A Content Analysis of Exploring Trends and Dynamics of English Language Pedagogy in Engineering Departments
Article Sidebar
Main Article Content
Abstract
English language pedagogy has shifted from a broad to a specialized pattern in the past several decades. The aim of the present study is to examine the pedagogical landscape of the English language in engineering departments. The study demonstrates a remarkable prevalence of authors, focusing on the significance of independent investigation in the field by assessing various aspects such as authorship, years of publication, involvement of the countries where the studies were conducted, and the methodologies employed in the studies. A temporal analysis reveals an emphasis on studies during 2020-2022, suggesting increased concern and responsiveness to specific issues in English pedagogy in engineering departments. In terms of countries, Indonesia, China, and Malaysia emerge as substantial contributors, highlighting their dynamic involvement in English language instruction in engineering departments. Qualitative methodologies dominate, acknowledging the nuanced nature of language teaching in engineering and enabling a profound exploration of instructional intricacies. In summary, this content analysis provides insights into the distribution, trends, and preferences in teaching English in engineering fields. The prevalence of individual authorship, temporal clustering, geographical concentrations, and the dominance of qualitative methods collectively enrich the understanding of this dynamic research landscape.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
TESOL Today is licensed under a Creative Commons Attribution License 4.0 (CC BY-4.0).
References
Abakulovna, K. O. (2022). An approach of improving architecture students’ English vocabulary. Galaxy International Interdisciplinary Research Journal, 10(2), 118-121.
Ahmed, A. A. (2023). The use of gamification in language teaching and education: A content analysis study. Journal of Philology and Educational Sciences, 2(2), 33-45. https://doi.org/10.53898/jpes2023223
Alblawi, A., Alsayyari, A., Hafez, A., & Hawail, M. (2017, November). An effective approach to improve first-year en-gineering student's English language proficiency: A case study at Shaqra University. In 2017 IEEE 9th Interna-tional Conference on Engineering Education (ICEED) (pp. 149-154). https://doi.org/10.1109/ICEED.2017.8251183
Balogh, Z., & Thobhani, A. (2018, March). Global learning and collaborations in engineering and architecture. In 2018 ASEE Zone IV Conference.
Bicen, H., & Demir, B. (2020). A content analysis on articles using augmented reality technology and infographic in education. Postmodern Openings/Deschideri Postmoderne, 11. https://doi.org/10.18662/po/11.1sup1/121
Borrego, M., Douglas, E. P., & Amelink, C. T. (2009). Quantitative, qualitative, and mixed research methods in engineering education. Journal of Engineering education, 98(1), 53-66. https://doi.org/10.1002/j.2168-9830.2009.tb01005.x
Creamer, E. G. (2017). An introduction to fully integrated mixed methods research. Sage Publications. London, United Kingdom.
Creamer, E. G., & Ghoston, M. (2013). Using a mixed methods content analysis to analyze mission statements from colleges of engineering. Journal of Mixed Methods Research, 7(2), 110-120. https://doi.org/10.1177/1558689812458976
Dos Santos, L. M. (2019). English language learning for engineering students: Application of a visual-only video teach-ing strategy. Global Journal of Engineering Education, 21(1), 37-44.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons. West Susex, United Kingdom.
Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia-Social and Behavioral Sciences, 106, 1712-1726. https://doi.org/10.1016/j.sbspro.2013.12.194
Harmer, J., & Khan, S. (1991). The Practice of English language teaching with DVD. A TESOL Publication of English Australia Pty Ltd, 24(1), 85.
Jafari Pazoki, S., & Alemi, M. (2020). Engineering students’ motivation to learn technical English in ESP courses: Inves-tigating Iranian teachers’ and students’ perceptions. RELC Journal, 51(2), 212-226. https://doi.org/10.1177/003368821881137
Keane, A., & Gibson, I. S. (1999). Communication trends in engineering firms: Implications for undergraduate engi-neering courses. International Journal of Engineering Education, 15(2), 115-121.
Khan, A. W. (2019). Digital-Native Trends in Teaching ESP to Engineering Students in Saudi Arabia. English Language Teaching, 12(9), 13-21. https://doi.org/10.5539/elt.v12n9p13
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25-30. https://doi.org/10.33365/jeltl.v1i1.242
Mandasari, B., & Oktaviani, L. (2018). English language learning strategies: an exploratory study of management and engineering students. Premise: Journal of English Education and Applied Linguistics, 7(2), 61-78. http://dx.doi.org/10.24127/pj.v7i2.1581
Murtiningsih, T., & Amelia, R. (2023). Designing an English Syllabus for Architecture Students: Matching Students’ English Skills and Future Jobs. SALEE: Study of Applied Linguistics and English Education, 4(1), 129-147. https://doi.org/10.35961/salee.v4i1.617
Othman, N. A., Mohamed, M. N. A., Powzi, N. F. A., & Jamari, S. (2022). A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(1), 261-269. https://doi.org/10.47405/mjssh.v7i1.1216
Oxford, R. (2018). Language learning strategies. The Cambridge guide to learning English as a second language, 81-90. Cambridge, United Kingdom.
Patil, S., & Karekatti, T. (2012). A study of language learning strategies used by engineering students. English for Specific Purposes World, 35(1), 1-19.
Phusum, B., & Sucaromana, U. (2020). A study of English language learning strategies employed by Thai engineering students with high English learning proficiency. Srinakharinwirot University
Poonpon, K. (2011). Enhancing English skills through project-based learning. The English Teacher, 40(1).
Porcaro, J. W. (2013). Teaching English for science and technology: An approach for reading with engineering English. English teaching forum, 32-39.
Potter, A., & Louati, K. (2016). Learning English through project-based learning: The case of engineering education. In 2016 IEEE Global Engineering Education Conference (EDUCON). 301-303.
Rus, D. (2020). Creative methodologies in teaching English for engineering students. Procedia Manufacturing, 46, 337-343. https://doi.org/10.1016/j.promfg.2020.03.049
Shareef, S. S., Rauf, H. L., & Ukabi, E. B. (2024). Reconsidering Teaching Construction in Architectural Education. Journal of Philology and Educational Sciences, 3(1), 4-4. https://doi.org/10.53898/jpes2024314
Shi, Q. (2017). English language learners’(ELLs) science, technology, engineering, math (STEM) course-taking, achievement and attainment in college. Journal of College Access, 3(2), 5.
Ur, P. (2012). A course in English language teaching. Cambridge University Press. Cambridge, United Kingdom.