Exploring the Needs of Technical Writing Competency in English among Polytechnic Engineering Students

Isnin, Siti Fazlina

doi:10.6007/ijarbss/v7-i12/3594

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…Academic writing skills are among the crucial skills for higher education students. It enables them to use the skills in their general, academic, and professional contexts and is assumed to be helpful to write projects, research, conference papers, and internship reports and to have meaningful communication among international academic discourse communities (Isnin, 2017).…”

Section: Engagement In Academic Writing Classesmentioning

confidence: 99%

Developing engineering students’ engagement in academic writing classes using corpus-based instruction

Birhan,

Nurie

2024

Asian. J. Second. Foreign. Lang. Educ.

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Engagement is a core issue in language teaching and learning. Without the students’ active involvement in the teaching–learning process, educational objectives could not be achieved. Accordingly, the concept of engagement has been the focus of researchers, practitioners, and policymakers. This research examined the effects of corpus-based instruction on engineering students’ engagement in academic writing classes. The participants were 77 randomly selected fourth-year mechanical engineering students. The data were gathered through a self-reflective report and a journal and analyzed through an independent t-test, One-Way ANOVA, and narration techniques. The data showed that students who were instructed via corpus-based instruction improved their behavioral, emotional, and cognitive engagements better than their counterparts; the experimental group enjoyed the activities and actively participated in different academic writing processes. The data also attested that there was a significant statistical difference between the experimental group and the control group engagements. This research implied that EFL teachers should consider genuine and real-life linguistic features and activities when they design academic writing instruction to enhance their engagement during the instruction.

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Section: Engagement In Academic Writing Classesmentioning

confidence: 99%

Developing engineering students’ engagement in academic writing classes using corpus-based instruction

Birhan,

Nurie

2024

Asian. J. Second. Foreign. Lang. Educ.

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“…However, by adhering to some of the mechanics, stages of writing, and tips of writing as well as regularly practising their writing skills, one can improve the effectiveness of their writing. Isnin (2018) states that the students' perceived level of technical writing competency showed the lowest mean score in terms of the skills associated with technical writing. This study was carried out with the purpose of investigating the technical writing competency needs that were perceived by Malaysian polytechnic engineering students in terms of knowledge, skills, and attitudes towards technical writing in English.…”

Section: Problem Statementmentioning

confidence: 99%

An Analysis of Assignment Using Evaluative and Interpretative Information Processing: A Case Study of Selected Electrical Engineering Students

Indera Putera,

Abu Bakar,

Kadiran

et al. 2023

IJARPED

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This case study scrutinizes the written assignment-handling proficiency of selected electrical engineering students by employing Reynders et al.'s rubrics, within the framework of Bereiter & Scardamalia's Knowledge Transforming and Knowledge Telling model. The research discerns distinctive cognitive approaches in good and weak writers, illuminating their performance in terms of evaluative and interpretative processing. Good writers exhibit a mastery of Knowledge Transforming, demonstrating creative thinking, critical analysis, and innovative problem-solving skills. Their assignments display originality and an adept integration of established knowledge with fresh insights. In contrast, weak writers lean towards Knowledge Telling, emphasizing the communication of existing information without substantial transformation. They may face difficulties in achieving analytical depth and adapting writing styles to different audiences. In addition, the use of writing assessment rubrics, such as the ones developed by Reynders et al., is also crucial. Students will benefit from having clear goals for their academic writing and receiving constructive criticism on their draughts.

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Students’ achievement in an online course on technical writing and communication skills

Yasin

Al-Tarawneh

Elissa

et al. 2022

ITSE

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Purpose This study aims to investigate students’ satisfaction, self-efficacy and perceived competencies in a ‘technical writing and communication skills’ course after the switch of teaching the course from face to face to fully online during and after COVID-19. The study also measured the Achievement of Accreditation Board for Engineering and Technology course learning outcomes (CLOs). Design/methodology/approach A descriptive cross-sectional survey design approach was adopted in this study. Students were asked to respond to an online survey after completion of the course to measure the target parameters. The data of 250 respondents, analyzed with IBM SPSS Statistics 28, show high scores on all constructs. Findings Statistically significant differences among gender, field of study, grade point average (GPA) level, type of school attended and attainment of English proficiency certificate were detected for students in terms of their baseline perceived competencies, achievement of CLOs and self-efficacy scores. In addition, gender, field of study, GPA and holding an international English proficiency certificate had statistically significant effect, whereas the academic level and type of school were insignificant. Research limitations/implications First, the data had been collected through survey only. A limitation of this method is that there could be survey fraud. Second, as some respondents found the survey long, their responses might have been less reliable. Moreover, as the survey was entirely conducted online, this may have caused limited sampling, because some respondents are less likely to have internet access/disconnection and respond to online surveys. Furthermore, this research had focused on studying the impact of an online course on university students’ achievement in a Jordanian university, this limits the generalizability of the result to students of other levels and classes, or ones studying in other universities or living in different countries. Practical implications Because of its impact on effective teaching and achievement, educators need to pay much attention to self-efficacy when designing new curricula for different environmental contexts. Furthermore, it is apparent that some courses, such as “technical writing” can be taught fully online without affecting students’ performance and achievement. Because educators always look for ways that make teaching effective, they may need to consider online platforms for teaching specific courses, hence save time, effort and resources. Originality/value A course on technical writing and communication skills offered to undergraduate engineering and information technology students at Princess Sumaya University for Technology was switched from face to face to fully online modality during the COVID-19 pandemic in the period 2020–2021. The effect of such massive and sudden transformation on students’ achievement and satisfaction called for immediate scrutiny of the prospect and expectancy of online learning.

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Exploring the Needs of Technical Writing Competency in English among Polytechnic Engineering Students

Cited by 6 publications

References 13 publications

Developing engineering students’ engagement in academic writing classes using corpus-based instruction

Developing engineering students’ engagement in academic writing classes using corpus-based instruction

An Analysis of Assignment Using Evaluative and Interpretative Information Processing: A Case Study of Selected Electrical Engineering Students

Students’ achievement in an online course on technical writing and communication skills

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