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In:From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts
Edited by Roger Gilabert and Aleksandra Malicka
[Task-Based Language Teaching 20] 2026
► pp. 223–250

Chapter 9
Needs analysis for general purpose courses

Does it hold to its promise?

 | Université de Montréal
 | McGill University
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter examines the effectiveness of needs analysis in developing and evaluating a B2-level French as a Second Language (FSL) program at the university level. Using surveys (N = 37), focus groups (n = 8), and instructor interviews (n = 3), the study reveals how thorough needs analysis informs general-purpose curricula, enhancing task-based learning. It underscores the importance of updating programs to address evolving technologies, instructional methods, and learner needs. Over six years, significant contextual changes highlighted the need for curricular adjustments to maintain relevance. Contributing to task-based language teaching (TBLT) discourse, the chapter emphasizes program evaluation as vital for refining and validating second language (L2) education frameworks.
Article outline
  • Introduction
  • Task-based language teaching: From needs analysis to program evaluation
  • Context
  • Research objectives
  • Method
    • Participants
    • Instruments
    • Focus group
    • Teachers’ interviews
  • Results
    • Questionnaire
    • Focus group
    • Analysis of oral tasks in the task-based French as a second language program
      • Fulfilled needs
      • Unmet needs and challenges
    • Analysis of written tasks in the task-based French
      as a second language program
      • Fulfilled needs
      • Unmet needs/challenges
    • Analysis of themes and vocabulary in the task-based French
      as a second language program
      • Fulfilled needs
      • Unfulfilled needs
    • Analysis of integration into university, employment,
      and life in Quebec and Montreal
      • Integration into university life
      • Integration into employment
      • Integration into Montreal and Quebec life
  • Teacher interview
  • Discussion
  • Conclusion
  • Reflection questions
  • Author queries
  • Notes
  • Suggestions for further reading
  • References
References (27)
Suggestions for further reading
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Lambert, C. (2021). Task-Based Language Teaching in a Japanese University: From Needs Analysis to Evaluation. In M. J. Ahmadian & M. H. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 121–134). Cambridge University Press. Google Scholar logo with link to Google Scholar
Smith, G. F., Jung, H., & Zenker, F. (2022). From task-based needs analysis to curriculum evaluation: Putting methodological innovations to the test in an English for academic purposes program. English for Specific Purposes, 66, 80–93. Google Scholar logo with link to Google Scholar
Tigchelaar, M., & Forget, G. (2024). French writing tasks for undergraduate learners: A task-based needs analysis. TASK: Journal on Task-Based Language Teaching and Learning, 4(1), 49–77. Google Scholar logo with link to Google Scholar
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