Design, development, and evaluation of an English for synthesis writing mobile learning module (SEESOR) for a defense university

Abstract

Synthesis writing is frequently utilized in assignments and research papers at tertiary institutions, where students are required to compile data from various sources and use it to construct their essays. It demands a complicated task that tertiary students find challenging. Synthesis writing skills include selecting, organizing and connecting information from multiple texts. Students' inability to apply proper synthesis writing skills results in poorly synthesized essays, sometimes leading to plagiarism. Although synthesis writing skills are crucial at the tertiary level, little emphasis is put on helping students develop the skill. Synthesis writing skills are often incorporated in academic writing classes. At a defense university in Malaysia, the teaching of synthesis writing is embedded in an English for Academic Writing course for undergraduates. The lecturers struggle to find solutions to help students improve their synthesis writing skills due to the complexity of the task, time constraints and students' poor skills in synthesis writing. An innovation that enables students to have the opportunity to make their learning more autonomous is sought to enhance students' synthesis writing skills. A digital approach can aid the class in the teaching and learning process aligned with the fourth goal of the Sustainable Development Goals (SDG) to promote lifelong learning opportunities for all. Writing interventions via digital platforms such as mobile applications have increased their importance in education, as they render positive outcomes in students' learning. Hence, this research aims to design and develop a mobile app that uses the SOAR (Select, Organize, Associate, Regulate) strategy to teach synthesis writing skills. The study utilized the DDR research type 1 and ADDIE model with three phases: (1) needs analysis, (2) design and develop, and (3) implementation and evaluation. The needs analysis was conducted with 124 under graduate students and five lecturers. Based on the analysis, the app was designed based on Mastery Learning Theory, Social Constructivism Theory, Cognitive Constructivism Theory, Information Processing Theory, SOI Model, and Cognitive Theory of Multimedia Learning. The developed prototype was then evaluated by seven experts in terms of the content and mobile aspects, as well as two users. After amendments were made, the mobile app was implemented for 104 undergraduate students and three lecturers. Results show a positive response from both students and lecturers. The strengths of SEESOAR are its structured way of learning how to write a synthesis essay and the collaborative learning aspect it offers its users. The SEESOAR app enables students to be more autonomous in their learning. The contribution of this research is the SEESOAR app, which uses the SOAR method (Select, Organize, Associate, Regulate) to teach synthesis essay writing in English. The findings have significant implications for mobile app designers, who can integrate educational theories into app development; English language teachers, who can use SEESOAR to enhance synthesis writing instruction; and course designers, who can adopt similar digital tools to promote autonomous learning and improve academic writing skills.