NEEDS ANALYSIS FOR THE DEVELOPMENT OF A SYDNEY GENRE-BASED SYLLABUS DESIGN FOR IMPROVING THAI PRE-CADETS’ CRITICAL WRITING ON EXPOSITION TEXTS
Keywords:
Needs Analysis, Development, Improving, Critical WritingAbstract
This research article aimed to study Thai pre-cadets' general context, to study Thai pre-cadets' opinions on English writing skills and to analyse the needs for development of a Sydney-genre-based syllabus design for improving Thai pre-cadets’ critical writing on exposition texts. The study was conducted by quantitative research collecting data from 30 samples who were the second-year pre-cadets students who were enrolled in an extra English course in the academic year 2020. The data were collected through a Five-point rating scales questionnaire validated by 5 experts for its accuracy. The obtained data were analysed by descriptive statistics: frequency, percentage, mean and standard deviation and content analysis for problems, obstacles and suggestions in open ended questionnaire.
The results showed that the majority of students lacked knowledge of expository writing and needed to learn English writing in everyday life at the highest level ( =4.07). Some of them needed to learn expository writing with both teacher and peer support. Vocabulary and language pattern necessary for expository writing were also needed. Some students preferred to translate a draft from Thai to English when they were writing at a high level (
= 3.83). The study also found that after their engagement in writing activities, they were yet unable to apply critical expository writing strategies. Therefore, it was suggested that there should be some guidelines for English teachers at the Armed Forces Academies Preparatory School to develop an SFL-based curriculum in order for students to develop writing skills to be able to write criticism effectively.
References
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Srinon, U. (2011). A longitudinal study of developments in the academic writing of Thai university students in the context of a genre-based pedagogy. (Dissertation of Doctor of Philosophy). School of Humanities, Faculties of Humanities and Social Sciences. University of Adelaide.
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