Araştırma Makalesi
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Needs-Analysis: The First Step in Content Development for Mobile Learning

Yıl 2011, Cilt: 28 Sayı: 1, 13 - 21, 03.09.2015

Öz

Learner-oriented diagnosis of language learning needs has been in the limelight for at least three decades in curriculum design or language programme development schemes (Munby, 1978; Brown, 2009). Following a similar route, in the present study 81 tourism vocational high school students’ perceptions of English language learning needs are scrutinized. These students’ ‘real’ wants and lacks are also given consideration under the theoretical foundations laid by Dudley-Evans and St. John (1998). Through a multi-layered needs analysis, an appropriate and stimulating mobile language learning platform is aimed to be constructed whereby learners’ positive attitudes, language proficiency and technological literacy will be boosted in lieu of the traditional time-and place-constrained learning practices. To this end, students’ internal subjective needs were determined through questionnaires while hotel managers/academics/teachers’ views on students’ objective needs were explored through semi-structured interviews. The findings have revealed that the students’ vocational language needs remarkably outweigh the other types of needs per se. Under these circumstances, the results underline the inevitability of ‘needs-analysis’ in the construction of mobile language learning modules and platforms.

Kaynakça

  • Atwell, J. (2005). A technology update and m-learning project summary. London: Learning and Skill Development Agency.
  • Bayyurt, Y., & Tıkaç, S. (forthcoming). Mobile language learning (MLL) in vocational high schools. In P. Broeder & M.J.W. Stokmans (Eds.), Proceedings of the 6th GET-IN Conference. Tilburg: Tilburg University Publications.
  • Bernard, H. (1988). Research methods in cultural anthropology. Newbury Park, CA: Sage.
  • Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269–293). Oxford: Blackwell.
  • Chambers, F. (1980). A re-evaluation of needs analysis. ESP Journal, 1(1), 25–33.
  • Dickinson, L. (1991). Self-Instruction in Language Learning. Cambridge: Cambridge University Press.
  • Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
  • Graves, K. (1996). Teachers as course developers. England: Cambridge University Press.
  • Hamp-Lyons. (2001). English for academic purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 126–130). Cambridge: Cambridge University Press.
  • Hutchinson and Waters. (1987). English for specific purposes. New York: Cambridge University.
  • Kavaliauskiene, G., & Uzpaliene, D. (2003). Ongoing needs analysis as a factor to successful language learning. Journal of Language and Learning, 1(1), 4–11.
  • Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In P. Svensson (Ed.), Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: Language learning and IT) (pp. 295–310). Sweden: Swedish Net University (Nätuniversitetet).
  • Kukulska-Hulme, A., & Traxler, J. (2005). Mobile learning: A handbook for educators and trainers. London, UK: Routledge.
  • Kukulska-Hulme, A., & Traxler, J. (2007). Designing for mobile and wireless learning. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing and delivering e-learning (pp. 180–192). London: Routledge.
  • Kukulska-Hulme, A. & Pettit, J. (2009). Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure. In M. Ally (Ed.), Mobile Learning: transforming the delivery of education and training. Issues in Distance Education (pp. 135–155). Athabasca: Athabasca University Press.
  • Kukulska-Hulme, A. (2011, October). Lifelong language learning in a mobile age. Plenary speech presented at MLARG Final Conference, Istanbul, Turkey.
  • Lett, J. A. (2005). Foreign language needs assessment in the US military. In M. H. Long (Eds.), Second language needs analysis (pp. 105–124). Cambridge: Cambridge University Press.
  • Long, M. H. (2005), Second language needs analysis. Cambridge: Cambridge University Press.
  • Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.
  • Purpura, J. E., & Graziano-King, J. (2004). Investigating the foreign language needs of professional school students in international affairs: A case study. Working Papers in TESOL & Applied Linguistics, Teachers College, Columbia University, 4(1), 1–33. Retrieved from http://www.hawaii.edu/sls/uhwpesl/25(1)/Watanabe.pdf.
  • Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Robinson, P. (1991). ESP today: A practitioner’s guide. New York: Prentice Hall.
  • Valk, J. H., Rashid, A. T. & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11(1), Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/794/1487.
  • Van Avermaet, P., & Gysen, S. (2006). From needs to tasks: Language learning needs in a task-based approach. In K. Van den Branden (Eds.), Task-based language teaching in practice (pp. 17–46). Cambridge: Cambridge University Press.
  • Wishart, J. (2011, October). Research into teacher trainees and the way they can use mobile phones to support them in their teaching and learning. Plenary speech presented at MLARG Final Conference, Istanbul, Turkey.
Yıl 2011, Cilt: 28 Sayı: 1, 13 - 21, 03.09.2015

