Pub Date : 2023-08-23DOI: 10.1109/TPC.2023.3305237
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2023.3305237","DOIUrl":"https://doi.org/10.1109/TPC.2023.3305237","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 3","pages":"C4-C4"},"PeriodicalIF":1.7,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/47/10227674/10227677.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50317925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1109/TPC.2023.3290927
Bao Duong;Jaeung Lee;Craig Van Slyke;T. Selwyn Ellis
Background: During the COVID-19 pandemic, the popularity of teleworking has risen. Telework seems poised to remain popular even after the pandemic fades away. As a result, it is important to understand the humanistic effects of telework such as distress, coping responses, and related effects. Literature review: Uncertainties related to telework can lead to distress. When this occurs, teleworkers may employ a variety of coping responses, which vary across several important dimensions. These coping responses vary in the extent to which they affect telework outcomes. Research questions: 1. What strategies do teleworkers use for dealing with telework distress? 2. How are various coping strategies related to humanistic telework outcomes? Methodology: Data from a survey of 504 American teleworkers were used to test a theoretical model. Results: Results suggest that teleworkers cope with telework distress through assistance seeking, technology experimentation, venting, and negative and positive emotions. Coping responses had differential effects on telework exhaustion and satisfaction, with negative and positive emotions and venting affecting exhaustion, and assistance seeking, task experimentation, emotions, and venting affecting satisfaction. Distress had a direct effect on exhaustion, but not on satisfaction. Conclusion: The effects of emotion-focused coping on telework satisfaction and exhaustion are notably stronger than those of problem-focused coping responses. Emotion-focused coping responses that are adaptive have beneficial effects, while those that are maladaptive have detrimental effects. Adaptive problem-focused responses have similar effects. The extent of communication focus does not seem to affect the impact of coping responses on outcomes.
{"title":"Distress Coping Responses Among Teleworkers","authors":"Bao Duong;Jaeung Lee;Craig Van Slyke;T. Selwyn Ellis","doi":"10.1109/TPC.2023.3290927","DOIUrl":"10.1109/TPC.2023.3290927","url":null,"abstract":"<bold>Background:</b>\u0000 During the COVID-19 pandemic, the popularity of teleworking has risen. Telework seems poised to remain popular even after the pandemic fades away. As a result, it is important to understand the humanistic effects of telework such as distress, coping responses, and related effects. \u0000<bold>Literature review:</b>\u0000 Uncertainties related to telework can lead to distress. When this occurs, teleworkers may employ a variety of coping responses, which vary across several important dimensions. These coping responses vary in the extent to which they affect telework outcomes. \u0000<bold>Research questions:</b>\u0000 1. What strategies do teleworkers use for dealing with telework distress? 2. How are various coping strategies related to humanistic telework outcomes? \u0000<bold>Methodology:</b>\u0000 Data from a survey of 504 American teleworkers were used to test a theoretical model. \u0000<bold>Results:</b>\u0000 Results suggest that teleworkers cope with telework distress through assistance seeking, technology experimentation, venting, and negative and positive emotions. Coping responses had differential effects on telework exhaustion and satisfaction, with negative and positive emotions and venting affecting exhaustion, and assistance seeking, task experimentation, emotions, and venting affecting satisfaction. Distress had a direct effect on exhaustion, but not on satisfaction. \u0000<bold>Conclusion:</b>\u0000 The effects of emotion-focused coping on telework satisfaction and exhaustion are notably stronger than those of problem-focused coping responses. Emotion-focused coping responses that are adaptive have beneficial effects, while those that are maladaptive have detrimental effects. Adaptive problem-focused responses have similar effects. The extent of communication focus does not seem to affect the impact of coping responses on outcomes.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 3","pages":"259-283"},"PeriodicalIF":1.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1109/TPC.2023.3295969
Samantha Jo Cosgrove
Background: The relationships between US government emergency management agencies and the public they serve are fraught with distrust and tension. This distrust can be attributed to past disaster responses and a lack of transparency with emergency information. Emergency managers work as technical communicators to share information through multiple platforms and digital spaces. Public trust can be increased by improving communication strategies within emergency management organizations. Literature review: Research to improve communication between emergency management agencies and the public calls for more trust and transparency within government organizations. However, little research has been conducted about the ways an organization's structure and workflow influence communication practices/strategies. Research questions: 1. How do emergency management organizations share information about natural disasters with the public? 2. How can communication strategies and workflow in emergency management organizations be improved? Research methodology: Clay Spinuzzi's topsight is used as a framework to conduct an organizational analysis of North Carolina Emergency Management (NCEM) response to Hurricane Florence in 2018. Interviews were conducted and artifacts were collected to investigate Spinuzzi's three levels of activity and create corresponding workflow diagrams. Results: Results indicate a need for standardized emergency management training and additional resources to support emergency managers. Interventions from technical and professional communicators can assist in developing communication strategies and problem-solving techniques. Conclusion: Developing informed communication strategies within an emergency management agency is a complex problem because of the numerous factors that play into the organizational structure and existing protocols. Technical communication scholars can help improve communication practices through local community outreach and additional organizational analyses.
