A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis

Abstract

Synthesis writing, a critical skill for university students, involves selecting, organizing, and connecting information from multiple texts. However, many students struggle with this task, highlighting a need for effective instructional approaches. In the wake of the Covid-19 pandemic, which has reshaped educational practices, there is a pressing need to reconsider teaching methods and incorporate digital approaches to align with contemporary learning paradigms. This study investigates the necessity of developing a mobile app module for teaching synthesis writing in a defence university setting in Malaysia. Ultimately, the research poses a central question: What are the perspectives of educators in a defence university in Malaysia regarding the necessity of developing a mobile application module for teaching synthesis writing? Through semi-structured interviews with five educators, the study explores their perspectives on the importance, challenges and strategies associated with teaching synthesis writing, as well as their readiness to integrate mobile technology into instruction. Thematic analysis of the data reveals four main themes: the importance of synthesis writing, challenges in teaching synthesis writing, learning strategies employed by educators, and the readiness to adopt mobile technology for teaching synthesis writing. The findings underscore the significance of this study for mobile application designers, English language educators, and course designers, providing insights into the specific needs and preferences regarding synthesis writing instruction. Furthermore, the study contributes to both theory and practice in education by addressing the growing demand for digital tools in writing instruction and highlighting the potential of mobile applications to enhance students’ writing skills.