NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT
Main Article Content
Abstract
This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.
Article Details
How to Cite
Soraya, K., Lengkanawati, N. S., & Purnawarman, P. (1). NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT. English Review: Journal of English Education, 12(2), 617-628. https://doi.org/10.25134/erjee.v12i2.9978
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References
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Baron, R. (2020). Students’ Perception on Online Application in Speaking Skill. VELES Voices of English Language Education Society, 4(2), 213–221. https://doi.org/10.29408/veles.v4i2.2543
Buchal, R., & Songsore, E. (2019). Using Microsoft Teams To Support Collaborative Knowledge Building in the Context of Sustainability Assessment. Proceedings of the Canadian Engineering Education Association (CEEA), 1–8. https://doi.org/10.24908/pceea.vi0.13882
Butarbutar, R., & Bawawa, M. (2023). Social-Psychological Issues in EFL Speaking Class based on Collaborative Learning. 7(1), 1–11.
Castillo, A, B., González-Carrión, E. L., & Barquero Cabrero, J. D. (2021). Involvement of MOOCS in the teaching-learning process. In Journal of Entrepreneurship Education (Vol. 24, Issue 2).
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Fatima, B., & Bouhadjer Fethi, B. (2023). Investigating English Use within ESP Learners’ Practices and Interactions through BE & EOP Classroom Observation. In ALTRALANG Journal e.
Gamage, D. (2021). Scaffolding Social Presence in MOOCs. 5th Asian CHI Symposium 2021, 140–145. https://doi.org/10.1145/3429360.3468198
Hamori, M. (2023). Self-directed learning in massive open online courses and its application at the workplace: Does employer support matter? Journal of Business Research, 157. https://doi.org/10.1016/j.jbusres.2022.113590
Hashemifardnia, A., Shafiee, S., Esfahani, F. R., & Sepehri, M. (2021). Effects of massive open online course (Mooc) on iranian efl learners’ speaking complexity, accuracy, and fluency. Call-Ej, 22(1), 56–79.
Helaluddin, A, M. A., & Anshari. (2020). Need analysis of academic writing teaching model based on process-genre approach: What do they really need? Universal Journal of Educational Research, 8(10), 4728–4735. https://doi.org/10.13189/ujer.2020.081043
Iniesto, F., & Rodrigo, C. (2023). applied sciences A Case Study to Explore a UDL Evaluation Framework Based on MOOCs.
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Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners’ perspectives on interaction in a language MOOC. JALT CALL Journal, 17(2), 158–182. https://doi.org/10.29140/JALTCALL.V17N2.472
Latifa, A., & Hum, M. (n.d.). Journal of World Englishes and Educational Practices (JWEEP) The Attitude of Indonesian Learners in Tertiary Level toward Spoken English and its Learning. https://doi.org/10.32996/jweep
Laura S, D., Husna, F., Subagio, L. A., Silvinia, M., Raninsah, R., & Laura Situmorang SMP Bina Kasih Jambi, D. (n.d.). Systematic Literature Review: English for Specific Purposes (ESP) in Business Communication Langue. Journal of Language and Education), 1(2), 2023–2024. https://doi.org/10.22437/langue.v
LeAnne Basinger, K., Alvarado, D., Virginia Ortega, A., Behshad Lahijanian, M., & Alvarado, M. M. (n.d.). Creating ACTIVE Learning in an Online Environment.
Lina, M. F. (2021). Maximizing WhatsApp Group for Students Group Presentation in Learning English Online. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 26(2), 175–190. https://doi.org/10.24090/insania.v26i2.5237
Liu, D., & Zhang, P. (2020). A Needs Analysis Proposal for ESP: A Case Study of a Short English Training Course for Bank Tellers in a Chinese Bank. Open Journal of Social Sciences, 08(07), 206–217. https://doi.org/10.4236/jss.2020.87017
Mandasari, B., & Aminatun, D. (2019). Vlog: A Tool To Improve Students" English Speaking Ability At University Level The 3rd Indonesian International Conference on Linguistics, Language Teaching, https://www.researchgate.net/publication/342302780
Meri, Y, S. (2020). The online interface and social inclusion: A MOOC study in Turkey. Journal of Interactive Media in Education, 2020(1). https://doi.org/10.5334/jime.558
Miles, & Huberman, A. M - Qualitative data analysis_ a methods sourcebook-SAGE Publications (2014).
Negeri, I., Malik, M., (2021). Designing A Cmooc For Academic Communities to Support Awareness of Scaffolding Procedure. 16(4), 3576–3587.
