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

Yıl 2025, Cilt: 3 Sayı: 2, 69 - 92, 28.12.2025

Aysha Mohd Sharif

https://doi.org/10.70870/joinesp.1787532

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

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