A Systematic Review of Task-Based Needs Analysis in L2 Course Design for Specialized Contexts: Trends, Methods, and Challenges

Abstract

Task-based needs analysis (TBNA) is widely recognized as a critical first step in designing second language (L2) courses, ensuring that language instruction reflects real-world contexts and professional demands. While numerous studies have addressed needs analysis (NA) practices, systematic reviews focusing specifically on NA methodologies remain scarce. This systematic review explores the prevailing trends, key methodological approaches, and major challenges in implementing TBNA within the context of Language for Specific Purposes (LSP). Adhering to the PRISMA guidelines, this review analyzed 26 empirical studies published before Feb. 1, 2025, which were selected from 744 initial records retrieved from Scopus and Web of Science databases. The findings indicate that most TBNA studies adopt methods inspired by Long (2005), with an emphasis on triangulation through diverse data sources and mixed methodologies. However, significant challenges persist, including reliance on inadequately validated tools, insufficient use of onsite observations, and the labor-intensive nature of data analysis. To address these issues, this review suggests the potential integration of modern educational technology and proposes a practical framework to improve the implementation of NA in LSP course design. This review provides a comprehensive overview of the current TBNA landscape, identifies key gaps, and offers actionable insights for researchers and educators, while highlighting future directions for TBNA in LSP contexts.