User Needs Analysis in Learning Argumentative Writing Via Mobile Platform

a, Jai Shree; Bipinchandra, p; Shah, Parilah M.; Puteh, Sharifah Nor; Din, Rosseni; Rahamat, Rashidah; Aziz, Juhaida Abd

doi:10.1016/j.sbspro.2014.02.027

Cited by 19 publications

(14 citation statements)

References 2 publications

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“…Pertaining to the issue of needs analysis in writing skills, the number of studies conducted in the topic of need analysis is increasing simultaneously such as the analysis of student needs for writing skills materials development (Tjalla, Akil, Hamra & Haryanto, 2017), designing academic writing material (Ampa & Quraisy, 2018;Ghufron, Saleh, Warsono, & Sofwan, 2016;Ibrahim, Ali, Rahman, & Salih, 2013;Shree, Mohd, Nor, & Din, 2014;Sumarsono, Bagis, & Arrafii, 2017;Yundayani, 2017Yundayani, , 2018, a model of instructional material of academic writing (Ghufron et al, 2016;Linh & Suppasetseree, 2016). The current study is a need analysis which is conducted in academic writing to develop academic writing material that matches with the current curriculum and condition of learning writing for the Indonesian university context.…”

Section: Introductionmentioning

confidence: 99%

University Students� Needs of Writing Course Materials: A Case of Indonesia

Wang¹,

Musthafa²,

Yusuf³

2020

ERJEE

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The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.

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Section: Introductionmentioning

confidence: 99%

University Students� Needs of Writing Course Materials: A Case of Indonesia

Wang¹,

Musthafa²,

Yusuf³

2020

ERJEE

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“…This writing genre is essential for university students to express, communicate, share and negotiate their views with appropriate structure and language features. Unfortunately, both ESL and EFL learners at the tertiary level often encounter problems in composing argumentative writing (Ariyanti & Fitriana, 2017;Bipichandra et al, 2014;Ka-kan-dee & Kaur, 2014;Ka-kan-dee & Kaur, 2015;Peloghitis, 2017). Besides, they also seem to be apprehensive, unmotivated, or reluctant to write and feel less compelled to put much effort into completing an argumentative writing task.…”

Section: Introductionmentioning

confidence: 99%

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

Singh¹,

Harun²

2022

JEELS

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Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students’ participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative data were gathered from student assessment forms (pair work and group work), lesson study logs, EdPuzzle video quizzes, and samples of student worksheets. Descriptive interpretations and thematic analysis were used to analyse textual data. The findings revealed that ESL students participated in this study by engaging themselves in interactions during in-class writing activities, contributing knowledge to others, getting prepared with the essential concepts and content before class, focusing on the task, and assessing the quality of argumentative writing. The findings implicate that teachers should consider the use of peer instruction in a flipped learning environment for students to engage actively in the teaching and learning of argumentative essay writing.

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“…The first type is learners' need, it analyzes what the learners must do with English in the target situation. There are three components in learners' needs: necessities lacks and wants (Bipinchandra et al, 2014;Karimi & Sanavi, 2014). Necessities are about what the students must know to communicate effectively using English in a specific area.…”

Section: Introductionmentioning

confidence: 99%

A Need Analysis in English Material for XI Grade of Beauty Program

Padmawati

Dewi

2021

JPBI

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Needs analysis aims to identify what English students should learn. However, there are still many teachers who have not analyzed the material needs of students. The material used by the teacher is too general for students. Students do not get English for specific purposes for particular majors. This results when students find it challenging to communicate with guests in certain areas. This study aims to analyze the English material and analyze the suitability of the English language material based on the ESP principles. This study used the descriptive qualitative method. The study subjects were students of the class XI beauty program—the use of questionnaires and document checklists as data collection instruments. The study results indicate that students need unique English materials and special English skills in the tourism sector, especially in beauty spas. Furthermore, based on the document checklist, the English teaching materials in the beauty program are not by the ESP concept because the data shows that the teaching materials are too general and not close to the student's field. Therefore, students hope that the school can design an ESP program to improve competence in beauty spa activities.

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User Needs Analysis in Learning Argumentative Writing Via Mobile Platform

Cited by 19 publications

References 2 publications

University Students� Needs of Writing Course Materials: A Case of Indonesia

University Students� Needs of Writing Course Materials: A Case of Indonesia

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

A Need Analysis in English Material for XI Grade of Beauty Program

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