CONNECTING STUDENTS' AND LECTURERS' PERSPECTIVES ON ENGLISH LEARNING NEEDS
DOI:
https://doi.org/10.30863/ijretal.v7i1.12472Keywords:
Basic English skill, Need Analysis, English for specific purposeAbstract
Understanding English learning needs from multiple educational perspectives is essential for designing effective Basic English instruction for non-English major students. While previous needs analysis studies have predominantly focused on learners' perspectives, limited attention has been given to the convergence between students' learning needs and lecturers' instructional priorities. This study investigated English learning needs from the perspectives of non-English major students and English lecturers to identify areas of convergence that could inform the design of a context-sensitive Basic english program. A descriptive survey design was employed involving 36 students and alumni, two English lecturers, a placement test, and a pilot-tested needs analysis questionnaire. Quantitative data were analyzed using descriptive statistics, while lecturers' responses were synthesized thematically to identify instructional priorities and areas of convergence. The findings revealed that although students recognized the importance of English for academic and professional purposes, most demonstrated limited English proficiency. Grammar emerged as the greatest learning challenge, whereas speaking was identified as the highest priority for future communication. Students also expressed strong preferences for bilingual, interactive learning, and technology-supported learning. The lecturers' perspectives similarly aligned with these findings, particularly regarding the importance of communicative competence, grammar and vocabulary development, interactive learning, and digital learning resources. The convergence between students' and lecturers' perspectives suggests that Basic English instruction should be designed through evidence-informed instructional planning that integrates learners' needs with pedagogically appropriate teaching priorities. The study provides practical insights for English lecturers and curriculum developers seeking to design context-sensitive Basic English programs for non-English major students in Indonesian higher education.
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