{"title":"Improving Technical and Risk Communication: An Organizational Study of North Carolina Emergency Management and Hurricane Florence","authors":"Samantha Jo Cosgrove","doi":"10.1109/TPC.2023.3295969","DOIUrl":"10.1109/TPC.2023.3295969","url":null,"abstract":"<bold>Background:</b>\u0000 The relationships between US government emergency management agencies and the public they serve are fraught with distrust and tension. This distrust can be attributed to past disaster responses and a lack of transparency with emergency information. Emergency managers work as technical communicators to share information through multiple platforms and digital spaces. Public trust can be increased by improving communication strategies within emergency management organizations. \u0000<bold>Literature review:</b>\u0000 Research to improve communication between emergency management agencies and the public calls for more trust and transparency within government organizations. However, little research has been conducted about the ways an organization's structure and workflow influence communication practices/strategies. \u0000<bold>Research questions:</b>\u0000 1. How do emergency management organizations share information about natural disasters with the public? 2. How can communication strategies and workflow in emergency management organizations be improved? \u0000<bold>Research methodology:</b>\u0000 Clay Spinuzzi's topsight is used as a framework to conduct an organizational analysis of North Carolina Emergency Management (NCEM) response to Hurricane Florence in 2018. Interviews were conducted and artifacts were collected to investigate Spinuzzi's three levels of activity and create corresponding workflow diagrams. \u0000<bold>Results:</b>\u0000 Results indicate a need for standardized emergency management training and additional resources to support emergency managers. Interventions from technical and professional communicators can assist in developing communication strategies and problem-solving techniques. \u0000<bold>Conclusion:</b>\u0000 Developing informed communication strategies within an emergency management agency is a complex problem because of the numerous factors that play into the organizational structure and existing protocols. Technical communication scholars can help improve communication practices through local community outreach and additional organizational analyses.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 3","pages":"284-299"},"PeriodicalIF":1.7,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49365407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1109/TPC.2023.3290948
Claire Lauer;Christopher A. Sanchez
Background: Graphs, especially those that are generated automatically, are often subject to mistakes in their processing, framing, and construction, sending unintended messages that neither the viewer nor the author may realize. This article analyzes the eye-tracking data of 57 participants to extend the results of a previous study that investigated how people are deceived by common mistakes and deceptive tactics in data visualizations and titles. Literature review: Previous research has suggested that viewers are susceptible to deception by misleading titles or graph presentations, and that such information can influence how they interpret graphs. Previous eye-tracking research has only measured viewing patterns of nondeceptive graphs. Research questions: 1. How much attention do participants give to various areas of a graph when not given any instruction on what to look for, nor what they might be asked about? 2. Are there differences in how participants view and interpret deceptive versus control graphs about noncontroversial topics? 3. Are there differences in how participants view and interpret graphs about noncontroversial topics paired with control or exaggerated titles? Methodology: This study analyzed view time, fixations, revisits, and time to first fixation for the graph area, title, y-axis, and x-axis of four line graphs. Qualitative responses were also coded and analyzed. Results: Among other significant findings, this study found that participants spent significantly less time looking at both line graph axes for graphs with a rhetorically exaggerated title than those with a control title. Participants also fixated on and revisited deceptive graphs more so than control graphs, and fixated and revisited the title and x-axis of control graphs significantly more than deceptive graphs. Qualitative results contribute further patterns. Discussion: Findings suggest that graphs with exaggerated titles make viewers less attentive to the axes, but deceptive graphs cause viewers to examine the lines of the graphs themselves in greater detail. Conclusion: Subtle changes in the makeup of graphics can significantly change how viewers examine such visualizations. It is critical to better understand how these changes influence viewing and how they might be leveraged to ultimately impact understanding.
