Tertiary-level Japanese EFL Learners’ Perceived and Desired Language Skills in Comparison with Actual Proficiency: An Explorative Learning Situation Needs Analysis
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The purpose of this learning situation needs analysis is to investigate the perceived and desired language skill needs and wants of Japanese university EFL learners in comparison with their actual proficiency data to inform researchers, practitioners, and teachers about the current state and needs of EFL learners. This study involved 350 first-year Japanese EFL learners who completed an online questionnaire about their current self-estimated proficiency and their language skill needs at the time of graduation and throughout their lifetime according to the Common European Framework of Reference self-assessment descriptors. The participants also answered an open-ended question regarding what they want to be able to do in English at the time of graduation. Their perceived receptive proficiency levels were compared with their scores on English proficiency tests. The results showed that while participants could self- estimate their proficiency to some extent, they tended to overestimate their current proficiency and aspired to achieve even higher levels throughout their lifetime. The results of the open-ended question implied that there were needs and wants for engaging in real-time communication, which possibly reflected the participants’ lowest evaluation in their current interacting skills among the five skills.
Abstract
The purpose of this learning situation needs analysis is to investigate the perceived and desired language skill needs and wants of Japanese university EFL learners in comparison with their actual proficiency data to inform researchers, practitioners, and teachers about the current state and needs of EFL learners. This study involved 350 first-year Japanese EFL learners who completed an online questionnaire about their current self-estimated proficiency and their language skill needs at the time of graduation and throughout their lifetime according to the Common European Framework of Reference self-assessment descriptors. The participants also answered an open-ended question regarding what they want to be able to do in English at the time of graduation. Their perceived receptive proficiency levels were compared with their scores on English proficiency tests. The results showed that while participants could self- estimate their proficiency to some extent, they tended to overestimate their current proficiency and aspired to achieve even higher levels throughout their lifetime. The results of the open-ended question implied that there were needs and wants for engaging in real-time communication, which possibly reflected the participants’ lowest evaluation in their current interacting skills among the five skills.