METADATA
Title: A needs analysis for designing a gamification-based MOOC in English for specific purposes.
Vol. 13(1), 2025, pp. 120-139.
DOI: https://doi.org/10.46687/ULRS1031.
Author: Joko Slamet
About the author: Joko Slamet is a doctorate student in ELT at Universitas Negeri Malang, Indonesia. His main research interests include English Language Teaching, Linguistics, ESP, Technology in Language Learning, and Research & Development (R&D).
e-mail: joko.slamet.2202219@students.um.ac.id
ORCID iD: https://orcid.org/0000-0002-8676-8525.
Author: Yazid Basthomi
About the author: Yazid Basthomi is a faculty member of the Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia. During his doctoral career, he spent a stint of research as a Fulbright scholar at the ELI, University of Michigan, working on a genre analysis project. He also conducted a post-doc project at the University of Minnesota-Twin Cities. A past convener of the Master’s and Doctoral Program in ELT, his professorship is in the area of applied linguistics. Recently, he has co-supervised PhD thesis writing at the University of New England and Charles Darwin University, Australia, and been a visiting professor at Linnaeus University, Sweden. He is currently the coordinator of the publication division of TEFLIN.
e-mail: ybasthomi@um.ac.id
ORCID iD: https://orcid.org/0000-0003-3314-3334
Author: Francisca Maria Ivone
About the author: Francisca Maria Ivone is an Associate Professor of Applied Linguistics at the Department of English, Universitas Negeri Malang, Indonesia. She serves on the boards of directors of the Indonesian Extensive Reading Association (IERA) and the Indonesia Technology-Enhanced Language Teaching (iTELL). She conducts and publishes research in the fields of ELT, Technology-Enhanced Language Learning, Computer-Assisted Language Learning, Extensive Listening and Viewing, Extensive Reading, Learning Autonomy, and Collaborative Learning.
e-mail: francisca.maria.fs@um.ac.id
ORCID iD: https://orcid.org/0000-0001-6769-1406
Author: Evi Eliyanah
About the author: Evi Eliyanah is an Associate Professor in Gender Studies at the Department of English, Universitas Negeri Malang, Indonesia. Her research interests include representations of gender in popular culture and literature as well as equality and inclusion in higher education.
e-mail: evi.eliyanah.fs@um.ac.id
ORCID iD: https://orcid.org/0000-0002-6413-8792
Link: http://silc.fhn-shu.com/issues/2025-1/SILC_2025_Vol_13_Issue_1_120-139_20.pdf
Citation (APA): Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2025). A needs analysis for designing a gamification-based MOOC in English for specific purposes. Studies in Linguistics, Culture, and FLT, 13(1), 120-139. https://doi.org/10.46687/ULRS1031.
Abstract: Research on the integration of Massive Open Online Courses (MOOCs), English for Specific Purposes (ESP), and gamification faces critical gaps, notably the lack of comprehensive exploration into learning needs and preferences in this amalgamation. This study aims to address these gaps by conducting a needs analysis and informing the design of a gamification-based MOOC for ESP. To address its aim, we conducted a comprehensive investigation into the learning needs and preferences of 43 Informatics Engineering students at Universitas Negeri Malang. Our survey encompasses four critical dimensions: Learning Needs and Preferences (LNP), Challenges in ESP Learning (CiESP), Learning Approaches and Preferences (LAP), and Integrating Gamification Elements (IGE). Our findings not only provide valuable insights into the students’ specific educational needs and challenges in ESP learning but also illuminate their preferred learning approaches and the effective integration of gamification elements. These insights are pivotal for the design and development of a gamified-MOOC for ESP course, ensuring they align with students’ individual preferences and requirements. By doing so, this study contributes significantly to the ongoing discourse on ESP education enhancement, ultimately augmenting the effectiveness of MOOCs in ESP instruction, and facilitating more engaging and tailored learning experiences for students.
Keywords: English for specific purposes, Gamification, Needs analysis, MOOC, Instructional Design
References:
Afrilyasanti, R., & Cahyono, B. Y. (2022). Gamification as a helping hand for students’ learning adaptation due to Covid-19 pandemic. In Journal of Asia TEFL (Vol. 19, Issue 4, pp. 1301–1310). Asian Association of Teachers of English as a Foreign Language. https://doi.org/10.18823/asiatefl.2022.19.4.11.1301.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263.
