scholarly journals Developing English Communication Skills through Project-Based Learning: The Case of ENSAM Engineering Students

2020 ◽  
Vol 5 (3) ◽  
pp. 649-656
Author(s):  
Khalid Ben Kaddour
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Project Based Learning

scholarly journals Project Based Learning in Teaching Communication Skills in English as a Foreign Language to Engineering Students

2016 ◽  
Vol 11 (04) ◽  
pp. 153 ◽  
Author(s):  
Yulia Yurievna Kovalyova ◽  
Alexandra Vladimirovna Soboleva ◽  
Argen Kerimkulov
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
English Language ◽  
Engineering Students ◽  
Teaching Method ◽  
Science Research ◽  
Research Area ◽  
Project Based Learning ◽  
Professional Activity ◽  
Written Communication

The aim of this paper is to consider project based learning as one of the most efficient and productive methods used in teaching English as a foreign language to engineering students of Russian technical universities. Special emphasis is put on communication skills to be mastered by future engineers through project based learning. It is of great importance to note that highly developed oral and written communication skills are valuable for engineering students wishing to become successful and competitive in the international arena. Hence, engineering students must be trained well to develop their communication skills in English in the field of professional activity, mainly in the science research area. An inter-disciplinary project designed on the basis of project based learning for the second year students of Tomsk Polytechnic University is reviewed in this work. The authors come to the conclusion that project based learning is an ideal teaching method since it allows engineering students to improve significantly their oral and written communication skills as well as apply the content knowledge in the field of their professional activity within the English language course.

The Development of an English Course based on the Integration of Project-Based Learning Approach and Blended Learning Module for Enhancing English Communication Skills at Workplace for the ASEAN Community of Thai Undergraduate Engineering Students

1970 ◽  
Vol 2 (1) ◽  
pp. 201-208
Author(s):  
Raveewan Wanchid
Keyword(s):  
Blended Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Course Evaluation ◽  
Project Based Learning ◽  
Needs Analysis ◽  
Course Development ◽  
Learning Approach ◽  
Undergraduate Engineering ◽  
Learning Module

The objectives of the study were to investigate the needs of English communication skills at workplaces of engineers and to provide guidelines on how to develop the English course based on the Integration of Project-based Learning Approach and Blended Learning Module to enhance English communication skills at work of undergraduate engineering students. To develop the course, it is generally composed of three main phases: needs analysis, course development, and course implementation and the course evaluation. However, this research reports the results of the needs analysis and provides suggestions for the course development based on the Integration of Project-based Learning Approach and Blended Learning Module. The questionnaires were used to investigate the needs analysis of three main groups of subjects: 15 engineers, 98 engineering students, and 10 ESP teachers. The semi-structured interview was used to gain more in-depth data from the representatives of the three main groups. However, only the perspectives of the students will be presented in this paper. The results of the study theoretically and practically shed some new light to the area of English language instruction for engineers.

scholarly journals COMM151: A PROJECT-BASED COURSE TO ENHANCE ENGINEERING STUDENTS’ COMMUNICATION SKILLS

2018 ◽  
Vol 6 (1) ◽  
pp. 027
Author(s):  
Tanju Deveci ◽  
Roger Nunn
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Learning Experience ◽  
Holistic Approach ◽  
Well Being ◽  
Project Based Learning ◽  
Local Context ◽  
Intrapersonal Communication ◽  
The Impact

Engineering is a discipline that requires its practitioners to learn and use a variety of soft-skills, which include academic and non-academic written and spoken communication, inter- and intrapersonal communication skills, critical thinking ability, an ability to work in teams and an ability to analyze, interpret and synthesize interdisciplinary information from a variety of sources. However, students who pursue their engineering education in English as their second language can face formidable challenges acquiring these skills. It is our observation that such students are often only given assistance through English courses designed to improve their individual linguistic abilities. We believe that although this approach may help in the short term, it may not sufficiently cater for students’ overall needs and well-being in the long term. With this in mind, this paper describes our attempt to reduce this problem in our local context of the Petroleum Institute (PI) through a long term innovation effort.A project-based approach has been adopted to provide students with an opportunity to enhance their language skills through meaningful learning experiences that also develop professional, personal and academic skills. This approach has also allowed the university to meet ABET criteria related to communication needs of engineering students. In this paper, we give a detailed rationale for our belief that a holistic approach to developing abilities required by engineering and other students is a better option. This is followed by a description of the different components of our current curriculum that has been developed over 12 years. We describe particular activities, and discuss their merits. We also present students’ perceptions about the impact of their project-based learning experience on their language and skills development. We also outline the way the course is designed to be adaptable for unpredictable future needs in a fast developing professional and academic environment.

scholarly journals The Sound of Silence?

2005 ◽  
Vol 19 (5) ◽  
pp. 392-398 ◽  
Author(s):  
T. Hassall ◽  
J. Joyce ◽  
M.D. Bramhall ◽  
I.M. Robinson ◽  
J.L. Arquero
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Vocational Choice ◽  
Communication Performance ◽  
Vocational Skills ◽  
Communication Development ◽  
Current Thinking ◽  
High Level

Employers often consider graduates to be unprepared for employment and lacking in vocational skills. A common demand from them is that the curriculum should include ‘communication skills’, as specific skills in their own right and also because of the central role that such skills can play in developing other desirable attributes. Current thinking in communication has indicated a split between communication apprehension and communication development. There are indications that techniques designed to develop communication skills will not resolve communication apprehension and that, if an individual has a high level of communication apprehension, these techniques will not result in improved communication performance. This paper compares and contrasts the levels and profiles of communication apprehension exhibited by accounting and engineering students. The implications of the findings are then discussed and the need for further research in the area of vocational choice is identified.

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

Freedom, Freedom…!

1971 ◽  
Vol 1 (4) ◽  
pp. 329-341
Author(s):  
James R. Vitelli
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Professional Writing

Whether engineering students should be taught English and the communication skills in separate classes is a problem that has plagued teachers for many years. The author thinks that no distinction should be made between English for engineers and English for other students. The Kitzhaber Report is cited as an argument for anti-separatism and is set off against the views of the separatists. More specific statements are examined through the evaluation of a currently used anthology of technical and professional writing.

scholarly journals Scaffolding the Development of English Language and Communication Skills of Engineering Students

2020 ◽  
Vol 8 (5A) ◽  
pp. 100-107
Author(s):  
Mimi Nahariah Azwani Mohamed ◽  
Zarina Othman ◽  
Suzilla Jamari ◽  
Nor Fadhilah Ahmad Powzi ◽  
Nurzarina Abd Samad ◽  
...  
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Engineering Students ◽  
Language And Communication

scholarly journals Project-based STEM-courses for engineering students

2020 ◽  
Vol 8 (2) ◽  
pp. 53-68
Author(s):  
Galyna Vasylivna Lutsenko ◽  
◽  
Oksana Mykolaivna Podolian ◽  
Lyudmyla Mikhailivna Ozhyndovych ◽  
◽  
...  
Keyword(s):  
Engineering Students ◽  
Optimal Strategies ◽  
Active Role ◽  
Project Based Learning ◽  
Educational Process ◽  
Project Work ◽  
Approaches To Teaching ◽  
Stem Disciplines ◽  
National University ◽  
The Impact

One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.

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