INTRODUCTION
This document is designed for a target
population of teenagers between 13 and
16 years old from eighth grade at high
school. They will be involved in a blended
modality of learning English as a foreign
language. We chose this group because
from our experience observing them in
face to face sessions at school, we
identified some interests in learning
mediated by technology. When using a
computer for developing an English task,
they show engagement and discipline
improvement.
The blended learning integrates
into the classroom teachers and
students
in
a
different
environment.
Advances in
technology
will
give
new
opportunities for teachers to
design and deliver their classes
with a supportive way and
enhance the teachers’ role, the
students’ individual cognitive
experiences, as well as the social
environment
The purpose of this needs analysis is to
gather information about the students’
particular motivations to learn, their
preferences in learning styles and the
topics they are interested in. This needs
analysis also allows teachers to make
decisions on their teaching approach to
adjust it to their practices, having in mind
affective,
cognitive
and
linguistic
students’ needs. For learners, this needs
analysis allows them to express their
feeling face to the language input they
have been exposed to, their motivations
to learn and their performance in face to
face activities or virtual tasks.