Once you know the actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask needs of the learners, you can select course materials which target those needs. If, for example, your learners have little need (or wish) to write accurate English, avoid a coursebook which focuses a lot on the area.
If you know, for example, that your learners enjoy working in pairs or groups more than actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask, it will improve their actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask motivation if you plan in lots of opportunity to work together.
If your learners report, for example, that they find the materials you use too easy or too actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask, you can make changes, slow down a little or speed up what you do. (You need to be slightly careful because many learners will say the material is easy, even when it is actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask at the right level.)
If you have gathered good actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask, you can design your lessons to make sure that you are giving everyone at least some of what they actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask.
You can use the actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask from needs analysis to select actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask materials which focus on the skills your learners say they want.
There are a number of other things this could affect including how you give actuallydatadifficultfeedbackindividuallylanguageneedoutcomessupplementarytask, the workload and so on.