2b: An Understanding of Your Target Learners

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CMALT Guidance

Statements should show how you have found out about learners' needs and the context for their studies, and how you have developed approaches that reflect this.

Evidence might include a description of how assistive technologies have been used to support disabled students, how learner feedback has influenced the design of an e-portfolio, how the needs of work-based learners or overseas students have shaped the curriculum, or records of conversations with product analysts, marketing departments or course teams and the resulting plans for your design. Evidence of changed practice, rather than simply the recognition that this is an important area, is required.

Description

Understanding my learners' individual needs and professional contexts has been central to my practice as an English language teacher. Since 2013, I have worked with adult learners from a range of professional backgrounds, including finance, IT, sales, and administration, most of whom were working in international environments. These learners often needed English for real-world interactions such as client meetings, presentations, or internal communications.

To tailor the learning experience from the start, I created a document titled First Session Questions (PDF), which I used as a structured needs analysis tool. It covered learners' current proficiency, goals, work tasks requiring English, confidence levels in speaking, listening, reading, and writing, and any past difficulties or frustrations with the language.

Based on this information, I designed bespoke ten-week courses. For example, one group needed to improve clarity in introductions and requests during meetings. Their curriculum included topics such as:

  • Face-to-face and telephone introductions
  • Making polite requests
  • Managing phone calls
  • Cultural differences in business
  • Numbers and prepositions
  • Business idioms

Many learners struggled with numbers in different contexts (for example, dates, years, telephone numbers), so I devoted a full session to this topic, incorporating audio practice, dictation, and roleplays.

I also sent preparatory materials at least five working days before each lesson, allowing learners time to engage in advance, which helped reduce anxiety and boost participation.

Written feedback is a core part of my teaching. I provide detailed corrections and explanations, particularly around grammar, vocabulary, and pronunciation. This is delivered via documents and, in the past, a bespoke language learning LMS. Feedback is individualised and responsive to learners' first language influences. For example, Latin-based speakers often confuse 'complete' with 'full' due to false friends (completo is used to mean full in Portuguese, Spanish, and Italian). To address this, I gave the following explanation:

Example Feedback

Complete & Full

complete (whole)

'Complete' is usually used to mean whole (containing all the parts or pieces):

  • A complete set of dishes.
  • The complete works of Dickens.

full (no more space)

'Full' is usually used to mean that a space holds or contains as much as possible; it's filled up:

  • This cup is very full so be careful with it.
  • My plate was already full.
  • I tried to get into the cinema last night but it was full.

This level of detail helped learners build not only vocabulary but awareness of nuance and usage.

Reflection

While I initially relied on a fixed structure for needs assessments, experience taught me the importance of a more conversational and collaborative approach. Learners were more engaged when they felt they had agency in shaping their course. I also learned that cultural context affected learners' confidence, especially in phone conversations or group settings. This insight shaped both course content and delivery style. For example, by introducing roleplays with escalating levels of difficulty, learners could gradually build confidence.

Previously, I relied on comprehensive lists of topic-based vocabulary, assuming volume equated to value. However, learners struggled to retain and apply this material. Based on their feedback and observed difficulties, I revised my approach to provide shorter, situation-specific vocabulary lists followed by immediate application in roleplay or dialogue. This improved learner recall and confidence.

Over time, I began to integrate learner feedback mid-course rather than waiting until the end. This allowed me to adjust the focus dynamically, ensuring that learners' needs remained central and up-to-date. I also adjusted the balance between input and output: early in my career, I overloaded learners with material; later, I shifted toward enabling application, reflection, and review — essential principles in language acquisition.

These changes are supported by wider research into employability and workplace English needs. Samantha Ball (2024) highlights that learners often face a lack of real-world conversation practice in class and insufficient opportunities to use English outside of it. Similarly, Bridge Education Group and Pearson (2023) advocate for a practical, scenario-based approach to English teaching, such as roleplays around workplace communication, writing emails, and preparing for interviews. My focus on realistic contexts, spoken fluency, and confidence-building directly addresses these recognised gaps in English language education.

Although I developed my approach years prior, recent guidance by Ohidujjaman (2023) further supports the importance of thorough needs analysis for adult learners. Ohidujjaman outlines that this process enhances engagement, improves goal-setting, focuses lesson time on meaningful outcomes, and fosters learner-centred environments. This mirrors my own experience: learner motivation and progress significantly increased when their real-world needs were prioritised and continuously re-evaluated.

Summary

  • Conducted structured and conversational needs assessments to personalise learning
  • Designed and adapted bespoke course structures based on learner goals and workplace demands
  • Provided detailed written feedback to address common errors and clarify usage
  • Incorporated learner feedback and reflection into ongoing course adjustments
  • Recognised cultural and linguistic influences on learner confidence and adapted delivery accordingly
  • Shifted from rigid to flexible approaches to maximise learner engagement and autonomy
  • Aligned my teaching with sector recommendations to embed real-world, scenario-based language use for employability

Evidence

  • First Session Questions (PDF) Demonstrates a structured approach to identifying learners' individual goals, workplace needs, and confidence levels across language skills. Informs personalised course design and learner-centred planning.
  • Designing a Bespoke English Course for Professionals (PDF) Provides an example curriculum tailored to real-world communication needs. Includes session outlines that reflect input from needs analysis and demonstrate how learning objectives align with workplace scenarios.

Further Reading