Needs Analysis from Teachers’ Experiences in Online Academic English Writing Model for Chinese EFL College Students

Abstract

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.