{"title":"What Eye Tracking Can Show Us About How People Are Influenced by Deceptive Tactics in Line Graphs","authors":"Claire Lauer;Christopher A. Sanchez","doi":"10.1109/TPC.2023.3290948","DOIUrl":"10.1109/TPC.2023.3290948","url":null,"abstract":"<bold>Background:</b>\u0000 Graphs, especially those that are generated automatically, are often subject to mistakes in their processing, framing, and construction, sending unintended messages that neither the viewer nor the author may realize. This article analyzes the eye-tracking data of 57 participants to extend the results of a previous study that investigated how people are deceived by common mistakes and deceptive tactics in data visualizations and titles. \u0000<bold>Literature review:</b>\u0000 Previous research has suggested that viewers are susceptible to deception by misleading titles or graph presentations, and that such information can influence how they interpret graphs. Previous eye-tracking research has only measured viewing patterns of nondeceptive graphs. \u0000<bold>Research questions:</b>\u0000 1. How much attention do participants give to various areas of a graph when not given any instruction on what to look for, nor what they might be asked about? 2. Are there differences in how participants view and interpret deceptive versus control graphs about noncontroversial topics? 3. Are there differences in how participants view and interpret graphs about noncontroversial topics paired with control or exaggerated titles? \u0000<bold>Methodology:</b>\u0000 This study analyzed view time, fixations, revisits, and time to first fixation for the graph area, title, y-axis, and x-axis of four line graphs. Qualitative responses were also coded and analyzed. \u0000<bold>Results:</b>\u0000 Among other significant findings, this study found that participants spent significantly less time looking at both line graph axes for graphs with a rhetorically exaggerated title than those with a control title. Participants also fixated on and revisited deceptive graphs more so than control graphs, and fixated and revisited the title and x-axis of control graphs significantly more than deceptive graphs. Qualitative results contribute further patterns. \u0000<bold>Discussion:</b>\u0000 Findings suggest that graphs with exaggerated titles make viewers less attentive to the axes, but deceptive graphs cause viewers to examine the lines of the graphs themselves in greater detail. \u0000<bold>Conclusion:</b>\u0000 Subtle changes in the makeup of graphics can significantly change how viewers examine such visualizations. It is critical to better understand how these changes influence viewing and how they might be leveraged to ultimately impact understanding.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 3","pages":"220-235"},"PeriodicalIF":1.7,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47965708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-18DOI: 10.1109/TPC.2023.3284775
Chenghui Wu;Ya Sun
<bold>Background:</b> There is a growing need for Chinese state-owned enterprises (CSOEs) to utilize Twitter, as an effective communicative tool in the professional business context, to build a credible image to the global community. <bold>Literature review:</b> Little attention has been paid to measuring the discursive construction of message credibility through corporate Twitter. Therefore, based on the theoretical insights of message credibility from existing literature on communication and information science, our study has conceptually developed a broad framework to measure the message credibility of CSOEs’ Twitter discourse from two general aspects (content and form), four separate levels ({thematic}, {intrinsic}, {contextual}, and {representational}), and nine specific dimensions (<capability>, <morality>, <objectivity>, <authority>, <accuracy>, <informativeness>, <timeliness>, <consistency>, and <persuasiveness>). With the help of Natural Language Processing (NLP) and corpus tools (MAT, CLA, TAALES, GAMET, SÉANCE, and TAACO), the framework has been practically operationalized by a total of 62 discursive features, including 18 content-based themes (thematic features) and 44 form-based features. <bold>Research questions:</b> 1. What themes do CSOEs develop, and how do they express these themes to establish message credibility in their tweets? 2. Which dimensions of message credibility are significantly highlighted in CSOEs’ tweets? 3. Which enterprises establish the highest message credibility in their tweets? <bold>Methodology:</b> We collected tweets during the year 2020 from the official Twitter accounts of 15 CSOEs and applied our operationalized framework to conduct nine separate One-way ANOVAs, a principal component analysis (PCA), and a mean-value based descriptive statistics comparison, respectively. <bold>Results:</b> First, CSOEs developed themes including strength, power, cooperation, and legitimacy, among others, and used discursive features including nominalizations, mentions/@ , word length, time adverbials, hashtags/#, and semantic overlaps, among others when expressing these themes to establish message credibility. Second, CSOEs significantly highlighted the <capability>, <authority>, <informativeness>, and <consistency> dimensions of message credibility in their tweets. Last, China National Machinery Industry Co. (Sinomach), China Datang Co. (CDC), China Railway Engineering Co. (CREC), and China State Construction Engineering Co. (CSCEC) were found to have established the highest message credibility in their tweets. <bold>Discussion and conclusion:</b> Our study may be the first to generate an NLP-cum-corpus-operationalized framework to quantitatively measure the discursive realization of message credibility in the context of business communication on social media. It also provides some practical insights into how relevant business professions can utilize certain discursive resources to establish message credibil
