Needs Assessment for Technology-Mediated Task-Based Language Teaching Critical Reading in Indonesia

This study aims to report the results of a needs assessment conducted among EFL students and faculty members of a private university in Indonesia regarding the use of the technology-mediated task-based language teaching (TMTBLT) approach in developing critical reading skills among EFL students. Using a purposive sampling technique, this study  (N-40) surveyed 35 undergraduate students and five faculty members from a private university in Indonesia. Data were collected through questionnaires based on a need analysis framework and interviews that focused on three major aspects: tasks, tools , and digital literacy. The findings indicated that students require tools and media, such as digital texts and online discussion platforms, to enhance their critical reading skills, which could be integrated into an e-module. The identified critical reading tasks included summarizing and outlining, analyzing arguments, evaluating evidence, comparing and contrasting, and recognizing assumptions. The faculty members emphasized the importance of combining pedagogic technology tasks (PTTs) with pedagogic language tasks (PLTs) to effectively utilize TMTBLT in fostering students' critical reading skills. Needs assessment emphasizes the importance of tasks, tools, and digital literacy to enhance students’ critical reading skills.