Pedagogical Innovations and Engineering Students’ Perceptions of the Relevance of an English for Engineering Course

Abstract

Recent trends and orientations in the teaching profession, ranging from learner autonomy, learner-centered approaches, learner-responsibility and changes in teacher role, besides labor market requirements; have led to various fundamental and radical changes in course and syllabus design, their contents, learning objectives and learning outcomes. Therefore, updating and introducing modifications and changes into course syllabi have become the norm. This enforces measuring and assessing courses effectiveness and relevance to users; instructors and learners. Instructors need to know whether the implemented changes have brought about the required effects in the learners and what those learners perceive of the course contents. This cross-sectional study of junior, senior and graduate engineering students assesses their perceptions of an English for engineering course, focusing mainly on communication skills, that they have successfully completed. A survey comprising multiple choice questions and open-ended questions shows significantly positive attitudes towards the course contents. This study also identified differences in students’ perceptions of the English for engineering course by year of study and gender. The perceptions of graduate students are more positive than those indicated by junior and senior students. Female respondents show a higher mean than males regarding overall course contents relevance. While cohort effects may be present, it seems that perceptions are highly positive, becoming more so when students find themselves in a situation where they have to use the skills learned from the course.