From Fragmented Writing Tasks to Transformative Academic Reasoning: A Qualitative Needs Analysis for a Project-Based Hyflex Academic Writing Model

Abstract

Academic writing instruction in English as a Foreign Language (EFL) higher education often emphasizes writing products rather than academic reasoning and revision skills. This study conducted a qualitative needs analysis to develop a Transformative Project-Based Learning–HyFlex (TPjBL-HyFlex) model for academic writing. Data were collected from 25 lecturer and 25 student interviews and analyzed using thematic analysis, stakeholder comparison, and thematic network visualization. The findings revealed that students experienced difficulties in idea development, coherence, source literacy, academic language, and revision. Existing instructional practices, including project work, feedback, and online learning, remained fragmented and lacked a coherent instructional framework. Both lecturers and students emphasized the need for authentic writing tasks, scaffolded learning materials, structured feedback, collaborative learning, transparent assessment, and purposeful HyFlex implementation. The study provides an empirical foundation for developing a TPjBL-HyFlex model that strengthens academic reasoning and learner autonomy in EFL higher education.