DEVELOPING A SPOC-BASED ACADEMIC LISTENING MODEL: A PRELIMINARY NEEDS ANALYSIS
DOI:
https://doi.org/10.21009/ishel.v2i1.69021Keywords:
academic listening, spoc, needs analysis, consecutive note-taking, efl learnersAbstract
Academic listening is an essential but challenging skill for EFL learners in higher education. However, limited research has examined students’ needs as a basis for developing online academic listening instruction. This study investigated the needs of Indonesian EFL undergraduates to inform the development of a Small Private Online Course (SPOC)-based Academic Listening model. A qualitative needs-analysis design was conducted as the preliminary phase of a Design and Development Research project. Data were collected through open-ended questionnaires from 36 students enrolled in an Academic Listening course at Universitas Sultan Ageng Tirtayasa, Indonesia, and analyzed thematically using ATLAS.ti 9. Five interrelated themes emerged: linguistic challenges, cognitive challenges, emergent consecutive note-taking practices, self-regulated learning challenges, and environmental and technical challenges. Students experienced difficulties with unfamiliar vocabulary, rapid speech, information overload, concentration, and technological constraints. They also employed keywords, abbreviations, symbols, and idea mapping to support comprehension and reduce information loss. These findings suggest that consecutive note-taking serves as a learner-generated cognitive support strategy and provides an empirical basis for designing a SPOC-based Academic Listening model integrating linguistic scaffolding, cognitive support, and self-regulated learning.
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Copyright (c) 2026 Rahman Hakim, Fathiaty Murtadho, Muchlas Suseno
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