“İhtiyaç Analizi Kullanılarak Tartışmacı Yazma Becerileri İçin ESP Müfredatına İleriye Dönük Yaklaşım”

Abstract

ESP müfredatı, öğrencileri seçtikleri alanlarda başarılı olmaları için gereken dilsel yeterliklerle donatmaya odaklanarak, gerçek hayatla ilgili konulara vurgu yapar. Önceki çalışmalar, hedef kitlesi için yazma becerilerinin önemini vurgulamaktadır; özellikle, güvenilir tez önerileri sunma ve tutarlı argümanlar oluşturma konusunda yetersiz olan yükseköğretim öğrencilerinin eleştirel ve analitik düşünme becerilerinde bir boşluk olduğunu göstermektedir. Bu nedenle, bu çalışma, öğrencilerin tartışmacı makale yazarken karşılaştıkları zorlukları belirlemek ve yazılı İngilizce dersini tasarlamak amacıyla ihtiyaç analizi yöntemini entegre etmektedir. Çalışmada karma yöntem yaklaşımı kullanılmıştır. Nicel tasarım, öğrencilerin tartışmacı yazma becerilerine ilişkin algılarını genel olarak anlamak için uygulanmış ve veriler SPSS kullanılarak analiz edilmiştir. Nitel yaklaşım ise öğrencilerin yeterlik düzeyini kavramak için söylem analizi ile yürütülmüştür. Çalışmanın örneklemi, Malezya’daki bir devlet üniversitesinde Akademik İngilizce Yazma dersine devam eden 30 öğrenciden oluşmaktadır. Veriler, öğrencilerin ikinci taslak yazılarından 5 örnek, Rosettes soru tipleri kullanılarak hazırlanan bir anket ve öğretmenlerin görüşlerini toplamak amacıyla yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Bu çalışma, ESP müfredat geliştirmede ileriye dönük bir yaklaşımın önemini ve gerekliliğini araştırmış, gerçek dünya gereksinimlerini ele almış ve öğrenci ihtiyaçlarını karşılayacak bir ESP kursu taslağı sunmuştur. Bulgular ve öneriler, öğretmen adayları ve hizmet içi öğretmenler, üniversite fakültesi, kurs tasarımcıları ve eğitim araştırmalarıyla ilgilenen diğer eğitimciler için, çeşitli ve sürekli değişen öğrenen gereksinimlerini karşılayan esnek ve etkili ESP programları tasarlamada rehberlik etmeyi amaçlamaktadır.

Keywords

• ESP
• ihtiyaç analizi
• tartışmacı yazma
• müfredat geliştirme
• yükseköğretim düzeyi

Forward-Thinking Approach to ESP Curricula for Argumentative Writing Skills Using Needs Assessment

Abstract

ESP curricula emphasizes on real-life relevance, focusing on equipping learners with the linguistic competencies required to excel in their chosen fields. The background literature stresses the importance of writing for the audience by tertiary students who lack the ability to propose credible thesis statements and construct coherent arguments, underscoring a gap in critical and analytical thinking. Thus, this study integrates needs assessment to identify the difficulties students face in writing argumentative essays to outline a written English course. A mixed method approach was used where the quantitative design was employed to have an overall understanding of the students’ perceptions on their argumentative writing abilities and the data was analysed using SPSS whereas the qualitative approach was used to get a gist of the students’ proficiency level using the discourse analysis. The samples of this study were 30 students of English for Academic Writing of a public government university in Malaysia. The data was collected by using 5 samples of students’ second draft of their writing, a questionnaire using Rosettes’ question types was constructed and semi-structured interviews to gather teachers’ perceptions. This study explored the importance and need for a forward-thinking approach to curriculum development in ESP, addressing the needs of real-world demands and outlined an ESP course to meet the learner needs. The findings and recommendations aim to inform preservice and in-service teachers, university faculty, course designers, and others interested in educational research educators, in crafting adaptable and impactful programs ESP that cater to diverse and ever-changing learner requirements.

Keywords

• ESP
• needs assessment
• argumentative writing
• curriculum development
• tertiary level

References

1. AmirAli Mojtahed. (2025). Teaching ESL Writing Reid 1993.pdf. Scribd. https://www.scribd.com/document/353891266/Teaching-ESL-Writing-Reid-1993-pdf
2. Allen, L. K., Snow, E. L., & McNamara, D. S. (2016). The narrative waltz: The role of flexibility in writing proficiency. Journal of Educational Psychology, 108(7), 911–924. https://doi.org/10.1037/edu0000109
3. Allen, L. K., Likens, A. D., & McNamara, D. S. (2018). Writing flexibility in argumentative essays: a multidimensional analysis. Reading and Writing, 32(6), 1607–1634. https://doi.org/10.1007/s11145-018-9921-y Batteiger, R. P. (1994). Writing and reading arguments: A rhetoric and reader. Allyn and Bacon. Beth Jillian Chase. (2011). An Analysis of the Argumentative Writing Skills of Academically Underprepared College Students. https://doi.org/10.7916/d8hm5gdz
4. Boroujeni, S. A., & Fard, F. M. (2013). A Needs Analysis of English for Specific Purposes (ESP) Course For Adoption Of Communicative Language Teaching :( A Case of Iranian First-Year Students of Educational Administration). The International Journal of Social Sciences and Humanities Invention, 2(6), 35–44. https://www.researchgate.net/publication/370599710
5. B. Valerio, Ma. Theresa. (2025). Enhancing Argumentative Essay Skills: Evaluating the Efficacy of AI-Powered Tools Versus the Traditional Approach Among Learners. Arab World English Journal, 1, 270–289. https://doi.org/10.24093/awej/ai.15
6. Cheong, C.-M., Zhu, X., & Xu, W. (2021). Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing. Sustainability, 13(22), 12869. https://doi.org/10.3390/su132212869
7. Dang, T. H., Chau, T. H., & Tra, T. Q. (2020). A Study On The Difficulties In Writing Argumentative Essays Of English-Majored Sophomores At Tay Do University, Vietnam. European Journal of English Language Teaching, 6(1). https://doi.org/10.46827/ejel.v6i1.3389
8. Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C., & Bivens-Tatum, J. (2008). Cognitive Models Of Writing: Writing Proficiency As A Complex Integrated Skill. ETS Research Report Series, 2008(2), i–36. https://doi.org/10.1002/j.2333-8504.2008.tb02141.x

