Abstract
This study set out to examine the implications of using technical communication instructional materials as a motivational intervention for freshman Japanese engineering students learning English as a Foreign Language (EFL). As this particular segment of learners has been identified as being hesitant toward EFL instruction, a suite of technical communication materials was presented and examined as a possible means for promoting engagement in the EFL classroom with these learners. The study examined a sample of 76 (n=76) learners’ impressions and attitudes towards a three-week unit of technical communication instructional materials. These attitudes and impressions were measured through a mixed-method questionnaire comprised of items and scales from Keller’s (2010) Instructional Materials Motivational Survey (IMMS) and additional open-ended items. Results indicated a positive endorsement of attention, relevance, confidence and satisfaction variables associated with the materials. Open-ended items revealed a general overall enjoyment derived from the communicative tasks, and an interest with technical communication and technical content presented within the materials.
Author Information
Michael Johnson, Hamamatsu University School of Medicine, Japan
Paper Information
Conference: ACE2022
Stream: Curriculum Design & Development
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Johnson M. (2023) An Exploration of Technical Communication as an EFL Learning Motivational Intervention for Engineering Majors ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.39
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.39
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