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It identifies participants’ motivations, most difficult skills, areas requiring the greatest support, reasons for using technology, technology-use competencies, followed pathways, and required technological materials or tools, as well as the need for a specific curriculum. Data cover 312 students in Turkish language teaching centres at five universities and eight instructors. Results show writing as the most difficult skill, reading as less difficult, and strong demand for technological support, especially for listening and speaking, plus a need for curricular guidance for instructors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-in-foreign-language-teaching-a-needs-analysis/588159/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-in-foreign-language-teaching-a-needs-analysis/588159.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To explore technology-based language-learning needs of learners studying Turkish as a foreign language and to identify what participants require in terms of skills, support, technology, and curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which language skill do participants find most difficult when learning Turkish?",{"text":117,"@type":113},"Writing is reported as the most difficult skill, while reading is identified as less difficult.",{"name":119,"@type":110,"acceptedAnswer":120},"What kind of technology support is most needed according to the findings?",{"text":121,"@type":113},"Technological support is needed by both students and instructors, particularly for listening and speaking skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588159,1792165368,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","TECHNOLOGY IN FOREIGN LANGUAGE TEACHING: A NEEDS  \nANALYSIS  \nMustafa ARMUT, Tarık BAŞAR, Gül ÖZÜDOĞRU  \nAbstract: The main aim of this study was to explore the technology-based language-learning needs of individuals learning Turkish as a foreign language. In this scope, the study sought to identify the reasons the participants chose to learn Turkish, the language-learning areas that they found the most difficult, the language-learning areas that required most support, their reasons for needing technology, their competencies in using technology, the pathways followed, the technological materials/tools required, and whether there was a need for a specific curriculum of study. The study included 312 students registered in Turkish language teaching centres at five different universities, as well as eight instructors in these language centres. The results revealed that the participants chose to study in Turkey due to the high-quality educational opportunities, their appreciation for the country, and the scholarship opportunities available. The participants indicated that writing was the most difficult skill in learning Turkish. On the other hand, reading was the less difficult skill. The findings revealed that technology was much-needed by both the students and instructors. In particular, technological support was required for listening and speaking skills. The study also showed that the instructors needed a curriculum of study in order to teach Turkish as a foreign language.  \nKey words: Technology; foreign language; needs analysis  \n1. Introduction  \nIn the new era of communication that we live in, individuals are often required to learn a foreign language. Long (2005) says that migrants, international students, students who partake in bilingual education and vocational training, and individuals whose professions require a high level of language proficiency should gain fluency in a foreign language, in addition to their native language. Effective language education is the only way to develop such a skill.  \nIn general, a ‘need’ refers to something that is required for the well-being of an individual (Arsal, 1998) . In the context of language-learning, a need can be described as a deficiency in a specific language skill; in other words, it refers to the difference between the existing and potential capabilities of a learner. This highlights the fact that needs are objective realities that have to be identified and analysed (Richards, 2001) . According to Albayrak (2003), a need is shaped by the demands of students as they emerge during the education process, and by the actions that students take relating to the language that they are learning.  \nAccording to Wang (2014), needs analysis became widespread with the adoption of the modern language program by the Council of Europe in the 1970s. Needs analysis is a topical concept in language education, yet it has been used informally by teachers for many years to identify their students’ needs with regard to language-learning (Iwai et al., 1999) . Morell (1999) emphasized that it is difficult to decide what to teach and how to teach it without conducting a needs analysis. Needs analysis can also be defined as an instrument to measure the needs of a specific group of students, and to determine what information should be gathered to develop a curriculum of study to meet those needs (Iwai [et. al](et. al) 1999). A needs analysis involves all the activities that are used for collecting information about the learning needs of students, their demands, and so on (Susandi & Krishnawati, 2016) . Cangal (2013) mentions that needs analysis forms the basis for various language-learning areas including the design of curriculums development of materials, education of teachers and developing policies. The information obtained as a result of needs analysis can be used for designing a new  \nlanguage curriculum and/or evaluating the effectiveness of an existing curriculum (Watanabe, 2006) . In the lite","cbCaihhRA0ohZIbi","https://ap.wps.com/l/cbCaihhRA0ohZIbi","pdf",522826,15,"English","# Introduction\n## Need and needs analysis in language education\n## Context for teaching Turkish as a foreign language","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explore technology-based language-learning needs of learners studying Turkish as a foreign language and to identify what participants require in terms of skills, support, technology, and curriculum.\"},{\"question\":\"Which language skill do participants find most difficult when learning Turkish?\",\"answer\":\"Writing is reported as the most difficult skill, while reading is identified as less difficult.\"},{\"question\":\"What kind of technology support is most needed according to the findings?\",\"answer\":\"Technological support is needed by both students and instructors, particularly for listening and speaking skills.\"}]","TECHNOLOGY IN FOREIGN LANGUAGE TEACHING: A NEEDS ANALYSIS | PDF",1792064652,38]