Language Curriculum Design

Nation, I.J.P.; Macalister, John

doi:10.4324/9780429203763-1

Cited by 223 publications

(123 citation statements)

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“…This is in line with what Graves said that needs analysis will help learners to take an image of their own learning, to identify their needs in order to control their learning and to create a dialog between students to students and teachers to students [13]. Macalister argued that needs analysis is done to find out what the students have known and what they need [16]. This opinion can be analyzed that needs analysis is an attempt to find out how far learners know about what they learn and the learning that will be followed and what they need.…”

Section: Introductionsupporting

confidence: 73%

Needs Analysis: A learning model for CTL-based academic writing

Rofii¹,

Murtadho²,

Rahmat³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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This research is aimed at describing the result of needs analysis in the development process of contextual-based academic writing learning model which is linked with students' characteristics. As a research and development, this study uses qualitative and quantitative approaches using a survey method in identifying students need which comprises the need, drawback, and want. In this research, needs analysis is concerned with steps which must have gone through by the students in the writing process including pre-writing, writing, and post-writing processes. It uses a questionnaire administered to 71 students (3 rd semester) of Indonesian Language and Art Study Program Faculty of Teacher Training and Education Universitas Batanghari Jambi. The result shows, in the drawback aspect, that students often experience some problems that can be seen from their mean scores of three processes of writing (3.83) categorized as high. From the aspect of needs, it is found that some competencies must be mastered by the students. It can be seen from that three processes of writing in which the score is 4.28 with the very high category. From the aspect of want, it is found that the students need some information regarding with writing process. It can be seen from their mean scores 4.17 which falls into the high category. Based on these findings, it can be concluded that students need all of the information on aspect of necessities, lack, or want contained in the questionnaire. Moreover, these findings will be used in designing contextualbased academic writing learning model.

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Section: Introductionsupporting

confidence: 73%

Needs Analysis: A learning model for CTL-based academic writing

Rofii¹,

Murtadho²,

Rahmat³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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“…In addition to the focus on writing, many contemporary language education curriculum emphasize the development of students' creativity, critical thinking, and positive values and attitudes (Choi, 2016;Macalister and Nation, 2019;Mickan and Wallace, 2019). Similarly, the Chinese language education (CLE) curriculum guide in Hong Kong also highlights the importance of improving students' communication, collaboration, self-learning skills, and culture learning supported by Information and Communication Technologies (ICT) (Curriculum Development Council of Hong Kong, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

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“…In other words, both gifts, this is by the needs of students for their future careers. According to (Macalister et al, 2020), Another way of looking at needs is to make a significant division between current knowledge and required knowledge and objective conditions and subjective requirements. Lacks according to current knowledge, Necessities according to the required expertise, and Wants according to personal needs.…”

Section: Student Needs Towards Learning Englishmentioning

confidence: 99%

Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

Rahman¹

2020

JSE

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This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.

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Language Curriculum Design

Cited by 223 publications

References 0 publications

Needs Analysis: A learning model for CTL-based academic writing

Needs Analysis: A learning model for CTL-based academic writing

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

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