科技对工程硕士(尤其是学习)说和写能力的影响

O. Chaikovska, I. Semenyshyna, Oxana Muliarchuk, I. Koval
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引用次数: 2

摘要

乌克兰雇主对工程师在工作场所的FL表现的不满揭示了ESP大学指导与雇主期望之间的差距。这种差距为进一步研究材料和技术提供了机会,这些材料和技术可以使工程专业学生在特殊用途商务英语课程中的表现受益,这门课程与通用英语、特殊用途英语和商务英语有共同的特点,被认为是最难的ESP教学子集。在本文中,我们调查了通过需求分析和在线技术写作材料选择的工程播客对学生在专业背景下的口语和写作技能的影响。更具体地说,我们检查了两个子技能中哪一个是通过更好的进步获得的。本研究跟踪了乌克兰农业工程和电气工程与能源专业的两组硕士(n = 115),直到2020/21年。为了设计课程,我们传达了一份两阶段的调查问卷,以调查工科学生对掌握四项基本技能和子技能的必要性的看法。在听完Olivia Augustin的工程师英语播客、工程职业教练播客和实验组的技术写作视频后,两组学生在课程结束时都接受了测试。采用Excel中的Pearson标准评价两组间的统计学差异。研究结果显示,学生们强调口语和写作技能是主要的挑战。在“工程商务英语”课堂中,运用科技提高了学生的技术写作能力。实验表明,对照组和实验组在提高口语技能方面没有显著差异。进一步的研究应该考虑其他有效的策略来提高学生在工程商务英语中的口语表现。
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Impact of technology on speaking and writing skills of masters in engineering esp learning
Dissatisfaction of Ukrainian employers with the FL performance of engineers in the workplace reveals the gap between ESP university instructions and the expectations of employers. This gap provides opportunities for additional research to examine materials and technology that can benefit engineering student performance in Business English for Specific Purposes course which shares the characteristics with General English, English for Specific Purposes, Business English and is considered the most difficult ESP subset both for teaching and learning. In this paper, we investigate the influence of engineering podcasts chosen through needs analysis and online technical writing materials on students’ speaking and writing skills in a profession-based context. To be more specific, we examined which of the two sub-skills was acquired with better progress. This study followed two groups of Masters majoring in Agricultural Engineering and Electrical Engineering and Energy (n = 115) in Ukraine through 2020/21. To design the course, we conveyed a two-phase questionnaire to examine engineering students’ opinions on the necessity of acquiring four basic skills and sub-skills. After having integrated English podcasts for engineers by Olivia Augustin, the engineering career coach podcasts and technical writing videos with the experimental group both groups were tested at the end of the course. To assess the statistical difference between the groups Pearson criterion in Excel was used. The research results showed that students highlighted speaking and writing skills as the main challenges. Technical writing skills were enhanced by using technology in Business English for Engineering Purposes classroom. The experiment has demonstrated that there is no significant difference in improving speaking skills in the control and experimental groups. Further research should consider other effective strategies for improving students’ speaking performance in Business English for Engineering Purposes.
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