Öz

Kaynakça

  • Atwell, J. (2005). A technology update and m-learning project summary. London: Learning and Skill Development Agency.
  • Bayyurt, Y., & Tıkaç, S. (forthcoming). Mobile language learning (MLL) in vocational high schools. In P. Broeder & M.J.W. Stokmans (Eds.), Proceedings of the 6th GET-IN Conference. Tilburg: Tilburg University Publications.
  • Bernard, H. (1988). Research methods in cultural anthropology. Newbury Park, CA: Sage.
  • Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269–293). Oxford: Blackwell.
  • Chambers, F. (1980). A re-evaluation of needs analysis. ESP Journal, 1(1), 25–33.
  • Dickinson, L. (1991). Self-Instruction in Language Learning. Cambridge: Cambridge University Press.
  • Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
  • Graves, K. (1996). Teachers as course developers. England: Cambridge University Press.
  • Hamp-Lyons. (2001). English for academic purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 126–130). Cambridge: Cambridge University Press.
  • Hutchinson and Waters. (1987). English for specific purposes. New York: Cambridge University.
  • Kavaliauskiene, G., & Uzpaliene, D. (2003). Ongoing needs analysis as a factor to successful language learning. Journal of Language and Learning, 1(1), 4–11.
  • Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In P. Svensson (Ed.), Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: Language learning and IT) (pp. 295–310). Sweden: Swedish Net University (Nätuniversitetet).
  • Kukulska-Hulme, A., & Traxler, J. (2005). Mobile learning: A handbook for educators and trainers. London, UK: Routledge.
  • Kukulska-Hulme, A., & Traxler, J. (2007). Designing for mobile and wireless learning. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing and delivering e-learning (pp. 180–192). London: Routledge.
  • Kukulska-Hulme, A. & Pettit, J. (2009). Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure. In M. Ally (Ed.), Mobile Learning: transforming the delivery of education and training. Issues in Distance Education (pp. 135–155). Athabasca: Athabasca University Press.
  • Kukulska-Hulme, A. (2011, October). Lifelong language learning in a mobile age. Plenary speech presented at MLARG Final Conference, Istanbul, Turkey.
  • Lett, J. A. (2005). Foreign language needs assessment in the US military. In M. H. Long (Eds.), Second language needs analysis (pp. 105–124). Cambridge: Cambridge University Press.
  • Long, M. H. (2005), Second language needs analysis. Cambridge: Cambridge University Press.
  • Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.
  • Purpura, J. E., & Graziano-King, J. (2004). Investigating the foreign language needs of professional school students in international affairs: A case study. Working Papers in TESOL & Applied Linguistics, Teachers College, Columbia University, 4(1), 1–33. Retrieved from http://www.hawaii.edu/sls/uhwpesl/25(1)/Watanabe.pdf.
  • Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Robinson, P. (1991). ESP today: A practitioner’s guide. New York: Prentice Hall.
  • Valk, J. H., Rashid, A. T. & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11(1), Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/794/1487.
  • Van Avermaet, P., & Gysen, S. (2006). From needs to tasks: Language learning needs in a task-based approach. In K. Van den Branden (Eds.), Task-based language teaching in practice (pp. 17–46). Cambridge: Cambridge University Press.
  • Wishart, J. (2011, October). Research into teacher trainees and the way they can use mobile phones to support them in their teaching and learning. Plenary speech presented at MLARG Final Conference, Istanbul, Turkey.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Bölüm Özgün Çalışma
Yazarlar

Yasemin Bayyurt

Nur Başak Karataş Bu kişi benim

Yayımlanma Tarihi 3 Eylül 2015
Yayımlandığı Sayı Yıl 2011 Cilt: 28 Sayı: 1

Kaynak Göster

APA Bayyurt, Y., & Karataş, N. B. (2015). Needs-Analysis: The First Step in Content Development for Mobile Learning. Bogazici University Journal of Education, 28(1), 13-21.