“Needs analysis” plays a crucial role in shaping various components of the educational structure, such as course design, teaching materials, instructional methods, and the evaluation of both students and the course itself ( Bocanegra-Valle, 2016 ; Viktorovna & Viktorovna, 2020 ). According to Rimkeeratikul (2022) , “needs analysis” is essential for improving the effectiveness of English language teaching and learning. Teachers are encouraged to consider students’ needs in order to offer relevant and meaningful input. Experts like Jeong Park (2021) note that neglecting students’ needs can hinder progress in English language teaching. Kurniawati (2022) highlights that vocational students must develop English skills relevant to their field to remain competitive in their future careers. Consequently, “needs analysis” is widely recognized as a fundamental element in the development of English courses ( Rofikah et al., 2022 ; Salamanca González, 2020 ; Woodrow, 2018 ).

In the field of second or foreign language learning and teaching, scholars have proposed various types of analyses to address learners’ needs. The significance of “needs analysis” is evident through its practical application in linguistic theory and language ontology research. It operates at both the macro level, influencing educational policies, and the micro level, affecting specific teaching practices such as curriculum design, setting teaching objectives, syllabus development, creating teaching materials, organizing instructional activities, and evaluating teaching quality ( Zhao et al., 2021 ). Target Situation Analysis (TSA), Present Situation Analysis (PSA), and Learning Situation Analysis (LSA) are widely recognized as the three key approaches for examining learners’ language needs ( Andana & Munawwaroh, 2019 ; Jitpanich et al., 2022 ; Niemiec, 2017 ; Rahman, 2015 ; Sujana et al., 2020 ).

As far as China is concerned, since the 1980s, the academic community has continued to study the integration of Chinese traditional culture into foreign language teaching. Xu (1980) ’s article “The Cultural Connotation of Vocabulary and English Teaching” is regarded as the first work of integrating cultural knowledge into foreign language teaching. Since Cong, C. (2000) first proposed the concept of “Chinese Culture Aphasia (CCA)”, the foreign language teaching community in China has begun to pay attention to the phenomenon of cultural aphasia. Liu (2003) further clearly pointed out that the purpose of foreign language learning is to achieve “cross communication of bilingual cultures”. In 2008, the Olympic Games were held in China, which triggered an upsurge of people learning foreign languages and carrying forward the excellent Chinese excellent traditional culture, promoting the rapid growth of research literature. Wang (2019) presented a problem in foreign language education in China, that are: attaching more importance to foreign cultures while neglecting Chinese culture. In 2020, the Construction Guidelines of Ideological and Political Education in All Courses of Universities and Colleges was issued by Education Ministry of China ( Li & Guan, 2020 ). It brings new opportunities and challenges for integrating Chinese traditional culture into English teaching. Therefore, learning English means that college students should not only learn western culture, but also spread Chinese culture. Domestic research related to Chinese excellent traditional culture integration into English teaching has gone through three stages. It has developed from discussing the close relationship between language and culture at first to focusing on cross cultural communication with equal emphasis on mother tongue and target language, then to proposing “courses with ideological-political elements”, thus paying more and more attention to the integration of excellent Chinese excellent traditional culture into English.

The integration of Chinese Excellent Traditional Culture into English courses is essential for enhancing students’ cultural identity and communication skills. Incorporating traditional culture fosters students’ cultural self-confidence and national identity, crucial for their personal and academic development ( Ma, 2024 ). Integrating traditional cultural elements into teaching materials and curriculum content is vital. This includes using historical stories, idioms, and traditional festivals ( Li, 2024 ). While the integration of traditional culture is beneficial, there may be resistance due to entrenched Western-centric curricula. Balancing both cultural perspectives is crucial for a holistic educational approach ( Li, 2024 ). As mentioned above, most existing research focuses on the advantages of combining cultural elements to enhance students’ global understanding and cultural competence. However, little attention has been given to how students perceive and engage with this integration, or whether it aligns with their learning goals and preferences. Understanding students’ needs in this context is essential for designing culturally inclusive English courses that not only promote cultural awareness but also effectively support language acquisition.

The present study investigated needs towards Chinese Excellent Traditional Culture Integration into English course of various non-English major students. A survey was conducted to collect data using structured questionnaires, allowing researchers to evaluate attitudes, beliefs, and behaviors ( Beck, 2024 ) about students’ needs. This survey aimed to explore students’ attitudes, preferences, and expectations toward the inclusion of traditional Chinese cultural elements in their English courses, providing insights into how such integration can be tailored to better meet their learning needs.

This research was conducted at a vocational college in Chongqing, a city known for its rich cultural and economic significance in southwestern China. English courses in such settings are designed not just for general language proficiency but also to meet the specific professional needs of the students. Integrating Chinese excellent traditional culture into these English courses can provide added value by fostering both cultural identity and global competency, aligning with the college’s mission of preparing students for a globalized workforce. Moreover, Chongqing’s deep historical and cultural heritage makes it an ideal location to explore how regional cultural elements can be integrated into language learning, enriching students’ cultural awareness and pride. Understanding the specific needs of students in this vocational college will offer valuable insights for curriculum design in similar educational settings across China, where the balance between cultural education and vocational training is critical.

