Analysis of the English Language Needs of Grade 12 Learners in Lebanon

Abstract

This research investigates the language needs of Grade 12 English Second Language Learners (ESL) in Lebanese public schools, aiming to identify gaps between the curriculum and student requirements. Employing a qualitative case study approach, using document analysis, interviews, and questionnaires, the study reveals critical shortcomings within the Lebanese English curriculum. Findings indicate widespread dissatisfaction among both teachers and students with the curriculum, highlighting significant gaps and inconsistencies between ministry objectives and practical implementation. The curriculum fails to resonate with students' real-life experiences, resulting in disinterest and boredom. Outdated teaching methodologies, a disparity between public and private schools, and an emphasis on exam-oriented learning limit students' exposure to effective learning techniques. Recommendations include increasing English lesson frequency, assessing students' reading levels, incorporating diverse reading strategies, providing more reading materials, and integrating technology into teaching. Suggestions also advocate for authentic materials exposure to enhance language skills. Both teachers and students emphasize the urgent need for an updated curriculum emphasizing real-world application, critical thinking, and interactive learning. Addressing these concerns is crucial to delivering a more effective English language education aligning with students' contemporary needs and preparing them for future academic and practical endeavors.