2.9.3. ObservationsObservation is another important method of data collection. There are two types of observations: participant observation and non-participant observation. As Long (2005) points out, the second method is used more than the first in needs analysis projects. In both types of observation, the observer can directly study and examine what the participant is doing (Long, 2005). According to Richards (2001), the exact aim and purpose of the observation must be clear, and the observer must know what and how to observe. Dudley-Evans and St. John (1998) suggest that the observer should always explain the purpose of the observation to the participants to gain trust. Dudley-Evans and St. John also suggest that although observation is primarily used for the analysis of a target's situation, it can be used for the analysis of the current situation. Observation can be used in both non-English and English language situations. Recording observational data provides a documented picture of target demands (Hyland, 2006) and a useful bank of information (Jordan, 1997).2.9.4. Self-assessmentStudents may be asked to assess themselves. There are different ways to do this: most involve checklists and questionnaires. As Jordan (1997) and Richards (2001) argue, an important advantage of self-assessment is that it engages learners and helps them become aware of their language skills and abilities. On the other hand, this can result in impressionistic and imprecise information. According to Jordan (1997), although self-assessment is sometimes used as a ranking test, there is no doubt that further research is needed in this area and, until then, results from self-report questionnaires -evaluation should be treated with more caution. Blue (as cited in Jor......middle of article......g. The results of the general proficiency test showed that the majority of students had low GEP levels. The study revealed several teaching and learning problems Most participants suggested that ESAP courses should focus more on ESP than GE. Furthermore, they asked the material developers to revise the ESAP textbooks. available Considering the above studies, it can be understood that needs analysis studies do not last long history in Iran. Current studies mainly found that there is a significant difference between students' perceptions and those. teachers, between students of different sexes, and even between graduate students and students with regard to their current and target needs 2002) highlights that the GEP level of learners is not satisfactory at entry into the programs. ESP/EAP, and some remedial courses seem necessary.