Exploring Educational Needs: Insights from Tourism Student

Analysis

Bobomurodova Gulhayo Ismoil Qizi, Gulchekhra Sh. Khazratova, Umirkulova Madina

Bakhtiyarovna, Ruzimbayeva Nasiba Temur Qizi and Esanboyeva Mushtariy Alijon Qizi

Tashkent Medical Academy, Tashkent, Uzbekistan

Keywords: Diagnostic Tests, Interviewing, Questionnaires, Cultural Competence, Curriculum Design.

Abstract: The requirements review entails a comprehensive exploration aimed at discerning the multifaceted needs,

desires, and expectations of tourism students, employing a triangulated methodology. This investigative

process incorporates three distinct strategies: firstly, meetings are conducted to facilitate direct engagement

and gather insights from stakeholders; secondly, symptom checking involves scrutinizing existing issues or

deficiencies within the current framework to identify potential areas for improvement; finally, investigation

entails a systematic examination of relevant data, literature, and best practices to inform decision-making. By

employing this triangulated approach, the review seeks to offer a holistic understanding of the requirements

of tourism students, thereby enabling the development of effective strategies and interventions to enhance

their educational experience.

1 INTRODUCTION

In conducting a thorough needs analysis within the

realm of Tourism education, a triangulated approach

is employed, incorporating three distinct

methodologies: interviewing, diagnostic testing, and

questionnaire administration. This triangulation

affords a comprehensive understanding of the needs,

wants, and deficits of students within this field,

facilitating the design of tailored educational

interventions. Interviews constitute a fundamental

component of this methodology, allowing for

nuanced exploration of individual students' language

competencies, cultural acumen, and career

aspirations within the tourism sector. Through these

interpersonal exchanges, educators can delve into the

specifics of students' interests, pinpoint challenges

they encounter, and identify precise linguistic

proficiencies requiring refinement. The depth

afforded by interviews fosters a more personalised

insight into each student's educational journey,

enriching subsequent pedagogical strategies.

Complementing this qualitative approach, diagnostic

tests serve as invaluable tools for assessing students'

current proficiency levels across key language

domains such as speaking, writing, listening, and

reading. These assessments not only discern areas of

strength and weakness but also provide empirical data

to inform instructional planning. By discerning the

specific linguistic competencies in need of

enhancement, educators can tailor curriculum content

and teaching methodologies to align with the

linguistic demands inherent within the tourism

industry. Supplementing these qualitative and

quantitative methodologies, questionnaires afford a

structured avenue for gathering insights into students'

preferences, learning modalities, and course

expectations. The quantitative data gleaned from

these instruments provides a broader perspective on

cohort-wide trends and preferences, complementing

the individualised insights garnered through

interviews. By scrutinising responses to

questionnaires, educators can discern overarching

patterns, enabling the development of pedagogical

approaches that resonate with the collective needs and

preferences of the student cohort.

In essence, this triangulated needs analysis

methodology offers a holistic lens through which to

perceive and address the multifaceted requirements of

Tourism students. By synthesising qualitative

insights from interviews with quantitative data from

diagnostic tests and questionnaires, educators can

tailor instructional strategies that resonate with the

Qizi, B., Khazratova, G., Bakhtiyarovna, U., Qizi, R. and Qizi, E.

Exploring Educational Needs: Insights from Tourism Student Analysis.

DOI: 10.5220/0012870500003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 457-461

ISBN: 978-989-758-723-8

457

diverse linguistic, cultural, and educational

backgrounds present within the student cohort. This

iterative process of needs assessment and curriculum

adaptation ensures that educational interventions

remain responsive and relevant to the evolving needs

of students within the dynamic landscape of tourism

education.

2 ANALYSIS

2.1 Needs Analysis

In crafting a curriculum tailored to the needs of

Tourism students, educators deploy a strategic blend

of methodologies to ensure a comprehensive

understanding of learners' requirements. This

amalgamation, often termed triangulation of data, is

pivotal in shaping a curriculum that effectively hones

language skills and cultural competence within the

dynamic realm of the tourism industry.

Firstly, educators embark on a journey to identify

specific language needs through a combination of

interviews and diagnostic tests. These tools serve as

compasses, guiding educators towards pinpointing

the precise language skills necessitating further

development. Whether it be honing communication

prowess for seamless interactions with tourists,

refining writing skills to craft compelling

promotional materials, or sharpening listening

abilities to decipher diverse accents prevalent in the

tourism sector, this initial phase lays the groundwork

for targeted intervention.

