Investigating the Needs of Technical Communication for TVET Students: A Case Study of Manufacturing Students in the Central Part of China

Abstract

The most significant challenge in the 21st century is to prepare professionals to communicate technical information well through writing and speaking in the professional context. Research and studies on TC started to emerge in various aspects, but there is still scarcity in studies on curriculum design of TC. This paper explored the needs of curriculum design for TC at vocational colleges. The study was conducted in two steps: online questionnaires (n = 580) for students and semi-structured interviews (n=8) for English instructors at vocational colleges in the Central Part of China. The results showed that the manufacturing students had been taught less related TC skills in English subject, especially oral TC skills; however, the skills they most want to improve are team communication skills and oral TC skills. The findings also indicated that the current existing English courses in TVET institutions are irrelevant to TC skills on the one hand, but both the students and English instructors highly valued the importance of the TC module on the other hand. The findings from the current study serve as a basis for the curriculum design for TVET students. Further, this study may also contribute to the under-researched issue of English language learning in TVET institutions.

The Effectiveness of a Technical Communication Module for Automobile Manufacturing Students at Vocational Colleges

“…The activities in this module, then, might help students achieve their potential and build self-confidence. Our findings support prior findings that approaches using cognitive apprenticeship theory were effective for skills acquisition in a number of contexts, including helping adult learners acquire writing skills (MacArthur & Lembo, 2009; Song & Ferretti, 2013). Modeling, coaching, scaffolding, articulating, and exploring proved to be effective teaching methods in TC training.…”

“…This finding is in line with previous research that found that TC courses can equip students with TC skills (Davis, 2010; Ding, 2018; Reave, 2004; Rus, 2015). In student interviews, however, we found that our participants most wanted to improve their oral TC skills (Luo et al, 2022). The fact that our results showed that the students’ oral TC skills improved significantly more than their written TC skills indicates that students’ learning outcomes were positively influenced by their own intrinsic motivation for learning.…”

Overview and developmental analysis of China's technical and vocational education and training

“…Ha, et al [31]. Luo, et al [32] emphasize that poor communication skills can lead to underperforming business organizations. In the current highly competitive labor market demands, the communication skills provided by vocational and technical education and training institutions are crucial Luo, et al [32].…”

“…Luo, et al [32] emphasize that poor communication skills can lead to underperforming business organizations. In the current highly competitive labor market demands, the communication skills provided by vocational and technical education and training institutions are crucial Luo, et al [32]. Mingdan, et al [33] point out that the employability skills of TVET graduates in the 21st century encompass both life and vocational skills, learning and innovative capabilities, information search and technological skills, as well as extensive interdisciplinary skills to address changes and complex challenges Mingdan, et al [33].…”

“…At the same time, the Chinese government has also introduced a series of financial support policies, established special funds, provided loan support, granted tax incentives, and encouraged listed companies to carry out vocational education [32], providing financial support for vocational and technical education and training institutions.…”