S.O.S. for Synthesis: Quantifying Student Needs for a Mobile Writing Solution

Abstract

Synthesis writing is increasingly recognised as a core component of academic literacy in higher education, especially for ESL learners who must engage with multiple sources in research-based tasks. However, many continue to struggle with mastering the skill despite its relevance across disciplines. This paper presents the quantitative phase of a needs analysis conducted to inform the design of SEESOAR, a mobile learning solution aimed at enhancing synthesis writing skills among tertiary learners. Synthesis writing is a critical academic skill that requires students to select, organise, and connect information from multiple sources to construct new ideas or arguments. It is widely used in coursework, research papers, and final-year projects, yet many students struggle to master it. A total of 124 first-year degree students at a defence university in Malaysia participated in the study. The instrument was grounded in the needs analysis framework by Dudley-Evans and St John (1998), encompassing four constructs: Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Situation Analysis (LSA), and Means Situation Analysis (MSA). The survey consisted of 57 items across five sections and employed a 4-point Likert scale. The collected data were analysed descriptively using SPSS version 23 to identify patterns, trends, and key learner needs. The main finding  indicated that students desired scaffolded, interactive, and mobile-based support to address persistent difficulties in  synthesis writing. They expressed strong preferences for  interactive, engaging learning activities such as games, discussions, and problem-solving tasks. Results also indicated high readiness and enthusiasm for mobile app-based learning. These insights directly informed the development of SEESOAR. This study highlights the importance of data-driven approaches in creating effective and targeted digital learning tools tailored to learners’ needs in higher education.