Htqe.2025.01

https://doi.org/10.22364/htqe.2025.01 | 10-26 | PDF

Task-Based Needs Analysis of Teachers’ Professional Competences in Online Language Teaching

Rita Feigina¹
¹Riga Technical University, Latvia

Abstract
Post-pandemic transformations have accelerated the integration of digital technologies into education, resulting in both an increase in the number of students and greater diversity within socio-emotional classrooms, particularly in the context of English as a Second Language acquisition. In this context, teachers face the challenge of adapting task-based language teaching methodologies to diverse needs. This paper investigates learners’ perspectives on teachers’ professionalism in online environments through a task-based needs analysis. A mixed-method approach was applied: quantitative data were collected through a questionnaire, and qualitative insights were gathered from focus groups. Results revealed three key competences valued by learners: clear communication, flexible scheduling, and empathy. These qualities demonstrated strong correlations, underscoring their combined role in effective online teaching. Findings highlight the importance of continuous professional development that addresses both digital competences and psychological resilience. The study contributes a methodological framework for supporting teacher training and curriculum design in socio-emotional, digitalized classrooms.

Keywords: online language teaching, task-based needs analysis, focus group discussion, learners’ perspectives, teachers’ professional competences

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025