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Michael Johnson, Hamamatsu University School of Medicine, JapanAbstract
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.
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Conference: ACE2022Stream: 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 (pp. 499-510) 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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