Complementing this endeavour is an exploration

into individual learning styles through the

administration of questionnaires. These instruments

serve as conduits for unravelling the diverse tapestry

of learning preferences among students. From visual

learners who thrive amidst vivid illustrations to

kinesthetic learners who revel in hands-on

experiences, educators glean invaluable insights into

the nuanced fabric of student learning. Armed with

this knowledge, educators are empowered to

customise teaching methodologies, ensuring

alignment with the varied learning proclivities

exhibited by students.

Yet, the journey towards curriculum refinement

does not cease with a mere understanding of language

needs and learning styles. A crucial facet that

demands attention is the cultivation of cultural

competence. Through the lens of needs analysis

research, educators unravel the fabric of students'

cultural acumen, shedding light on potential gaps in

their comprehension of diverse tourist markets. This

illumination paves the path for the integration of

cultural competence training within the curriculum,

equipping students with the requisite tools to navigate

the intricacies of cross-cultural interactions inherent

to the tourism landscape.

Central to this iterative process is the synthesis of

insights gleaned from the triangulated data. Armed

with a panoramic view of students' language needs,

learning preferences, and cultural competencies,

educators embark on the task of curriculum design.

This phase is characterised by a bespoke approach,

wherein each facet of the curriculum is meticulously

tailored to address the identified needs of Tourism

students. From the selection of instructional materials

to the design of learning activities, every element is

imbued with purpose, ensuring relevance,

engagement, and efficacy in enhancing students'

language skills and cultural competence.

In essence, the triangulation of data in needs

analysis research for Tourism students serves as a

beacon guiding educators towards the creation of a

curriculum that transcends mere pedagogy, fostering

an ecosystem wherein language proficiency and

cultural acumen converge harmoniously. Through

this holistic approach, educators pave the path for

students to not only succeed but thrive within the

multifaceted milieu of the tourism industry, poised to

navigate its intricacies with finesse and aplomb.

The questions sought for in the following needs

analysis are:

1. What are the learners' current language

ability from each skill?

2. How well the learners are familiar with the

language for tourism?

3. What are the learners' expectations from the

course?

4. How is the English language used in the

target context?

5. What do the learners need to be able to do at

the end of the course?

6. What are some common real-life situations,

skills and communication strategies that

professionals in the tourism and hospitality

industry encounter everyday at work and

need to navigate effectively?

7. Does cultural competency play a role in

tourism and hospitality discourse? If so,

what is it?

What specific vocabulary and terminology

are essential for learners to develop a solid

understanding of the tourism and hospitality

industry?

9. How can we effectively replicate and

simulate these target situations in the

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classroom, expose our students to a variety

of authentic materials and provide learners

with necessary knowledge and skills to deal

with cultural differences?

This needs analysis is crafted to thoroughly assess

various critical aspects in designing a tailored

language course for learners within the tourism and

hospitality sector. Initially, it aims to evaluate the

learners' current proficiency across language skills

such as speaking, listening, reading, and writing,

providing a foundational understanding to inform

teaching strategies. Secondly, it seeks to gauge their

familiarity with language specifically relevant to the

tourism domain, acknowledging the unique linguistic

demands of this sector. Additionally, the analysis

aims to uncover the learners' expectations from the

course, shedding light on their anticipated outcomes

and areas of interest.

2.2 Present Situation

Conducting a comprehensive situation analysis is

paramount in educational settings, particularly in

language teaching, as underscored by Macian (2014).

In his seminal work, Macian accentuates the pivotal

role of linguistic competence, particularly in fields

like tourism where effective communication hinges

on accurate and compelling language use. To gauge

learners' current proficiency levels, our approach

encompassed a diagnostic analysis, strategically

designed to assess grammar, vocabulary, reading, and

writing competencies. Drawing from a range of

assessment tools, we employed gap-filling and

multiple-choice exercises to evaluate grammar and

vocabulary across various proficiency tiers. For

assessing reading comprehension, we utilised

academic articles of varying lengths and complexities,

supplemented by open-ended inquiries, heading

matching, and multiple-choice questions. To appraise

writing skills, tasks involving the composition of

recommendation and response letters were

administered. These multifaceted assessments

provided nuanced insights into learners' linguistic

strengths and weaknesses, serving as the bedrock for

informed curriculum development.