Çelik, H., & Topkaya, E. Z. (2016). Evaluation of the methodology of an ESP reading skills course for undergraduate medical students: Outsider perspective. Procedia-Social and Behavioral Sciences, 232, 326–331. http://dx.doi.org/10.1016/j.sbspro.2016.10.030.
Conole, G. (2016). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia (RED), 50, 1–17. https://doi.org/10.6018/red/50/2.
Cor, G. L., & Coutherut, M. (2020). Online courses in times of pandemic: ESP and applied English classes at Université Paris 8. ASp, 78, 7–17. https://doi.org/10.4000/asp.6481.
Czerniewicz, L., Deacon, A., Glover, M., & Walji, S. (2017). MOOC-making and open educational practices. Journal of Computing in Higher Education, 29(1), 81–97. https://doi.org/10.1007/s12528-016-9128-7.
Fǎlǎuş, A. (2017). The current challenges of teaching ESP. IOP Conference Series: Materials Science and Engineering, 200(1). https://doi.org/10.1088/1757-899X/200/1/012059.
Friedrich, J., Becker, M., Kramer, F., Wirth, M., & Schneider, M. (2020). Incentive design and gamification for knowledge management. Journal of Business Research, 106, 341–352. https://doi.org/10.1016/j.jbusres.2019.02.009.
Gameel, B. G., & Wilkins, K. G. (2019). When it comes to MOOCs, where you are from makes a difference. Computers and Education, 136(November 2018), 49–60. https://doi.org/10.1016/j.compedu.2019.02.014.
Gao, B. (2019). Highly efficient English MOOC teaching model based on frontline education analysis. International Journal of Emerging Technologies in Learning, 14(6), 138–146. https://doi.org/10.3991/ijet.v14.i06.10160.
Gupta, O., Pant, M., & Chamoli, M. A. (2021). “Regularizing the irregular”- Strategies to integrate the sprite of MOOCs in higher education. Webology, 18(3), 1143–1150. https://doi.org/10.29121/web/v18i3/19.
Henderikx, M., Kreijns, K., Castaño Muñoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 40(2), 187–204. https://doi.org/10.1080/01587919.2019.1600364.
Henderikx, M., Kreijns, K., & Kalz, M. (2018). A classification of barriers that influence intention achievement in MOOCs (pp. 3–15). https://doi.org/10.1007/978-3-319-98572-5_1.
Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness project-based learning in ESP class: Viewed from Indonesian students’ learning outcomes. International Journal of Information and Education Technology, 13(3), 558–565. https://doi.org/10.18178/ijiet.2023.13.3.1839.
Ivone, F. M., & Jacobs, G. (2022). Learner autonomy and cooperative language learning. In Learning strategies and learner autonomy: Pedagogical struggles and opportunities in language and literature education (pp. 5–14). https://www.researchgate.net/publication/361288146.
Kakoulli Constantinou, E., & Papadima-Sophocleous, S. (2020). The use of digital technology of ESP: Current practises and suggestions for ESP teacher education. Journal of Teaching English for Specific and Academic Purposes, 017. https://doi.org/10.22190/JTESAP2001017K.
Khotimah, K., Widiati, U., Mustofa, M., & Faruq Ubaidillah, M. (2019). Autonomous English learning: Teachers’ and students’ perceptions. Indonesian Journal of Applied Linguistics, 9(2), 371–381. https://doi.org/10.17509/ijal.v9i2.20234.
Kusumawati, A. J. (2020). Redesigning Face-to-face into online learning for speaking competence during COVID-19: ESP for higher education in Indonesia. International Journal of Language Education, 276–288. https://doi.org/10.26858/ijole.v4i2.14745.
Kusumawati, E., & Widiati, U. (2017). The effect of vocabulary instructions on students’ reading comprehension across cognitive styles in ESP. Journal of Education and Practice, 8(2), 175–184. www.iiste.org.
Marcu, N. A. (2020). Designing functional ESP (English for specific purposes) courses. Procedia Manufacturing, 46, 308–312. https://doi.org/10.1016/j.promfg.2020.03.045.
Mekler, E.D., Brühlmann, F., Opwis, K., & Tuch, A. N. (2013). Disassembling gamification: The effects of points and meaning on user motivation and performance. CHI ’13 Extended Abstracts on Human Factors in Computing Systems. https://doi.org/10.1145/2468356.2468559.
