Integrated language education – a means of enhancing engineers’ social competences

Lappalainen, Pia

doi:10.1080/03043797.2010.488290

Cited by 15 publications

(12 citation statements)

References 11 publications

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“…This is true in a variety of subjects where PBL was adopted, even in physical education, as shown in a study carried out by Shih et al (2007), who found that fifth grade students showed no differences in critical thinking in the pre-and post-tests but showed marked changes in the movement skill performance. One important learning outcome of PBL is language competence, as mentioned, which has been the focus of many PBL research across subjects, e.g., nursing and staff development (Chunta & Katrancha, 2010), engineering (Lappalainen, 2010;Ng, 2008), and library science (Chen & Chen, 2010), among others. To summarise, research done on PBL has highlighted several benefits, which include: (1) language skills, particularly useful in the Malaysian contexts; (2) communicative skills, particularly among those who do not have much opportunity to speak up in a teacher-centred classroom; (3) reading skills; (4) critical thinking skills; (5) collaborative learning, and (6) social skills.…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning in the English Language Classroom

Othman¹,

Shah²

2013

ELT

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The purpose of this study was to investigate the effects of the problem-based learning approach (PBL) on students in language classes in two areas: course content and language development. The study was conducted on 128 students, grouped into the experimental and control groups, and employed an experimental research design. The syllabus, textbook, and instructor were controlled for both groups. The findings of the study showed that in terms of course content, both groups improved but in terms of language the PBL group showed more improvements. The PBL group showed improvements in the post-writing test, that is, their essays were richer in terms of support and arguments for each point, while the non-PBL did not show much difference in their post-writing test. This indicates that students could still acquire the course content with minimal content instruction. The limitations of the study and suggestions for further research are offered at the end of the paper.

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Section: Introductionmentioning

confidence: 99%

Problem-Based Learning in the English Language Classroom

Othman¹,

Shah²

2013

ELT

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“…Students from the 2012 course state (comments sourced from student course evaluations) that the course design 'ensures everyone participates and actively learns' and is 'Good for communication and teamwork, which is the point of the class (course).' There are four major assignments in the course; each embed teamwork tasks within real-world engineering contexts to provide authentic assessment (for an explanation of authentic assessment, see Lappalainen 2010). The format of each assignment and addressed elements are given in Table 1.…”

Section: Promoting Critical Thinking Autonomy and Teamwork Through Cmentioning

confidence: 99%

A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

Missingham

Matthews

2014

European Journal of Engineering Education

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This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.

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“…This has persistently been challenged by policy-level decisions that as language studies represent the non-core, they do not have to be based on empirical research. These arguments overlook the potential in integrated teaching, which intensifies multidisciplinary learning [55].…”

Section: New Policy Callmentioning

confidence: 99%

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

Lappalainen

2017

Int. J. Eng. Ped.

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Abstract-Policy-level interventions aim to expedite institutional change in universities but the related decisions rarely materialize as sustained grassrootslevel implementations genuinely transforming teaching or learning practices. As a solution, educational authorities have called for scientific evidence as base for university reforms. This article showcases an empirical development endeavor from Aalto University that, while responding to doctoral students' learning needs and institutional demands for higher publication productivity, paves the way for a more extensive bottom-up institutional reform of doctoral education. The data-driven analysis of a sample of 381 doctoral candidates in engineering directs the pedagogic focus in a doctoral writing course away from grammar and language proficiency towards writing support that accentuates usability and communicative value. The primary aim is to conceptualize a writing intervention that is based on authentic researcher needs. The secondary aim is to substantiate allocation of language teachers' working hours to research by demonstrating how audience needs analyses can benefit teacher renewal, the quality of education, and institutional performance as measured through key institutional metrics.

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Integrated language education – a means of enhancing engineers’ social competences

Cited by 15 publications

References 11 publications

Problem-Based Learning in the English Language Classroom

Problem-Based Learning in the English Language Classroom

A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

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