Techno-pedagogical Education in Teaching of English Speaking Skills: A Needs Analysis Study

Abstract

The aim of this study is to conduct a needs analysis in order to develop a techno-pedagogical-based design for English speaking skills courses. The study was conducted using qualitative research methods and a basic qualitative research design. Semi-structured individual interviews were conducted with 13 students from Civil Aviation Cabin Services programme at a state university in Turkey and the data were analysed using content analysis techniques. The findings show that exam- and grammar-focused teaching negatively affects English speaking practice; students experience difficulties with accent, vocabulary, fluency and pronunciation; and lack of self-confidence, fear of making mistakes and nervousness negatively affect the process. Students expect a communicative, student-centred lesson design based on interests and needs, supported by professional and current content and including discussion, role-playing, game-based and collaborative activities. In the assessment process, performance, process and participation-based approaches and flexible applications such as video-based assignments are preferred. Participants reported positive perceptions regarding the use of technology; they state that online courses, mobile applications, social media and audiovisual materials increase exposure by providing time and space flexibility and support pronunciation, listening and speaking skills. The results show that techno-pedagogical education is necessary for effective and sustainable learning in speaking classes and that needs analysis should be central to curriculum development processes.