A Case Study on Needs Assessment of English Language Teachers’ In-Service Training Courses


1 Adjunct Lecturer of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran

2 PhD Candidate in TEFL, English Department, Islamic Azad University, Tabriz Branch, Tabriz, Iran


This study investigates English as a Foreign Language (EFL) teachers’ needs and desires with regard to the in-service training courses (ITCs) programs in Marand, East Azerbaijan province, Iran. 21 EFL teachers at both junior (N=10) and senior high schools (N=11) participated in this study. The data concerning the participants’ mentioned needs and desires were gathered by means of a structured interview. The data on ITCs programs, i.e. methodology/pedagogical skills, language improvement, and linguistics, were collected through the ITCs programs list which has been archived in the Office of Human Resources in Marand’s Department of Education from March 20, 2000 to March 20, 2015. The results of the study indicated that methodology/ pedagogical skills were the most required component for participants, with the other two components, i.e. language improvement and linguistics, lying respectively in the second and third ranks. In terms of the participants’ desire as to the ITCs programs, language improvement was found to be their most desired component, with the other two components, i.e. methodology and linguistics, being respectively the second and third favourites of the participants. Checking the ITCs programs against the participants’ needs and desires revealed that the ITCs programs offered to them were somewhat in parallel with their needs, but not with their desires.