A Needs Analysis on the First Year Undergraduates' Academic Literacy Course in the Faculty of Science, University of Kelaniya

This paper presents a comprehensive analysis of the Academic Literacy (ACLT) course at the University of Kelaniya, aiming to identify areas for improvement and provide evidence-based recommendations. The study employs a mixed-method approach, utilizing questionnaires and semi-structured interviews to gather data from both undergraduate students and ACLT course lecturers. The results reveal that while students generally express satisfaction with the ACLT course in enhancing their academic literacy skills, there are significant challenges and discrepancies in aligning course materials with diverse disciplines within the science faculty. The study highlights the need for tailored course materials, discipline-specific writing instruction, and more practical activities aligned with students' degree programs. Additionally, students express a preference for engaging lecture materials, shorter lecture durations, bilingual instruction when necessary, and diverse assessment methods to increase their engagement and participation. Implications of the study include recommendations to enhance the ACLT curriculum by diversifying instructional strategies, revising assessments, and promoting interactive learning experiences. These recommendations aim to address the diverse needs and expectations of students within the science faculty, ensuring the ACLT course remains relevant and effective in preparing students for academic success and future professional endeavors. Regular evaluations and adaptations based on emerging academic requirements are emphasized to maintain a supportive and dynamic learning environment. This study contributes to the broader research field by providing insights into the challenges and best practices associated with academic literacy instruction in higher education, particularly within science faculties. By identifying areas for improvement and offering evidence-based recommendations, this research not only informs curriculum development and instructional practices at the University of Kelaniya but also offers valuable insights and guidance for similar institutions worldwide seeking to enhance their academic literacy programs. The following are appended: Need Analysis for Undergraduates, Interview Questions for Undergraduates, and Interview Questions for Lecturers, along with references, tables, graphs, and exhibits to provide comprehensive insights into the ACLT course at the University of Kelaniya.