A total of 639 participants were involved in this study, all aged between 16 and 18, sharing a similar pre-university English education background. The participants in this study were selected through random sampling to ensure a representative sample of non-English major students at the vocational college in Chongqing. Random sampling was employed to avoid bias and to ensure that the diversity of the student body, in terms of academic programs and backgrounds, was reflected in the study. By using this method, every student in the target population had an equal chance of being selected, which enhances the generalization of the findings ( Creswell & Creswell, 2017 ). The randomly chosen participants provided valuable insights into how students from various disciplines within the college perceive the integration of Chinese excellent traditional culture into their English courses, ensuring that the study’s conclusions are applicable across different vocational fields.

The main objective of this study was to explore the attitudes and preferences of Chinese non-English major students regarding the integration of Chinese cultural learning in the English classroom. The questionnaire, adapted from Liu and Laohawiriyanon (2013) and Wu (2020) , consisted of three sections. The first section gathered background information about the respondents, including their gender and major subject area. The second section examined participants’ attitudes toward Chinese culture and assessed their ability to express Chinese cultural concepts in English. The final section asked the respondents to rank 17 cultural themes based on their preferences for learning them in the English class.

The data collection process for this study involved administering a structured questionnaire to 639 non-English major students at a vocational college in Chongqing. The questionnaire was distributed in a classroom setting to ensure a high response rate and was completed within a designated time period. Students were informed about the purpose of the study and given instructions on how to complete the questionnaire.

Once the data were collected, they were analyzed using descriptive statistics to summarize demographic characteristics and to identify trends in students’ attitudes toward cultural learning. The rankings of cultural themes were examined to determine which topics were most popular among the participants. This analysis helped provide a clear understanding of students’ preferences and the relevance of Chinese cultural integration within their English language education.

The survey results indicate that while students generally display a positive attitude toward learning Chinese culture in their English courses, there are notable gaps in their cultural knowledge and confidence. As shown in Table 1 , although 44.13% “somewhat agree” and 28.17% “strongly agree” that they are familiar with Chinese

culture, a significant 23% remain uncertain about their knowledge. Similarly, 40.69% “somewhat agree” and 43.35% “strongly agree” that they would like to introduce Chinese culture when communicating with Westerners, showing their motivation to engage in cross-cultural exchanges. Additionally, 37.87% and 26.6% of students believe it is necessary to learn how to express Chinese culture in English, demonstrating an awareness of the importance of cultural expression in language learning. However, the students’ uncertainty regarding their cultural knowledge suggests a need for more focused instruction.

Despite this positive attitude, students express widespread dissatisfaction with the current content of Chinese culture in their English courses. A large portion (43.35% “strongly disagree” and 25.2% “somewhat disagree”) report that the content provided does not meet their expectations, with only 5.48% and 5.01% expressing satisfaction. Moreover, 39.75% “somewhat agree” and 30.36% “strongly agree” that more Chinese culture should be integrated into English courses, highlighting a clear demand for more cultural content. Additionally, students feel that their textbooks lack adequate coverage of Chinese culture, as 41.94% “strongly disagree” and 25.35% “somewhat disagree” that their textbooks include sufficient cultural content. This dissatisfaction reflects a significant gap between the curriculum and students’ desires for cultural integration.

Furthermore, students report challenges both in terms of their language skills and confidence in expressing Chinese culture in English. More than half of the students (53.83%) lack confidence in their ability to introduce Chinese culture in English, pointing to difficulties with both cultural knowledge and language proficiency. The most commonly cited challenges include English language skills, particularly speaking (74.96%) and listening (68.08%), which hinder their ability to effectively communicate cultural ideas. Additionally, students rely primarily on teaching materials (71.36%) and classroom instruction (69.95%) for learning how to express Chinese culture in English. These findings suggest that while students are motivated to engage with Chinese culture, they require stronger curricular support, better resources, and enhanced language instruction to fully develop the necessary skills and confidence for effective cross-cultural communication.

According to Figure 1 , for vocational college students, the preference for themes like lifestyles (71.18%) and social norms (69.61%) reflects an interest in understanding and communicating aspects of daily life and interpersonal behaviors, which are crucial for building cultural competence. This focus is particularly valuable in fields such as tourism, hospitality, and international business, where students need to navigate diverse social settings and practice cultural sensitivity in their professional roles. Additionally, themes like body language (69%) and customs (67.73%) emphasize non-verbal communication and cultural traditions, skills that are essential for students aiming to work in cross-cultural environments.

The strong preferences for more personal and relatable themes, such as hobbies (62.44%), music and sports (60.1%), and food (61.81%), indicate that vocational college students are also keen on engaging with cultural aspects that directly apply to their lives and potential careers. These topics offer practical opportunities for students to use English in everyday scenarios and professional exchanges, enhancing their ability to communicate effectively in both casual and formal settings. For vocational students, who often prioritize real-world applications, these themes align well with their need for practical language skills that they can transfer to the workplace.