{"title":"Discursive Construction of Message Credibility for Chinese State-Owned Enterprises on Twitter","authors":"Chenghui Wu;Ya Sun","doi":"10.1109/TPC.2023.3284775","DOIUrl":"10.1109/TPC.2023.3284775","url":null,"abstract":"<bold>Background:</b>\u0000 There is a growing need for Chinese state-owned enterprises (CSOEs) to utilize Twitter, as an effective communicative tool in the professional business context, to build a credible image to the global community. \u0000<bold>Literature review:</b>\u0000 Little attention has been paid to measuring the discursive construction of message credibility through corporate Twitter. Therefore, based on the theoretical insights of message credibility from existing literature on communication and information science, our study has conceptually developed a broad framework to measure the message credibility of CSOEs’ Twitter discourse from two general aspects (content and form), four separate levels ({thematic}, {intrinsic}, {contextual}, and {representational}), and nine specific dimensions (<capability>, <morality>, <objectivity>, <authority>, <accuracy>, <informativeness>, <timeliness>, <consistency>, and <persuasiveness>). With the help of Natural Language Processing (NLP) and corpus tools (MAT, CLA, TAALES, GAMET, SÉANCE, and TAACO), the framework has been practically operationalized by a total of 62 discursive features, including 18 content-based themes (thematic features) and 44 form-based features. \u0000<bold>Research questions:</b>\u0000 1. What themes do CSOEs develop, and how do they express these themes to establish message credibility in their tweets? 2. Which dimensions of message credibility are significantly highlighted in CSOEs’ tweets? 3. Which enterprises establish the highest message credibility in their tweets? \u0000<bold>Methodology:</b>\u0000 We collected tweets during the year 2020 from the official Twitter accounts of 15 CSOEs and applied our operationalized framework to conduct nine separate One-way ANOVAs, a principal component analysis (PCA), and a mean-value based descriptive statistics comparison, respectively. \u0000<bold>Results:</b>\u0000 First, CSOEs developed themes including strength, power, cooperation, and legitimacy, among others, and used discursive features including nominalizations, mentions/@ , word length, time adverbials, hashtags/#, and semantic overlaps, among others when expressing these themes to establish message credibility. Second, CSOEs significantly highlighted the <capability>, <authority>, <informativeness>, and <consistency> dimensions of message credibility in their tweets. Last, China National Machinery Industry Co. (Sinomach), China Datang Co. (CDC), China Railway Engineering Co. (CREC), and China State Construction Engineering Co. (CSCEC) were found to have established the highest message credibility in their tweets. \u0000<bold>Discussion and conclusion:</b>\u0000 Our study may be the first to generate an NLP-cum-corpus-operationalized framework to quantitatively measure the discursive realization of message credibility in the context of business communication on social media. It also provides some practical insights into how relevant business professions can utilize certain discursive resources to establish message credibil","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 3","pages":"236-258"},"PeriodicalIF":1.7,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48988499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Following previous professional communication research into entrepreneurship, we examine key genres of a specific business accelerator, Start-Up Chile (SUP). Through a triangulated study of interviews, texts, and videos, we examine how the Playbook serves as a regulatory metagenre that represents the SUP experience to the participating firms. We find that aspects of the Playbook's representation are at odds with the other data, divergences that we argue emerge from a broader tension among SUP's stakeholders and goals. Literature review: We review the professional communication literature on entrepreneurship, literature on startups and accelerators, and on writing, activity, and genre research (WAGR). Specifically, we examine WAGR research on metagenres and professional identity formation. Research question: How does this successful international accelerator regularize the learning experience of its exceedingly diverse startups? Specifically, how does SUP regulate the startups' different experiences, reframing the experience of entrepreneurship and teaching these startups to form their professional identity as entrepreneurs? Research methodology: We structured this research as a qualitative case study of SUP. Data included documents, videos, interviews, and social media. We triangulated these data sources to identify points of convergence (in which different data sources supported the same assertions) and divergence (in which data sources contradicted each other). Results: SUP provides the Playbook and Newsletter as metagenres that regulate complex interactions among other genres and events, guiding firms into having roughly equivalent experiences as well as maintaining relationships among volunteers such as mentors. But the Playbook also reframes the experience of entrepreneurship so that it can fit into SUP's program: it reframes the cyclical entrepreneurship process as linear, and it reframes promises of future action as tracking of past actions. In undergoing these experiences, the startups form their professional identity as entrepreneurs. Conclusion: We conclude by discussing implications for accelerators as well as for how professional communication genres and metagenres regulate neophytes’ experiences in training programs more broadly.