Moore, R. L., & Wang, C. (2021). Influence of learner motivational dispositions on MOOC completion. Journal of Computing in Higher Education, 33(1), 121–134. https://doi.org/10.1007/s12528-020-09258-8.
Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological pedagogical and content knowledge of ESP teachers in blended learning format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490.
Ofosu-Ampong, K. (2020). The shift to gamification in education: A review on dominant issues. Journal of Educational Technology Systems, 49(1), 113–137. https://doi.org/10.1177/0047239520917629.
Rahman, H., & Suryati, N. (2018). Authentic texts used by EFL vocational teachers in listening classes: Are they suitable with learners’ needs? http://journal.um.ac.id/index.php/jptpp/.
Rodríguez-Peñarroja, M. (2022). Integrating project-based learning, Taskbased language teaching approach and YouTube in the ESP class: A study on students’ motivation. Teaching English with Technology, 22(1), 62–81.
Romsi, A., Widodo, J. P., & Slamet, J. (2024). Empowering slow learners: Gamification’s impact on students’ engagement and academic performance in an LMS for undergraduate students. International Journal of Information and Education Technology, 14(2), 193–203. https://doi.org/10.18178/ijiet.2024.14.2.2040.
Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: What can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21(1), 143–166. https://doi.org/10.1007/s12564-019-09618-9.
Schöbel, S. M., Janson, A., & Söllner, M. (2020). Capturing the complexity of gamification elements: A holistic approach for analysing existing and deriving novel gamification designs. European Journal of Information Systems, 29(6), 641–668. https://doi.org/10.1080/0960085X.2020.1796531.
Shah, J., & Khanna, M. (2022). What determines MOOC success? Validation of MOOC satisfaction continuance model. Vision, 1–14. https://doi.org/10.1177/09722629221131386.
Slamet, J., & Basthomi, Y. (2024). Assessing gamification-based LMS for EFL students: A self-directed learning framework. Studies in Linguistics, Culture, and FLT, 12(2), 100–122. https://doi.org/10.46687/CVHT3942.
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2024a). Unlocking the potential in a gamification-based MOOC: Assessing autonomous learning and self-directed learning behaviors. Teaching and Learning Inquiry, 12, 1–20. https://doi.org/10.20343/teachlearninqu.12.19.
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2024b). Utilizing an SDL approach in designing a gamification-based MOOC to enhance autonomous learning. Journal of Information Technology Education: Research, 23, 010. https://doi.org/10.28945/5278.
Slamet, J., & Mukminatien, N. (2024). Developing an online formative assessment instrument for listening skill through LMS. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 188–211. https://so04.tci-thaijo.org/index.php/LEARN/index.
Stefanova, A., & Zabunov, G. (2020). Enhancing Student Motivation in ESP by Increasing the Level of Engagement: A Proposed Model. English Studies at NBU, 6(2), 201–216. https://doi.org/10.33919/esnbu.20.2.2.
Supriyono, Y., Saukah, A., Latief, M. A., Widiati, U., & Suryati, N. (2020). EFL learners’ self-regulated learning in a technology-mediated language learning setting. In International Journal of Innovation, Creativity and Change. www.ijicc.net (Vol. 10). www.ijicc.net.
Teixeira, A. M., Mota, J., Morgado, L., & Do Carmo Teixeira Pinto, M. (2019). Can MOOCs close the opportunity gaps? The contribution of social inclusive pedagogical design. Revista Fuentes, 21(2), 239–252. https://doi.org/10.12795/revistafuentes.2019.v21.i2.08.
Torres-Toukoumidis, A., González-Moreno, S. E., & Palma-Ruiz, J. M. (2021). Gamification in MOOC context. Documentary analysis (pp. 267–277). https://doi.org/10.1007/978-3-030-72654-6_26.
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. Internet and Higher Education, 56(August 2022), 100880. https://doi.org/10.1016/j.iheduc.2022.100880.
Widiati, U., Anugerahwati, M., & Suryati, N. (2021). Autonomous learning activities: The perceptions of English language students in Indonesia. Pegem Journal of Education and Instruction, 11(3), 34–49. https://doi.org/10.14527/pegegog.2021.00.
Woodcock, J., & Johnson, M. R. (2018). Gamification: What it is, and how to fight it. Sociological Review, 66(3), 542–558. https://doi.org/10.1177/0038026117728620.