Olesova, L., Sadaf, A., Kumar, S., Ozogul, G., Zhu, M., Moore, R. L., Miller, C., & Phillips, T. M. (n.d.). Cognitive Presence in Online Courses: Design and Facilitation of Collaborative Learning.
Pan, H., Xia, F., Kumar, T., Li, X., & Shamsy, A. (2022). Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.833616
Report, I. (2023). Future of Jobs Report INSIGHT REPORT.
Rodero, E. (2022). Effectiveness, Attractiveness, and Emotional Response to Voice Pitch and Hand Gestures in Public Speaking. Frontiers in Communication, 7. https://doi.org/10.3389/fcomm.2022.869084
Ruipérez, V, J. A., Halawa, S., Slama, R., & Reich, J. (2020). Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world. Computers and Education, 146(September 2019), 103776. https://doi.org/10.1016/j.compedu.2019.103776
Safitri, H., Rafli, Z., & Dewanti, R. (2020). Improving Students’ Speaking Skills through Task-Based Learning: An Action Research at the English Department. International Journal of Multicultural and Multireligious Understanding, 7(6), 88. https://doi.org/10.18415/ijmmu.v7i6.1647
Nodoushan, M. A. (2020). English for specific purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342
Salvaterra, C., Bencivenni, A., Fogagnolo, M., & Gheldof, T. (2023). education sciences ENCODE4OpenU and the Preparation and Delivery of an International Collaborative MOOC : A Preliminary Analysis of its Pedagogical and Technical Implementation.
Sanchez, G, S., & Luján-Mora, S. (2018). Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses. Journal of Educational Computing Research, 56(5), 623–644. https://doi.org/10.1177/0735633117727597
Shalatska, H. M., Zotova-Sadylo, O. Y., Balanaieva, O. V, & Kravtsov, H. M. (2023). Designing and evaluating ESP courses on Moodle for enhancing language skills in online learning under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Shao, S., Zhou, Z., Chen, H., & Shen, Z. (2024). Elucidating the Design Space of Dataset Condensation. http://arxiv.org/abs/2404.13733
Stognieva, O. N. (2019). Teaching the university ESP course with the MOOC component: Putting ideas into practice. Journal of Asia TEFL, 16(1), 437–447. https://doi.org/10.18823/asiatefl.2019.16.1.34.437
Stramkale, L. (n.d.). University Students’ Perspectives on Online Learning via the Microsoft Teams Platform. https://orcid.org/0000-0002-2849-4650
Styfanyshyn, I., & Kalymon, Yu. (2021). Online Practice for Speaking English. (1st ed) (pp. 124–132). NGO European Scientific Platform. https://doi.org/10.36074/rodmmrfssn.ed-1.12
Utomo, R. G. (2021). Framework untuk Mendesain Sistem Massive Open Online Courses ( MOOCs ) untuk Universitas di Indonesia. March. https://doi.org/10.17509/edsence.v2i2.29776
Wang, W., Guo, L., He, L., & Wu, Y. J. (2019). Effects of social-interactive engagement on the dropout ratio in online learning: insights from MOOC. Behaviour and Information Technology, 38(6), 621–636. https://doi.org/10.1080/0144929X.2018.1549595
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. Internet and Higher Education, 56. https://doi.org/10.1016/j.iheduc.2022.100880
Weidlich, J., & Bastiaens, T. J. (2019). Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach. Computers and Education, 142(June), 103622. https://doi.org/10.1016/j.compedu.2019.103622
Zhao, Y., Wang, A., & Sun, Y. (2020). Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective. Computers and Education, 144(September 2019), 103721. https://doi.org/10.1016/j.compedu.2019.103721
Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8
Aliki, K., Makrina-nina, Z., & Panagiota, D. (2021). Journal of English Literature and Language A Needs Analysis Questionnaire : Designing and Evaluation Abstract : April.
Alyoussef, I. Y. (2023). The Impact of Massive Open Online Courses (MOOCs) on Knowledge Management Using Integrated Innovation Diffusion Theory and the Technology Acceptance Model. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060531
Asrifan, A. (n.d.). English For Specific Purposes (ESP) 1 Like Raskova Octaberlina &.
Babori, A., Zaid, A., & Fassi, H. F. (2019). Research on MOOCs in major referred journals: The role and place of content. International Review of Research in Open and Distance Learning, 20(3), 221–247.
