Do Needs Assessments Enable More Effective Language Teaching?

dc.contributor.advisor	Reynolds, Kate Mastruserio
dc.contributor.author	Considine, Lindsay
dc.date.accessioned	2011-12-12T19:41:40Z
dc.date.available	2011-12-12T19:41:40Z
dc.date.issued	2011-05
dc.identifier.uri	http://digital.library.wisc.edu/1793/55475
dc.description	Color poster with text and images.	en
dc.description.abstract	This qualitative research project investigated how the administration of needs assessments to English language learners affects the quality of the instruction given to the students following the assessment. A case study/diary study was conducted with 10 Spanish-speaking English as a Foreign Language (EFL) high school age volunteers in Bagaces, Costa Rica, for three weeks in January 2011.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs	en
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Needs assessment	en
dc.subject	English language--Study and teaching (Secondary)--Foreign speakers--Case studies	en
dc.subject	Second language acquisition--Ability testing--Evaluation--Costa Rica--Bagaces	en
dc.subject	Posters	en
dc.subject	Bagaces (Costa Rica)--English language--Study and teaching	en
dc.title	Do Needs Assessments Enable More Effective Language Teaching?	en
dc.type	Presentation	en