Section 2b: An Understanding of Your Target Learners

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, 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 of sessions, 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:

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.

Learners frequently commented that the focus on realistic tasks (such as presentations and meetings) directly improved their confidence at work. For instance, one learner later reported that they successfully gave a regional presentation with questions and answers after practising through scaffolded roleplays. This success highlighted the value of scenario-based tasks, but I also recognised that supporting these tasks required more focused language input. The same principle shapes my staff training at Imperial: I prioritise practice in real scenarios — such as using Canvas analytics to evaluate engagement — so that colleagues leave sessions with applied confidence rather than only theoretical knowledge.

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. Similarly, when designing training at Imperial, I break down complex technical features into smaller, task-specific activities. This mirrors the way shorter vocabulary sets once helped language learners, ensuring that staff can absorb key concepts without cognitive overload.

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.

These findings also inform my Imperial training design — using scenario-based tasks and mid-course feedback cycles to maintain relevance and support confidence in authentic contexts.

Building directly on these earlier insights, these same learner-centred approaches now inform my current practice at Imperial. For example, in preparing Canvas training for staff, I have emphasised scenario-based activities (for example, using analytics) rather than abstract feature lists, mirroring the workplace-focused roleplays I once used with English learners. This ensures staff are confident applying the tools in their own contexts, rather than passively hearing about functionality without opportunities to practise.

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
Applied these learner-centred strategies in staff training at Imperial (scenario-based Canvas activities, chunked tasks to reduce cognitive load).

Evidence

Needs Analysis & Course Design

First Session Questions (PDF) Structured needs analysis capturing goals, workplace tasks, confidence by skill, and pain points; anchors personalised planning and ongoing course adjustments.
Designing a Bespoke English Course for Professionals (PDF) Example ten-week curriculum aligned to real scenarios (meetings, calls, requests); shows constructive alignment from needs analysis to objectives, activities, and assessment.

Personalised Feedback & Usage Clarity

Example Feedback: Complete & Full (Markdown) Targeted written feedback addressing false friends and nuanced usage; models clear explanations that build accuracy, confidence, and workplace transfer.