Barghamadi, M. (2020). A Critical Study of the Principles and Approaches to Needs Analysis. Studies in Educational Management, 7, 1–16. https://doi.org/10.32038/sem.2020.07.01
Barghamadi, M. (2021). Studies in Educational Management A Critical Study of the Principles and Approaches to Needs Analysis. January. https://doi.org/10.32038/sem.2020.07.0
Bárkányi, Z. (2021). Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs. ReCALL, 33(2), 143–160. https://doi.org/10.1017/S0958344021000033
Baron, R. (2020). Students’ Perception on Online Application in Speaking Skill. VELES Voices of English Language Education Society, 4(2), 213–221. https://doi.org/10.29408/veles.v4i2.2543
Buchal, R., & Songsore, E. (2019). Using Microsoft Teams To Support Collaborative Knowledge Building in the Context of Sustainability Assessment. Proceedings of the Canadian Engineering Education Association (CEEA), 1–8. https://doi.org/10.24908/pceea.vi0.13882
Butarbutar, R., & Bawawa, M. (2023). Social-Psychological Issues in EFL Speaking Class based on Collaborative Learning. 7(1), 1–11.
Castillo, A, B., González-Carrión, E. L., & Barquero Cabrero, J. D. (2021). Involvement of MOOCS in the teaching-learning process. In Journal of Entrepreneurship Education (Vol. 24, Issue 2).
Duru, I., Sunar, A. S., White, S., Diri, B., & Dogan, G. (2019). A case study on english as a second language speakers for sustainable MOOC study. Sustainability (Switzerland), 11(10). https://doi.org/10.3390/su11102808
Fang, J., Tang, L., Yang, J., & Peng, M. (2019). Social interaction in MOOCs: The mediating effects of immersive experience and psychological needs satisfaction. Telematics and Informatics, 39(January), 75–91. https://doi.org/10.1016/j.tele.2019.01.006
Fatima, B., & Bouhadjer Fethi, B. (2023). Investigating English Use within ESP Learners’ Practices and Interactions through BE & EOP Classroom Observation. In ALTRALANG Journal e.
Gamage, D. (2021). Scaffolding Social Presence in MOOCs. 5th Asian CHI Symposium 2021, 140–145. https://doi.org/10.1145/3429360.3468198
Hamori, M. (2023). Self-directed learning in massive open online courses and its application at the workplace: Does employer support matter? Journal of Business Research, 157. https://doi.org/10.1016/j.jbusres.2022.113590
Hashemifardnia, A., Shafiee, S., Esfahani, F. R., & Sepehri, M. (2021). Effects of massive open online course (Mooc) on iranian efl learners’ speaking complexity, accuracy, and fluency. Call-Ej, 22(1), 56–79.
Helaluddin, A, M. A., & Anshari. (2020). Need analysis of academic writing teaching model based on process-genre approach: What do they really need? Universal Journal of Educational Research, 8(10), 4728–4735. https://doi.org/10.13189/ujer.2020.081043
Iniesto, F., & Rodrigo, C. (2023). applied sciences A Case Study to Explore a UDL Evaluation Framework Based on MOOCs.
Iniesto, F., Rodrigo, C., & Hillaire, G. (2023). A Case Study to Explore a UDL Evaluation Framework Based on MOOCs. Applied Sciences (Switzerland), 13(1). https://doi.org/10.3390/app13010476
Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners’ perspectives on interaction in a language MOOC. JALT CALL Journal, 17(2), 158–182. https://doi.org/10.29140/JALTCALL.V17N2.472
Latifa, A., & Hum, M. (n.d.). Journal of World Englishes and Educational Practices (JWEEP) The Attitude of Indonesian Learners in Tertiary Level toward Spoken English and its Learning. https://doi.org/10.32996/jweep
Laura S, D., Husna, F., Subagio, L. A., Silvinia, M., Raninsah, R., & Laura Situmorang SMP Bina Kasih Jambi, D. (n.d.). Systematic Literature Review: English for Specific Purposes (ESP) in Business Communication Langue. Journal of Language and Education), 1(2), 2023–2024. https://doi.org/10.22437/langue.v
LeAnne Basinger, K., Alvarado, D., Virginia Ortega, A., Behshad Lahijanian, M., & Alvarado, M. M. (n.d.). Creating ACTIVE Learning in an Online Environment.
