ELT in junior high schools: a dual-perspective needs analysis of language skills and digital-AI integration

Abstract

Needs analysis (NA) is a fundamental process that helps both teachers and students in planning, adjusting, and optimizing lessons. This study investigates the dual-perspectives on English language teaching in terms of needs, lacks, and wants. This research adopts a quantitative research approach, employing a survey method. A total of 1,074 students were selected through stratified random sampling technique, along with 29 English teachers in five schools. In terms of needs, teachers viewed all language aspects as equally important, while students prioritized grammar and vocabulary over the others. Both groups recognized digital and artificial intelegence or AI as essential. The results reveal discrepancies between students’ and teachers’ perceptions of lacks. Students reported listening and speaking difficulties, followed by vocabulary and grammar, whereas teachers emphasized grammar and writing. Additionally, students perceived greater lacks in digital and AI technology, while teachers had less technological challenges. Regarding wants, both expressed a strong interest in improving language components and skills through the integration of digital and AI tech as the learning media. These findings imply teacher training should enhance listening-speaking instruction and digital-AI integration, whereas the curriculum should adopt a balanced, skill-integrated approach that addresses receptive and productive needs, and embeds technology for effective 21st century English language teaching (ELT).