Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Deveci, Tanju; Nunn, Roger

doi:10.2399/yod.17.009

Cited by 14 publications

(12 citation statements)

References 16 publications

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“…Teaching and learning specialized vocabulary as a perennial aspect of continuous language teaching and learning was also recognized in recent studies by Gifford (2013), Gorska-Porecka (2013) and . Teaching speaking and presentation skills is of paramount importance because regardless of the field of study, graduates have to present their research/work results and they will probably be required to present their company's work to a wider (international) audience on conferences, round tables, meetings, etc., hence our research results are in accord with the most recent studies on the issue of teaching communication skills by Deveci and Nunn (2017;2018) and Božić Lenard and Pintarić (2018). Although taught, grammar is not as represented probably due to its extensive presence during primary and secondary education.…”

Section: Fig 3 An Overview Of the Preferred Skills Taught In Esp Clasupporting

confidence: 92%

Examining Pedagogical Content Knowledge of Esp Teachers

Lenard

Lenard²

2019

ESPEAP

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A prerequisite for successful knowledge transfer is for a teacher to have sound pedagogical content knowledge, i.e. to have understanding of students’ learning abilities, educational context, content and to employ appropriate instructional techniques. The aim of this paper was to study English for Specific Purposes (ESP) teachers’ teaching experience. For that purpose, 47 ESP teachers working at 7 Croatian universities voluntarily participated in an anonymous survey whose results were processed in SPSS. The results indicated that the teachers compile their teaching materials consulting various available resources, but rarely cooperate with their specialized course colleagues despite recognizing the importance and fruitfulness of such cooperation. In spite of feeling less confident about content knowledge, the teachers prepare thoroughly and present content in an appealing and interesting way. Finally, the teachers carry out course evaluations implementing students’ suggestions into their courses, all of which point to the teachers’ carefully considering all elements of the teaching process constantly aiming to improve both their own and students’ performance.

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Section: Fig 3 An Overview Of the Preferred Skills Taught In Esp Clasupporting

confidence: 92%

Examining Pedagogical Content Knowledge of Esp Teachers

Lenard

Lenard²

2019

ESPEAP

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“…Reflective thinking performed via writing allows individuals to apply analysis, evaluation, and application skills enhancing problem solving capabilities. Reflection via writing in non-language classes allows students to integrate different pieces of information and comprehend concepts more successfully (Deveci & Nunn, 2018). This type of writing naturally strengthens the students' integration of learning and experience, thereby supporting the formation of memories (Dzubak, 2013).…”

Section: Writing As An Intrapersonal and Interpersonal Activitymentioning

confidence: 99%

“…One which we use in our teaching context is engaging students in seminars related to communication theories. For example, after reading a text on interpersonal communication and another text on intrapersonal communication followed by a seminar discussion, we ask students to reflect in writing on a specific experience in which their intrapersonal experience influenced their interpersonal experience, or vice-versa (Deveci & Nunn, 2018). Prior to writing, students are provided with input sessions on different approaches to reflective writing.…”

Section: Writing As An Intrapersonal and Interpersonal Activitymentioning

confidence: 99%

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2019

EUROPEAN J ED RES

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Once a privilege for the members of the elite, writing is now a staple of everyday life accessible to the masses. Despite its significance for individuals' economic, psychological, and educational well-being, it may not always be utilized to its full capacity. This is partly due to reductionist approaches to writing without full consideration of its various manifestations in life. This paper will argue that writing is more than the inscription of letters and symbols on paper (or on screen). The common misconception that highly developed artistic skills are a must for one to be a "good" writer often prevents individuals from engaging in rewarding learning experiences in and outside of formal education contexts. The realization of the ways in which writing in fact is a part of our daily lives and therefore cannot be divorced from learning throughout life will reduce concerns about a possible lack in writing skills. It will also be maintained in this paper that there is complementarity between lifelong learning and writing; just as lifelong learning requires the utilization of writing skills, greater involvement in writing and enhancements to one's writing skills support lifelong learning skills. This paper will also propose that an emphasis on writing across curriculum in formal education settings as well as outside of formal education will help prepare individuals for engagement in continuous learning throughout life.

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“…The overall experience of progress report meetings provides students with opportunities for exercising both intrapersonal and interpersonal communication skills. The former takes the form of self-talk, reflective thinking, emotional intelligence, and response preparation, while the latter occurs when learners need to communicate with their team members and instructor (Deveci & Nunn, 2017). For both, if not more for the latter, students need to be efficient users of English language.…”

Section: Progress Report Meetingmentioning

confidence: 99%

Comm151: A Project-Based Course to Enhance Engineering Students’ Communication Skills

Deveci

Nunn²

2018

ESPEAP

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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.

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Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Cited by 14 publications

References 16 publications

Examining Pedagogical Content Knowledge of Esp Teachers

Examining Pedagogical Content Knowledge of Esp Teachers

Untitled

Comm151: A Project-Based Course to Enhance Engineering Students’ Communication Skills

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