9. Eisenheart, C. (2025). John-Munby-Communicative-syllabus-design-Cambridge-University-Press-1978. Scribd. https://www.scribd.com/document/707691892/John-Munby-Communicative-syllabus-design-Cambridge-University-Press-1978
10. Elbashir, B. (2023). Writing Skills Problems: Causes and Solutions. International Journal of English Language Teaching, 11(5), 52–64. https://doi.org/10.37745/ijelt.13/vol1n55264
11. Ferretti, R. P., & Graham, S. (2019). Argumentative writing: theory, assessment, and instruction. Reading and Writing, 32(6), 1345–1357. https://doi.org/10.1007/s11145-019-09950-x
12. Giridharan, B. (2012). Identifying Gaps in Academic Writing of ESL Students. https://files.eric.ed.gov/fulltext/ED535491.pdf
13. Grabe, W., & Zhang, C. (2013). Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning. TESOL Journal, 4(1), 9–24. https://doi.org/10.1002/tesj.65
14. Gudkova, K. V. (2021). Developing Argumentative Literacy And Skills In Esp Students. Journal of Teaching English for Specific and Academic Purposes, 0(0), 229–237. https://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1146/526
15. Lee, C.-L. (2016). Principles and Practices of ESP Course Design”A Case Study of a University of Science and Technology. International Journal of Learning, Teaching and Educational Research, 15(2). https://www.ijlter.org/index.php/ijlter/article/view/564
16. MacArthur, C. A., Jennings, A., & Philippakos, Z. A. (2018). Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction? Reading and Writing, 32(6), 1553–1574. https://doi.org/10.1007/s11145-018-9853-6
17. Md Yunus, M., Salehi, H., & Nordin, N. (2012). ESL Pre-service Teachers’ Perceptions on the Use of Paragraph Punch in Teaching Writing. English Language Teaching, 5(10). https://doi.org/10.5539/elt.v5n10p138
18. Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238–248. https://doi.org/10.1177/0265659009349979
19. Prema Ponnudurai, & Teun De Rycker. (2012). Malaysian Gen Y’s usage of vocabulary in academic essay-writing: A comparison of the effectiveness of... SEARCH the Journal of the South East Asia Research Centre for Communication and Humanities, 4(1), 63–76.https://www.researchgate.net/publication/287638678_Malaysian_Gen_Y%27s_usage_of_vocabulary_in_academic_essay-writing_A_comparison_of_the_effectiveness_of_online_versus_print_reading-to-write_tasks
20. Qin, J. (2016). Applying Toulmin Model in Teaching L2 Argumentative Writing. The Journal of Language Learning and Teaching, 3(2), 21–29. https://dergipark.org.tr/en/pub/jltl/issue/22505/240598
21. Ramage, J. D., Bean, J. C., & Bube, J. J. (2019, January 1). Writing Arguments: A Rhetoric with Readings, 11th ed. https://www.researchgate.net/publication/344120431_Writing_Arguments_A_Rhetoric_with_Readings_11th_ed
22. Salman Sabbah, S. (2018). English Language Syllabuses: Definition, Types, Design, and Selection. Arab World English Journal, 9(2), 127–142. https://doi.org/10.24093/awej/vol9no2.9
23. Stapleton, P. (2002). Critiquing voice as a viable pedagogical tool in L2 writing: Returning the spotlight to ideas. Journal of Second Language Writing, 11(3), 177–190. https://doi.org/10.1016/s1060-3743(02)00070-x
24. Theeb, H., & Albakrawi, M. (2013). Needs Analysis Of The English Language Secondary Hotel Students In Jordan. International Journal of English Language Teaching, 1(1), 13–23. https://www.eajournals.org/wp-content/uploads/NEEDS-ANALYSIS-OF-THE-ENGLISH-LANGUAGE-SECONDARY-HOTEL-STUDENTS-IN-JORDAN.pdf
25. Whitaker, A. (2009). ACADEMIC WRITING GUIDE 2 2 0 0 1 1 0 0 A Step-by-Step Guide to Writing Academic Papers. https://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf ‌White, F., & Billings, S. (2008). The well-crafted argument: A guide and reader (3rd ed.). Houghton Mifflin. Wood, N. (2004). Perspectives on argument (4th ed.). Prentice Hall.