{"title":"“The Basis of Aaaalll of Our Program!” The Start-Up Chile Playbook as Metagenre","authors":"Omar Sabaj;Clay Spinuzzi;Germán Varas;Paula Cabezas;Valentin Gerard","doi":"10.1109/TPC.2023.3284774","DOIUrl":"10.1109/TPC.2023.3284774","url":null,"abstract":"<bold>Background:</b>\u0000 Following previous professional communication research into entrepreneurship, we examine key genres of a specific business accelerator, Start-Up Chile (SUP). Through a triangulated study of interviews, texts, and videos, we examine how the Playbook serves as a regulatory metagenre that represents the SUP experience to the participating firms. We find that aspects of the Playbook's representation are at odds with the other data, divergences that we argue emerge from a broader tension among SUP's stakeholders and goals. \u0000<bold>Literature review:</b>\u0000 We review the professional communication literature on entrepreneurship, literature on startups and accelerators, and on writing, activity, and genre research (WAGR). Specifically, we examine WAGR research on metagenres and professional identity formation. \u0000<bold>Research question:</b>\u0000 How does this successful international accelerator regularize the learning experience of its exceedingly diverse startups? Specifically, how does SUP regulate the startups' different experiences, reframing the experience of entrepreneurship and teaching these startups to form their professional identity as entrepreneurs? \u0000<bold>Research methodology:</b>\u0000 We structured this research as a qualitative case study of SUP. Data included documents, videos, interviews, and social media. We triangulated these data sources to identify points of convergence (in which different data sources supported the same assertions) and divergence (in which data sources contradicted each other). \u0000<bold>Results:</b>\u0000 SUP provides the Playbook and Newsletter as metagenres that regulate complex interactions among other genres and events, guiding firms into having roughly equivalent experiences as well as maintaining relationships among volunteers such as mentors. But the Playbook also reframes the experience of entrepreneurship so that it can fit into SUP's program: it reframes the cyclical entrepreneurship process as linear, and it reframes promises of future action as tracking of past actions. In undergoing these experiences, the startups form their professional identity as entrepreneurs. \u0000<bold>Conclusion:</b>\u0000 We conclude by discussing implications for accelerators as well as for how professional communication genres and metagenres regulate neophytes’ experiences in training programs more broadly.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 3","pages":"300-316"},"PeriodicalIF":1.7,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42664232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Technical writing is a critical professional skill for engineers, but engineering students often perceive writing as less important. Literature review: Research suggests feedback, revision, and reflective writing support conceptual learning. However, just as student beliefs about intelligence impact engagement and learning outcomes, beliefs about writing may likewise affect how valuable writing is to learning. Research questions: 1. Do student beliefs—expressed in reflections—depict writing as a learning process or as a deterministic artifact? 2. To what extent do these expressed beliefs explain variance in their conceptual learning in a chemical engineering laboratory course? Research methodology: A design-based research study was conducted in three semesters of an upper division chemical engineering laboratory course to jointly study the use of feedback, revision, and reflection, and to develop contextualized theory about the relationships between these and students’ conceptual learning. Students’ writing was analyzed qualitatively. Regression modelling explained variance in scores of students’ conceptual understanding. Results: We found that students who elaborated on errors and corrections scored significantly lower on conceptual understanding in their final submission, while students who described writing as an ongoing process scored significantly higher on conceptual understanding in their final reports. We found a similar trend for students who completed a second cycle, and especially that a focus on perfecting a written artifact corresponded to lesser gains. Conclusions: Our findings lend support for assisting engineering students to approach writing as a developmental and learning process and for engaging them in multiple rounds of feedback, revision, and reflection across their programs of study.
