DEVELOPING A SELF-EMOTIONAL LEARNING-BASED LISTENING AND SPEAKING MODEL FOR UNIVERSITY EFL STUDENTS THROUGH NEEDS ANALYSIS

Abstract

The emotional dimension of foreign language learning has received increasing attention because learners’ emotions may influence their participation, confidence, willingness to communicate, and engagement in oral interaction. However, emotional competencies are not always systematically integrated into university-level Listening and Speaking instruction. This study identifies university EFL students’ perceived emotional and communicative needs as a basis for developing a Self-Emotional Learning-based Listening and Speaking model. A descriptive needs-analysis design was employed with 119 university EFL students through a ten-item electronic questionnaire containing closed-ended and open-ended questions. Quantitative responses were analysed using frequencies, percentages, and a mean rating, while open-ended responses were reviewed for recurring ideas. The findings indicate that 85.7% of respondents considered the ability to manage and express emotions during oral communication important or very important. Confidence was the most frequently selected area of perceived improvement through emotional control (50.4%). Unexpected questions (37.0%) and speaking in front of an audience (31.1%) were the most frequently reported challenging situations. Group discussions, role plays, and debates were the most preferred communicative activities.