Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines
DOI:
https://doi.org/10.56498/31202154Keywords:
needs analysis, reading and writing skills, instruction preference, senior high schoolAbstract
The present study sought to determine the current skills, competencies, and needs of the Senior High School (SHS) students in a public school in Metro Manila, Philippines, regarding academic reading and writing through needs analysis (NA). The NA uses two approaches: (1) present situation analysis (PSA), with a purpose of pointing out the English proficiency of students and their level in reading and writing in the second language at the onset of the course (Dudley-Evans & St Johns, 1998; Robinson, 1991 as cited in Ibrahim, 2016), and (2) learning needs analysis (LNA), which is referred to as, “what the learner needs to do to learn” (Hutchinson & Waters, 1987 as cited in Ibrahim, 2016, p.2). The researchers conducted a survey among 100 SHS students and triangulated the results through an item analysis of Reading and Writing diagnostic test administered to the participants and interview sessions with three English teachers, seven diagnostic test high scorers, and seven students with low scores. For reading, researchers identified these skills to be the main struggles of SHS students: (1) recognizing different patterns of development (comparison and contrast, definition, description, narration, etc.) in texts; (2) evaluating the coherence, organization, grammar, and mechanics of a text; (3) having poor vocabulary knowledge; and (4) identifying ways on how to select and organize information. For writing, the main challenges are (1) lack of topic-relevant background knowledge and topic-specific paper on texts, (2) insufficient knowledge and practice on writing with proper citation, (3) incorrect grammar, (4) shallow vocabulary, and (5) use of different patterns of development when writing. The present study recommends explicit instruction, utilization of text-based approach, and inclusion of authentic and collaborative tasks in teaching Reading and Writing in SHS in the Philippines.
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