The outcomes of our diagnostic analysis yielded

valuable insights into learners' proficiency levels

across different language domains. Notably, while a

significant majority demonstrated commendable

proficiency in grammar, particularly up to advanced

levels, a considerable proportion struggled with

writing tasks, with 60% exhibiting poor performance.

Conversely, the majority of students displayed

competence in vocabulary assessments up to upper-

intermediate levels, although a notable minority

lagged behind, indicating familiarity only with pre-

intermediate level vocabulary. In terms of reading

comprehension, while learners performed

satisfactorily with shorter texts, challenges arose with

longer passages, suggesting a need for targeted

intervention. These findings corroborate the assertion

by Dudley-Evans and St John (1998) that an in-depth

analysis of learners' present situation serves as a

cornerstone for effective curriculum design, enabling

educators to discern areas of deficiency and tailor

instructional strategies to bridge the gap between

learners' current proficiency and desired language

goals.

2.3 Target Situations and Discourse

In curriculum development for English language

learners, a critical initial step involves identifying the

communicative events that occur within the target

situations they are likely to encounter. This process,

as elucidated by Dudley-Evans and St John, as cited

in Chan (2018), is pivotal as it delineates the tasks and

activities for which learners will employ English. It

necessitates a thorough analysis encompassing not

only what learners must know to function effectively

within these contexts, as emphasized by Hutchinson

and Waters (1987), but also the generic structure,

lexicogrammatical features, and pragmatic nuances

of language usage within these scenarios, as

underscored by Chan (2018).

However, conducting direct observations in

authentic settings can be challenging due to

constraints such as time, accessibility, and expenses.

Consequently, alternative approaches become

imperative, such as referring to published materials

derived from corpora of authentic workplace

interactions or designing materials incorporating

research findings, as proposed by Chan (2018). Yet,

it is crucial for curriculum designers to acknowledge

that while published materials offer insights, they

may not always accurately reflect the relational

language employed in learners' actual workplace

interactions, potentially presenting a pedagogical

distortion.

To mitigate these limitations, a multifaceted

approach is adopted, involving meticulous scrutiny of

diverse materials, research studies, and coursebooks,

supplemented by intermittent engagement with real

workplace environments whenever feasible. Through

such endeavours, a comprehensive understanding of

the communicative events aligned with target

situations begins to emerge.

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459

Moreover, as highlighted by G. Khazratova

(2023), leveraging the target situation technique

proves instrumental in teaching cultural

competencies. This pedagogical approach centres on

exploring disparities between learners' native culture

and the target culture, thereby fostering intercultural

awareness and sensitivity. It is imperative not only to

compare features across distinct cultures but also

within a single culture, given its dynamic nature and

the varied interpretations stemming from different

generations.

Given the global nature of the tourism industry,

emphasis is placed on developing intercultural

competencies, understanding diverse cultural norms

and customs, and adeptly catering to a plethora of

customer needs and preferences. Furthermore,

cultivating soft skills such as negotiation, maintaining

a positive attitude during conflicts with diplomatic

finesse, and adapting communication styles to suit

varying customer expectations are deemed

paramount. Coursebooks tailored for the tourism and

hospitality sector, exemplified by works like

"Tourism" by Walker and Harding, delineate the

discourse features of language pertinent to these

domains.

2.4 Wants Analysis

During an informal Q&A session within the

classroom, it became apparent that students'

aspirations are predominantly tied to achieving

proficiency in their respective fields. Given the

demands of their future careers, which entail active

participation in oral discourse, mastery of the English

language emerges as a paramount priority. This

sentiment aligns with the findings of Cowling (2007),

whose research revealed dissatisfaction among

learners who perceived their previous courses as

lacking relevance to the realities of their chosen

profession, particularly within the realm of business.

Echoing this perspective, Chan (2018) posits that

students universally anticipate exposure to authentic

language learning experiences. In our context,

students harbour ambitions of becoming adept

professionals equipped with a robust command of

English to effectively engage with customers hailing

from diverse cultural backgrounds. Their envisioned

skill set encompasses the capacity to deliver

exemplary service, navigate conflicts adeptly,

propose viable solutions, and articulate content in a

manner befitting the demands of their chosen

vocations. Central to their aspirations is a desire for

instructional methodologies that mirror real-world

scenarios, furnish practical strategies for conflict

resolution, and foster the cultivation of soft skills such

as effective communication and adaptability.

