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| Language: | English |
| Authors: | Mahmoud M. S. Abdallah (ORCID |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Reports - Evaluative |
| Descriptors: | English (Second Language), Curriculum Development, Student Centered Curriculum, Modern Language Curriculum, Second Language Learning, Curriculum Design, Student Needs, Needs Assessment, Teaching Methods, Student Evaluation, Teacher Role, Language Teachers |
| Abstract: | This article contends that centring English as a Foreign Language (EFL) curricula on learners' specific needs is not merely advantageous but essential for fostering meaningful language acquisition. By synthesising theoretical frameworks, empirical research, and practical applications, it underscores the necessity of systematic needs analysis (NA) to inform curriculum design, pedagogical strategies, and assessment. The discussion bridges learner-centred theories, such as the communicative approach and task-based learning, with actionable practices for educators, emphasising the dynamic role of teachers as facilitators of contextually relevant instruction. Challenges in implementing needs-based curricula are acknowledged, yet the article posits that ongoing, adaptive NA processes can align educational objectives with learners' linguistic, academic, and professional aspirations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672712 |
| Database: | ERIC |
| Abstract: | This article contends that centring English as a Foreign Language (EFL) curricula on learners' specific needs is not merely advantageous but essential for fostering meaningful language acquisition. By synthesising theoretical frameworks, empirical research, and practical applications, it underscores the necessity of systematic needs analysis (NA) to inform curriculum design, pedagogical strategies, and assessment. The discussion bridges learner-centred theories, such as the communicative approach and task-based learning, with actionable practices for educators, emphasising the dynamic role of teachers as facilitators of contextually relevant instruction. Challenges in implementing needs-based curricula are acknowledged, yet the article posits that ongoing, adaptive NA processes can align educational objectives with learners' linguistic, academic, and professional aspirations. |
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