Abstract
Pragmatic learning in higher education plays an important role in developing students’ ability to interpret contextual meaning, analyze communicative intentions, and apply language appropriately in authentic interaction. However, many undergraduate students continue to experience difficulties in understanding pragmatic concepts and applying them in real communicative situations. This study aimed to investigate undergraduate students’ learning needs in pragmatic learning as a foundation for designing an interactive electronic module. The study employed an exploratory qualitative needs-analysis design because qualitative inquiry enables an in-depth understanding of students’ learning experiences, difficulties, and instructional expectations within authentic educational contexts. Participants consisted of 20 undergraduate students enrolled in a pragmatics course at a private university in Indonesia. Data were collected through questionnaires and focus group discussions (FGDs) and analyzed using thematic analysis. The findings revealed three major themes: (a) instructional and resource-related problems in pragmatic learning, including monotonous lecture-based instruction and limited multimedia learning support; (b) uneven mastery of pragmatic components, particularly implicature, presupposition, deixis, and contextual interpretation; and (c) students’ expectations for interactive, multimedia-supported, and context-rich learning environments. Data saturation was reached when no substantially new themes emerged from the discussions. To enhance trustworthiness, triangulation and expert validation were employed throughout the analysis process. The findings highlight the importance of learner-centered pragmatic instruction supported by interactive digital learning materials that facilitate contextual understanding, independent learning, and communicative competence development in higher education.
Keywords: Educational Technology, Interactive Electronic Module, Language Education, Needs Analysis, Pragmatic Learning, Undergraduate Students..