Lina, M. F. (2021). Maximizing WhatsApp Group for Students Group Presentation in Learning English Online. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 26(2), 175–190. https://doi.org/10.24090/insania.v26i2.5237
Liu, D., & Zhang, P. (2020). A Needs Analysis Proposal for ESP: A Case Study of a Short English Training Course for Bank Tellers in a Chinese Bank. Open Journal of Social Sciences, 08(07), 206–217. https://doi.org/10.4236/jss.2020.87017
Mandasari, B., & Aminatun, D. (2019). Vlog: A Tool To Improve Students" English Speaking Ability At University Level The 3rd Indonesian International Conference on Linguistics, Language Teaching, https://www.researchgate.net/publication/342302780
Meri, Y, S. (2020). The online interface and social inclusion: A MOOC study in Turkey. Journal of Interactive Media in Education, 2020(1). https://doi.org/10.5334/jime.558
Miles, & Huberman, A. M - Qualitative data analysis_ a methods sourcebook-SAGE Publications (2014).
Negeri, I., Malik, M., (2021). Designing A Cmooc For Academic Communities to Support Awareness of Scaffolding Procedure. 16(4), 3576–3587.
Olesova, L., Sadaf, A., Kumar, S., Ozogul, G., Zhu, M., Moore, R. L., Miller, C., & Phillips, T. M. (n.d.). Cognitive Presence in Online Courses: Design and Facilitation of Collaborative Learning.
Pan, H., Xia, F., Kumar, T., Li, X., & Shamsy, A. (2022). Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.833616
Report, I. (2023). Future of Jobs Report INSIGHT REPORT.
Rodero, E. (2022). Effectiveness, Attractiveness, and Emotional Response to Voice Pitch and Hand Gestures in Public Speaking. Frontiers in Communication, 7. https://doi.org/10.3389/fcomm.2022.869084
Ruipérez, V, J. A., Halawa, S., Slama, R., & Reich, J. (2020). Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world. Computers and Education, 146(September 2019), 103776. https://doi.org/10.1016/j.compedu.2019.103776
Safitri, H., Rafli, Z., & Dewanti, R. (2020). Improving Students’ Speaking Skills through Task-Based Learning: An Action Research at the English Department. International Journal of Multicultural and Multireligious Understanding, 7(6), 88. https://doi.org/10.18415/ijmmu.v7i6.1647
Nodoushan, M. A. (2020). English for specific purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342
Salvaterra, C., Bencivenni, A., Fogagnolo, M., & Gheldof, T. (2023). education sciences ENCODE4OpenU and the Preparation and Delivery of an International Collaborative MOOC : A Preliminary Analysis of its Pedagogical and Technical Implementation.
Sanchez, G, S., & Luján-Mora, S. (2018). Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses. Journal of Educational Computing Research, 56(5), 623–644. https://doi.org/10.1177/0735633117727597
Shalatska, H. M., Zotova-Sadylo, O. Y., Balanaieva, O. V, & Kravtsov, H. M. (2023). Designing and evaluating ESP courses on Moodle for enhancing language skills in online learning under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Shao, S., Zhou, Z., Chen, H., & Shen, Z. (2024). Elucidating the Design Space of Dataset Condensation. http://arxiv.org/abs/2404.13733
Stognieva, O. N. (2019). Teaching the university ESP course with the MOOC component: Putting ideas into practice. Journal of Asia TEFL, 16(1), 437–447. https://doi.org/10.18823/asiatefl.2019.16.1.34.437
Stramkale, L. (n.d.). University Students’ Perspectives on Online Learning via the Microsoft Teams Platform. https://orcid.org/0000-0002-2849-4650
Styfanyshyn, I., & Kalymon, Yu. (2021). Online Practice for Speaking English. (1st ed) (pp. 124–132). NGO European Scientific Platform. https://doi.org/10.36074/rodmmrfssn.ed-1.12
Utomo, R. G. (2021). Framework untuk Mendesain Sistem Massive Open Online Courses ( MOOCs ) untuk Universitas di Indonesia. March. https://doi.org/10.17509/edsence.v2i2.29776
Wang, W., Guo, L., He, L., & Wu, Y. J. (2019). Effects of social-interactive engagement on the dropout ratio in online learning: insights from MOOC. Behaviour and Information Technology, 38(6), 621–636. https://doi.org/10.1080/0144929X.2018.1549595
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. Internet and Higher Education, 56. https://doi.org/10.1016/j.iheduc.2022.100880
Weidlich, J., & Bastiaens, T. J. (2019). Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach. Computers and Education, 142(June), 103622. https://doi.org/10.1016/j.compedu.2019.103622
Zhao, Y., Wang, A., & Sun, Y. (2020). Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective. Computers and Education, 144(September 2019), 103721. https://doi.org/10.1016/j.compedu.2019.103721
Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8