| Title: |
Understanding ESL Undergraduates' Needs for Web-Based Writing Resource |
| Language: |
English |
| Authors: |
Mazyani Mat (ORCID 0009-0004-3372-1610); Harwati Hashim (ORCID 0000-0002-8817-427X); Nur Ainil Sulaiman (ORCID 0000-0001-6212-7494) |
| Source: |
International Society for Technology, Education, and Science. 2025. |
| Availability: |
International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2025 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
English (Second Language); Second Language Learning; Undergraduate Students; Student Needs; Student Attitudes; Writing Skills; Barriers; Skill Development; Learning Strategies; Electronic Learning; Public Colleges; Internet; Technology Uses in Education; Learning Readiness; Foreign Countries |
| Geographic Terms: |
Malaysia |
| Abstract: |
A thorough needs analysis is essential prior to the formulation of learning objectives, the design of instructional materials, and the development of learning materials. This study aims to identify the needs of ESL undergraduates in learning English writing skills. A questionnaire survey was disseminated among 66 ESL undergraduates in semester 2 and above at a public university in Malaysia. Using Dudley-Evans and St John's (1998) model of needs analysis, this study looked into four constructs: Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Situation Analysis (LSA), and Means Situation Analysis (MSA). The quantitative data was analysed using the Statistical Package for Social Sciences (SPSS) version 30. It was found that respondents viewed writing skills as critically important for their academic contexts, faced challenges in mastering writing skills, recognised contents and strategies that could help them improve their writing skills, and were generally ready and willing to engage in a web-based writing resource. The result reflects a positive attitude toward integrating technology into their writing development. Hence, this study offers valuable guidance for ESL practitioners in designing, developing, and delivering effective, practical, and contextually relevant writing instruction. [For the complete proceedings, see ED678959.] |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
ED678981 |
| Database: |
ERIC |