This study aimed to determine the learning needs of Speech 111 students in the University of Eastern Philippines as perceived by themselves and the teachers in terms of degree of importance, level of needs, and level of difficulty. It ascertained if there was relationships and differences between the respondents‟ perceptions of the learning needs. A total of 213 students and 4 teachers teaching Speech 111 served as the respondents. The descriptive-correlational design was utilized. The instrument made by Clifford Prator and the needs analysis of the Institute of Language Teaching and Learning were used as the primary source of data. It revealed that the students regarded their learning needs as very much important, very much needed, and difficult and the teachers‟ perceived as very important, very much needed, and much difficult. The students‟ perceived learning needs and those of the teachers were found to be related. There was a difference between the respondents‟ perceptions in degree of importance and no difference in the level of needs and level of difficulty. The identified inputs in the workbook are pronunciation, intonation and stress, needs and importance of oral communication, listening comprehension, vocabulary enrichment, public speaking, and different speech activities on various situations.
Volume 12 | 08-Special Issue
Pages: 557-563
DOI: 10.5373/JARDCS/V12SP8/20202555