Thus, the students' articulated objectives reflect a

convergence of academic pursuits with pragmatic

career aspirations. Their collective desire for an

educational framework that mirrors the dynamism of

their future professional environments underscores

the importance of pedagogical approaches that

transcend mere linguistic acquisition. Indeed, the

quest for authenticity in language learning is

emblematic of a broader ambition to bridge the gap

between theoretical knowledge and practical

application. By envisaging themselves as competent

employees poised to navigate the complexities of

global business landscapes, students underscore the

imperative for educational interventions that

transcend rote learning in favour of experiential

engagement. Consequently, educators are tasked with

the challenge of devising curricula that not only

impart linguistic proficiency but also cultivate the

interpersonal skills requisite for success in diverse

and dynamic workplaces. In embracing this holistic

approach to language education, institutions stand to

empower students not merely as fluent speakers of

English, but as adept communicators and agile

problem-solvers equipped to thrive in an increasingly

interconnected world.

2.5 Lacks Analysis

In the domain of curriculum design, a fundamental

aspect lies in the comparison between the desired

outcome, encapsulated in the target scenario, and the

present capabilities of the learners. As highlighted by

Chan (2018), this examination unveils the disparities

between what students ought to proficiently perform

within the domain of English for Specific Purposes

(ESP) and their current competencies, often termed as

"lacks". Analysis of survey findings in our context

underscored several deficiencies among learners,

particularly in productive skills and specialised

vocabulary pertinent to the tourism industry. Notably,

students grappled with idiomatic expressions and

terminologies, crucial for effective communication

with tourists, colleagues, and industry stakeholders.

Furthermore, challenges were evident in both written

and oral expression; students struggled to articulate

coherent letters and engage in fluent dialogue, citing

a lack of confidence during examiner interactions.

Additionally, a deficiency in cultural understanding

surfaced, impeding the establishment of productive

cross-cultural relationships within the tourism sphere.

Addressing these identified gaps necessitates the

integration of authenticity into the teaching process, a

strategy advocated by Chan (2018). The overarching

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goal, as Chan asserts, is to craft a curriculum that

facilitates learners in acquiring the requisite skills for

adept functioning within their target environment. To

this end, practical solutions are paramount. Activities

such as writing workshops, guided by the writing

process, and interactive sessions involving

discussions, role-plays, and case studies can enhance

both writing proficiency and oral fluency while

bolstering learners' confidence. Through such

immersive and purposeful pedagogical approaches,

educators can bridge the identified gaps, equipping

learners with the multifaceted skills requisite for

success in the tourism industry's diverse and dynamic

landscape.

3 CONCLUSION

In the pursuit of enhancing educational provision for

tourism students, our research embarks upon a

meticulous needs analysis, employing a triangulated

methodology incorporating interviews, diagnostic

assessments, and questionnaires. This comprehensive

approach is designed to discern the multifaceted

requirements, desires, and deficiencies of our

students, addressing pivotal inquiries concerning

their current linguistic proficiency, familiarity with

tourism-specific language, expectations from the

course, and the practical application of English within

the tourism domain. By delving into the nuances of

communication within this sector, including cultural

competency, vocabulary essentials, and effective

pedagogical strategies, we aim to tailor our

curriculum to precisely meet the educational needs of

our students.

The present situational analysis, an integral facet

of our research, delves into diagnostic evaluations

spanning grammar, vocabulary, reading

comprehension, and writing competence to ascertain

the existing language aptitudes of our learners.

Noteworthy insights have emerged from these

assessments, revealing a notable deficiency in writing

proficiency among a significant proportion of

students, while grammar skills remain commendable.

Similarly, challenges in vocabulary acquisition and

reading comprehension have been identified,

necessitating targeted interventions to bolster these

essential competencies. Through a holistic

understanding of learners' linguistic needs and the

exigencies of the tourism industry, we endeavour to

craft a curriculum that not only addresses identified

gaps but also equips students with the requisite

linguistic prowess to excel in their future careers

within the dynamic landscape of tourism.

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Chan, C., C., & Chan, S. (2018). Proposing and illustrating

a research-informed approach to curriculum

development for specific topics in business English.

English for Specific Purposes, 52, 27-46.

Chan, V. (2018). From needs analysis to course design: A

framework for academic and professional purpose

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(Eds.), Curriculum innovation for promoting the

creative and cultural dimensions in ELT (pp. 21-39).

Springer.

Cowling, J. (2007). An investigation into the gaps between

ESP theory and its practice in the field of business

English. English for Specific Purposes, 26(3), 318-332.

Dudley-Evans, T., & St John, M. J. (1998). Developments

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