Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students

Cristy Grace A.  Ngo; Maria Shiela E.  Reyes; Janica Rei T.  Ganzon; Daniella Joy G.  Felix; Julliana Amor P.  Bacaca

doi:10.54012/jcell.v4i2.321

Authors

Cristy Grace A. Ngo College of Teacher Education, The University of Mindanao, Davao del Sur, Philippines
Maria Shiela E. Reyes College of Teacher Education, The University of Mindanao, Davao del Sur, Philippines
Janica Rei T. Ganzon College of Teacher Education, The University of Mindanao, Davao del Sur, Philippines
Daniella Joy G. Felix College of Teacher Education, The University of Mindanao, Davao del Sur, Philippines
Julliana Amor P. Bacaca College of Teacher Education, The University of Mindanao, Davao del Sur, Philippines

https://doi.org/10.54012/jcell.v4i2.321

Abstract views: 246

PDF downloads: 104

Keywords:

English for Specific Purposes, needs analysis, macro skills, psychology, reading, speaking, writing, listening

Abstract

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.

Downloads

Download data is not yet available.

References

Anthony, L. (2018). Introducing English for specific purposes.Routledge.

Arboleda, A. D. B. (2022). Move analysis of thesis and dissertation abstracts in one Philippine graduate institute. Premise, 11(3), 576. https://doi.org/10.24127/pj.v11i3.5437

Avila, E. C., Lavadia, M. K. S., Sagun, R. D., & Miraña, A. E. (2021). Readability Analysis of College Student’s Written Outputs using Grammarly Premium and Flesch Kincaide Tools. Journal of Physics. Conference Series, 1933(1), 012120. https://doi.org/10.1088/1742-6596/1933/1/012120

Bernardo, A. B. I., Cordel, M.O., Lucas, R. I. G., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2021). Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners. Education Sciences, 11(10), 628. https://doi.org/10.3390/educsci11100628

Faidah, N. (2022). English For Spesific Purposes:A Need Analysis of Nursing Students at Megarezky University of Makassar (A Descriptive Quantitative Research). Thesis: Universitas Muhammdiyah Makasar.

Flowerdew, J. (2013). Needs Analysis and Curriculum Development in ESP. Language Teaching, 46(3), 325-347.

Gatehouse, K. (2016). Key issues in English for Specific Purposes (ESP) curriculum development. (n.d.). http://iteslj.org/Articles/Gatehouse-ESP.html

Ghulamuddin, N. J. A., Mohari, S. K. M., & Ariffin, K. (2021). Discovering writing difficulties of Malay ESL Primary school level students. https://www.semanticscholar.org/paper/Discovering-Writing-Difficulties-of-Malay-ESL-Level-Ghulamuddin-Mohari/cc3eb4dc7d1f1a348d9ab7496077896c33e774e4

Huhta, M., Vogt, K., Johnson, E., & Tulkki, H. (2013). Needs analysis for language course design: A Holistic Approach to ESP. Cambridge University Press.

Hyland, K. (2016). English for academic purposes: An Advanced Resource Book. Taylor & Francis US.

Jie, S., & Cross, J. (2014, August). An investigation into problems in the writing of conference abstracts by Japanese graduate students. In Proceedings of the 2014 International Conference on Advanced Mechatronic Systems (pp. 128-132). IEEE.

Kardiansyah, M. Y., & Qodriani, L. U. (2018). English Extra Curicular and its role to improve students English speaking ability. Retorika: Jurnal Ilmu Bahasa, 4(1), 60-69.

Kumar, P. J. (2017). Academic Assessment System of Learners in IGNOU. https://doi.org/10.31235/osf.io/f9en4

Kusuma, A. Z., Hatim, M., & Uzer, Y. (2023). Need analysis of English language used for students in hospitality. ESTEEM Journal of English Study Programme, 1–9.

Liu, H., Chen, X., & Liu, X. (2022). Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.948612

Mahmot, T. A. (2013). Assessing the Language Learning Strategies Worldwide with the ES:/EFL version of the Strategy Inventory Language Learning System, 23, 1-23. https://doi.org/10.1016/0346-251X(94)00047-

Martínez, I. A., Beck, S. C., & Panza, C. B. (2019). Academic vocabulary in agriculture research articles: A corpus-based study. English for Specific Purposes, 28(3), 183–198. https://doi.org/10.1016/j.esp.2009.04.003

Milliner, B., & Dimoski, B. (2021). The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy. Language Teaching Research, 28(2), 679–713. https://doi.org/10.1177/13621688211004646

Miqawati, A. H., Wijayanti, F., & Ismailia, T. (2023). Adopting CEFR for English Language Learning in Indonesia to support 21st Century Skills. In Proceedings of the 3rd International Conference on Social Science, Humanity and Public Health, ICoSHIP 2022, 05-06 November 2022, Banyuwangi, East Java, Indonesia: ICoSHIP 2022 (p. 105). European Alliance for Innovation.

Miqawati, A. H., & Sa’diyah, I. H. (2023). A Need Analysis of English Course for Agriculture Department Students. Ta’dib, 26(1), 19–28. https://doi.org/10.31958/jt.v 26i1.7897

Paltridge, B., & Starfield, S. (2014). The Handbook of English for specific purposes. John Wiley & Sons.

Pichette, F., de Serres, L., & LaFontaine, M. (2019). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33, 66-82.

Sangaji, S. (2019). A Study on the University Students' Speaking Difficulties. Online Submission, 2(1), 1-8.

Sari, N. P. Y. C. (2018). THE CORRELATION BETWEEN STUDENTS’SELF-EFFICACY AND THEIR PERFORMANCE IN SPEAKING SKILL. Journal of Languages and Language Teaching, 4(2), 79-83.

Tanewong, S. (2018). Metacognitive Pedagogical Sequence for Less-Proficient Thai EFL Listeners: A Comparative investigation. RELC Journal, 50(1), 86–103. https://doi.org/10.1177/0033688218754942

Tiongson, M. T. A. (2019, December 10). English for specific purposes Teachers’ perceptions of interdisciplinary collaboration in writing classes. https://journals.upd.edu.ph/index.php/jescl/article/view/6906

Todea,L., & Demarcsek, R. (2017). Needs analysis for language course design . A case study for engineering and business students. IOP Conf. Series: Materials Science and Engineering 200, 012064. https://doi.org/10.1088/1757899X/200/1/012064

Turner, D. P. (2020). Sampling methods in research design. Headache, 60(1), 8–12.

https://doi.org/10.1111/head.13707

Wulandari, N. A., Amalia, S., & Ramdhani, M. I. (2022). Investigating speaking

difficulties of senior high school students: Linguistics and psychological

problems. English Franca: Academic Journal of English Language and

Education, 6(1), 151–166. https://doi.org/10.29240/ef.v6i1.4271