Designing STEM-Specific Student-Friendly Reading Content for the Engineering English Classroom

Divya John Sri Sivasubramaniya Nadar College of Engineering ; G. Sandhiya Devi

Abstract

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> Teachers of English for specific purposes (ESP) face challenges when helping engineering students to comprehend discipline-specific reading materials because these students have not been exposed to engineering reading materials at the secondary-school level. This study examines how to best create Science, Technology, Engineering and Mathematics (STEM)-specific, student-friendly reading materials for engineering learners to make the transition from general topics to engineering topics comfortable. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> Working at affiliated colleges of Anna University, Chennai, India, we substituted reading materials for those used in textbooks to improve our students’ receptivity to reading classes. We discuss reading as a skill, the level of reading comprehension needed in the engineering context, and its relevance to technical and professional communication. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> The study focuses on the need to design materials for the engineering classroom. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> Our methods include a present-situation analysis to examine the challenges that teachers encounter, and analysis of qualitative feedback on the reading materials and activities introduced in the classroom. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and discussion:</b> The paper includes our experiences in designing reading materials: conducting the present-situation analysis, finding and designing appropriate reading materials, creating and implementing reading activities, and collecting feedback. The responses of the learners indicate that introducing STEM-specific material may increase the learners’ participation and improve their comprehension skills. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> The study shows that STEM-specific, student-friendly reading materials fostered a positive attitude and improved, high-level comprehension.

Journal
IEEE Transactions on Professional Communication
Published
2021-12-01
DOI
10.1109/tpc.2021.3110419
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Cites in this index (10)

  1. IEEE Transactions on Professional Communication
  2. IEEE Transactions on Professional Communication
  3. IEEE Transactions on Professional Communication
  4. IEEE Transactions on Professional Communication
  5. Technical Communication Quarterly
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  1. IEEE Transactions on Professional Communication
  2. IEEE Transactions on Professional Communication
  3. IEEE Transactions on Professional Communication
  4. IEEE Transactions on Professional Communication
  5. Technical Communication Quarterly
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