{"title":"Engineering Students’ Writing Perceptions Impact Their Conceptual Learning","authors":"Madalyn Wilson-Fetrow;Vanessa Svihla;Eva Chi;Catherine Hubka;Yan Chen","doi":"10.1109/TPC.2023.3251159","DOIUrl":"10.1109/TPC.2023.3251159","url":null,"abstract":"<bold>Background:</b>\u0000 Technical writing is a critical professional skill for engineers, but engineering students often perceive writing as less important. \u0000<bold>Literature review:</b>\u0000 Research suggests feedback, revision, and reflective writing support conceptual learning. However, just as student beliefs about intelligence impact engagement and learning outcomes, beliefs about writing may likewise affect how valuable writing is to learning. \u0000<bold>Research questions:</b>\u0000 1. Do student beliefs—expressed in reflections—depict writing as a learning process or as a deterministic artifact? 2. To what extent do these expressed beliefs explain variance in their conceptual learning in a chemical engineering laboratory course? \u0000<bold>Research methodology:</b>\u0000 A design-based research study was conducted in three semesters of an upper division chemical engineering laboratory course to jointly study the use of feedback, revision, and reflection, and to develop contextualized theory about the relationships between these and students’ conceptual learning. Students’ writing was analyzed qualitatively. Regression modelling explained variance in scores of students’ conceptual understanding. \u0000<bold>Results:</b>\u0000 We found that students who elaborated on errors and corrections scored significantly lower on conceptual understanding in their final submission, while students who described writing as an ongoing process scored significantly higher on conceptual understanding in their final reports. We found a similar trend for students who completed a second cycle, and especially that a focus on perfecting a written artifact corresponded to lesser gains. \u0000<bold>Conclusions:</b>\u0000 Our findings lend support for assisting engineering students to approach writing as a developmental and learning process and for engaging them in multiple rounds of feedback, revision, and reflection across their programs of study.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 2","pages":"186-201"},"PeriodicalIF":1.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46674384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1109/TPC.2023.3251140
Shoba Kanare Nandagopal;Ruth Sara Philip
Background: Fluent and accurate speaking is an essential set of skills that engineering students strive to achieve, as they can lead to better job placement and a promising future. This article documents a speaking assessment carried out among 120 engineering students who have undergone two semesters of Technical English courses in the final year of their study. The students from diverse departments opted for the English for Competitive Exams elective course to improve their English language proficiency. The objective of the elective is to train the learners in essential language components for facing high-stakes competitive exams with an integrated language skills approach. Literature review: This linguistics-focused study documents a cluster strategy, a pedagogical attempt at speaking, with a culminating self-reflection phase. The strategy cluster was thoughtfully designed and integrated throughout the semester to enhance the students' speaking competency. Research questions: 1. How do learners perceive the effectiveness of speaking skills practice given to them in the online sessions? 2. What benefits through feedback have learners achieved during these sessions? 3. How do students perceive the role of self-directed efforts toward improving their speaking skills? Methods: Students were trained on speaking skills as part of a semester-long online course, and an assessment for speaking skills was designed in which students answered 10 self-reflective questions about their perception and usefulness of practice, feedback from the instructor and peers, and self-directed efforts. Each student's recorded audio file of an average of 11 minutes 24 seconds was uploaded to the learning management system (LMS) as part of the assessment. A qualitative and interpretative investigation of their answers reflecting their learning experiences during the semester, based on the activities and self-regulation, and their self-rating were analyzed thematically. Results and discussion: The findings of the metainvestigation show significantly valuable insights with potential implications on the language teachers’ perception of teaching speaking skills in the classroom, especially in the current online environment. Conclusions: We conclude that using the strategy cluster comprising practice, feedback, and self-directed efforts with a culminating phase of oral self-reflection is highly beneficial in developing speaking skills in engineering courses focusing on technical communication.
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Pub Date : 2023-03-23DOI: 10.1109/TPC.2023.3275889
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Pub Date : 2023-03-23DOI: 10.1109/TPC.2023.3275891
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