Content area
The integration of technology in education has gained significant attention, particularly in China's higher education sector. While much research examines the role of digital tools in education, there is limited focus on understanding the specific needs of online courses from the perspectives of educators. In the context of online academic English writing for Chinese English as a Foreign Language (EFL) learners, teachers encounter various challenges that have not been thoroughly explored. This study employs a qualitative approach (N = 6) to conduct a needs analysis focused on the experiences of instructors teaching online academic English. By examining the difficulties teachers face and the improvements they seek, this study highlights key issues in three areas: pedagogical strategies and resources, course scheduling, and learner engagement. The thematic analysis of data from six participants reveals a strong desire for more interactive and collaborative learning frameworks in online teaching model development. These findings offer valuable, context-specific insights into teachers' needs in online writing instruction and EFL pedagogy within the Chinese higher education context, providing implications for enhancing online teaching practices tailored to this particular setting.
Details
Higher education;
Cooperative learning;
Second language writing instruction;
College students;
Academic writing;
English as a second language;
Academic language;
Teaching methods;
Writing instruction;
Second language teachers;
Learning environment;
Chinese languages;
Teachers;
Second language writing;
Needs assessment;
Needs analysis;
Online instruction;
English as a second language instruction;
Collaborative learning;
Writing;
Distance learning;
Foreign languages;
Internet;
English language;
Scholarship
