Abstract: Teaching foreign languages is considered to be a complex psycho-pedagogical phenomenon which needs to be examined taking into consideration a variety of factors which influence academic achievement in school context. Hence, illuminating these factors can be realized through needs analysis, which is an integral part of the educational process. The purpose of this paper is to shed light on the needs of a specific target group of secondary education learners in the Greek English Foreign Language context. In this light, an empirical research, based on a questionnaire, was carried out involving thirty two participants, who attend the last grade of compulsory education.

The results of the study reveal that students learn English because it provides qualifications opportunities to pursue a career. The role of the family is influential as it encourages students towards this direction. Popular topics to cover are those which reflect the everyday life of students while students learn better when they are actively engaged in the learning process.

Teachers should be able to take into consideration the results from a needs analysis. Through these results, teachers become aware of their students’ language competence, wants and interests. Thus, they can plan lessons effectively. Moreover, they can select useful material and design activities appropriate to suit their students’ developmental needs. In this way, they contribute to their students’ language proficiency.

Key words: motivation, needs analysis, TESOL, secondary education