Developing a Profile of Workplace Written Communication

Attan, Anie; Raof, Abdul Halim Abdul; Hamzah, Masputeriah; Abdullah, Khairi Izwan; Omar, Noor Abidah Mohd

doi:10.1016/j.sbspro.2013.01.147

Cited by 5 publications

(6 citation statements)

References 6 publications

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“…ESEP practitioners also carry responsibilities to keep context and comprehensibility in their instruction, select and adapt authentic materials for lessons, provide scaffolding for learners' linguistic content learning, and create learner-centred classrooms. Attan, et al anticipate the practitioners to integrate or imbed professional values that are required at engineering related workplaces especially in terms of learners' communication [7]. Bracaj also supports the inclusion of attitude or values in the practitioners' roles apart from the existing knowledge and skills justified in related ESAP literature [9].…”

Section: The Specifity Of Esepmentioning

confidence: 99%

“…The practitioners need to keep in pace with the rapid worldwide development in engineering education for the past two decades [5]. Puteh and Mohd Ismail also urge for significant changes to the existing pedagogical approach in the field due to its significant roles [6], in preparing engineering learners with future workplace and environment [7]. More specifically, the practitioners should be able to interpret the needs, design syllabi, select and exploit appropriate materials to tailor to specific disciplinary contents and tasks [8][9][10].…”

Section:  Issn: 2252-8822mentioning

confidence: 99%

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English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges

Khamis

Rahim

Hussin

2019

IJERE

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The facilitation of English for Specific Engineering Academic Purposes approach at Malaysian technical and engineering tertiary institutions is an effort to revitalise the pedagogical methods of ESL learning and communication skills at the institutions. A close examination on the ESL practitioners’ context has indicated a critical gap between the diversified requirements of skills and sound pedagogical models to determine the practitioners’ quality. In understanding the necessity of the approach, this study aims to explore and investigate the challenges faced by the practitioners in facilitating the approach. The study comprised data gathered from semi structured interviews of 14 ESL experts and an online survey on 42 ESL practitioners in technical and engineering fields. Interview questions for the experts were developed to find out about the challenges and competencies to overcome the hurdles. A self-assessed instrument with a five-Likert scale of importance on the competencies was used to gauge the practitioners’ view onn the approach. Frequencies and percentages, and Braun and Clarke’s (2006) six-stage method of thematic analysis were used to analyse the data. Findings from the both inquiries revealed several challenges which led to the necessity of wider knowledge and understanding of the approach and the prevalent of specific competencies for the practitioners in overcoming the challenges. The practitioners’ competency was substantially indispensable because it could affect their learners’ interest in learning the skills as well as in understanding the content subject.quality agencies to review and specify the requirement and guideline for ESL practitioners specifically those at technical and engineering tertiary institutions.

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Section: The Specifity Of Esepmentioning

confidence: 99%

Section:  Issn: 2252-8822mentioning

confidence: 99%

English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges

Khamis

Rahim

Hussin

2019

IJERE

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“…Davies (1982) supports this view in his discussion of fluency, where he claims that fluency is essential in receptive skills but are merely desirable in productive skills. In any case, the measurement of language ability has long been a major issue in curriculum and language studies (Attan et al, 2013), and according to Bachman (1990), any attempt to measure an ability must first be premised by an understanding of the skill to be measured, and how exactly to measure it.…”

Section: Most Important Communication Skillsmentioning

confidence: 99%

“…Writing emails (Adnan, 2019;Ahmmed et al, 2020;Chan, 2014;Fareen, 2018;Hee & Zainal, 2018;Masduki & Zakaria, 2020;Ranasuriya & Herath, 2020;Spence & Liu, 2013;Thomas et al, 2016) Writing reports (Ahmmed et al, 2020;Alshabeb et al, 2017;Chan, 2014;Fareen, 2018;Masduki & Zakaria, 2020;Singh & Raja Harun, 2020;Spence & Liu, 2013) Writing business letters (Fareen, 2018;Spence & Liu, 2013) Writing proposals (Spence & Liu, 2013;Thomas et al, 2016) Writing memos (Alshabeb et al, 2017;Ranasuriya & Herath, 2020;Spence & Liu, 2013) Preparing presentation slides (Spence & Liu, 2013;Thomas et al, 2016) One study that examined the competence level required for writing tasks was conducted by Attan et al (2013), who provided written scripts to industry practitioners to obtain their feedback regarding the written quality of the scripts. Based on a scale rating of '1 = Extremely Limited Writer' to '6 = Effective Writer', the study found that the respondents believed a '3 = Functional Writer' could satisfactorily meet the workplace requirements if given extra assistance and time to learn in the workplace.…”

Section: Communicative Tasks Researchersmentioning

confidence: 99%

“…Interestingly, some also shared that greater emphasis should be placed on knowledge of the topic and critical thinking skills over language proficiency. Attan et al (2013) found two major categories to measure graduating students' written assessment competence, which are: (1) contribution to task (comprising knowledge of topic; maturity of thought, problem solving, and analysis of topic), and (2) language and organisation (comprising of planning, effective linking, accurate language, variety of sentences, and varied vocabulary).…”

Section: Communicative Tasks Researchersmentioning

confidence: 99%

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Professional communication competence in English for occupational purposes (EOP) courses: A systematic literature review and proposal of a framework

Kamil

Muhammad

2021

JTLGE

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This paper reports a systematic literature review that was conducted to explore the areas of research pertaining to English language workplace communication needs in order to design courses in English for Occupational Purposes (EOP) that can better meet the demands of the industry. Articles from Scopus, ScienceDirect and Emerald Insight were extracted following the five-step method of conducting a systematic literature review. In total, 133 articles were analysed. From the analysis, it was found that most studies focused on examining the needs of the learners, or the needs of the industry; very few studies triangulated the findings between different stakeholders to obtain a better picture of the needs, wants, and gaps between the target situation and the present situation. Additionally, most studies focused on language tasks required and did not pay due emphasis on the competencies required to perform the tasks well. Thus, the outcome of this review is a proposed theoretical model to develop professional communication competence among new graduates that is intended to be used in a future study to address the gaps found in this review. Practically, the review also sheds light on gaps that exist in current research that can be addressed in future research, especially for higher education institutions (HEIs) that are working to design and develop courses in EOP to improve English language communication skills for employability.

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Grammarly: An instructional intervention for writing enhancement in management education

Calma

Cotronei-Baird

Chia

2022

The International Journal of Management Education

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Developing a Profile of Workplace Written Communication

Cited by 5 publications

References 6 publications

English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges

English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges

Professional communication competence in English for occupational purposes (EOP) courses: A systematic literature review and proposal of a framework

Grammarly: An instructional intervention for writing enhancement in management education

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