scholarly journals Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills

2019 ◽  
Vol 10 (12) ◽  
pp. 3041-3048
Author(s):  
Atef F. Mashagbh ◽  
Rosseni Din ◽  
M. Khalid M. Nasir ◽  
Lilia Halim ◽  
Rania Ahmad Al-Batainah
Keyword(s):  
Communication Skills ◽  
Reliability And Validity ◽  
Multimedia Instruction ◽  
Engineering Communication

Assessing Competency in Business Writing

1998 ◽  
Vol 61 (4) ◽  
pp. 83-91 ◽  
Author(s):  
Iris I. Varner ◽  
Paula J. Pomerenke
Keyword(s):  
Communication Skills ◽  
Reliability And Validity ◽  
Business Communication ◽  
Business Writing ◽  
Holistic Scoring ◽  
Local Conditions ◽  
Good Assessment ◽  
Custom Made ◽  
Writing Competency ◽  
Improve Instruction

Assessing the level of improvement of students' writing competency during a semester is becoming increasingly important for business communication instructors. When conducting an assessment, instructors need to be aware of issues that will affect reliability and validity. They need to develop cleargoals at the beginning; for example, good assessment strives to improve instruction and to develop students' communication skills. Because different schools have different missions and operate in different environments, a custom-made instrument will ensure that the assessment fits the local conditions. Before con ducting the assessment, the instrument needs to be validated for specific use, and scorers must be trained in holistic scoring to reach an overall assessment.

scholarly journals Acquisition of academic literacy in an Engineering communication course: Integration of English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL)

2017 ◽  
Vol 4 (1) ◽  
pp. 38 ◽  
Author(s):  
Merina Devira
Keyword(s):  
Communication Skills ◽  
Literacy Practices ◽  
Course Design ◽  
Group Discussion ◽  
Academic Literacy ◽  
Academic Culture ◽  
Literacy Practice ◽  
Communication Course ◽  
Text Type ◽  
Engineering Communication

This study investigated academic literacy practices by an EFL student at an Engineering Communication course in the University of Adelaide, Australia. It focused on finding a description of engineering written communication skills designed in the specific course and investigating the student’s response in the construction of a specific text type in the engineering community. A qualitative case study method was used where the data were taken from classroom observations, the student’s interviews, his writings, and other supporting data, such as a course booklet and several PowerPoint slides. The findings showed that working in a group discussion at the workshop sessions was perceived as the most useful academic literacy practice in acquiring engineering communication skills. It also revealed that academic literacy practices, such as accessing MyUni, using databases for a specific discipline, recognising graphic skills and using effective reading strategies were considered by him as new and useful practices in an academic culture which helped him execute written engineering communication assignments into a cohesive and coherent argumentative text. Overall, although he had different perceptions before and after completion of the course, he viewed the course design positively. Some ideas on how the course developers or tutors could match the course design with his practical needs were offered, such as mutual collaboration with the English lecturers who were providing the course and the implementation of a program of academic English for first year students.

scholarly journals A Neurodidactic Model for Teaching Elementary EFL Students in a College Context

2021 ◽  
Vol 14 (3) ◽  
pp. 42
Author(s):  
Edwin Y. Barbosa
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Reliability And Validity ◽  
Cross Sectional ◽  
Alpha Reliability ◽  
Data Collection Instrument ◽  
Efl Students ◽  
Cross Sectional Design ◽  
The University ◽  
Very High

The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent neuroeducational tenets. This was a descriptive, explanatory field, and projective research, which used a non-experimental cross-sectional design. 102 students formed the population, while the sample was randomly and representatively conformed by 62 individuals. The data collection instrument consisted of a modified Likert scale survey with 45 items. As for the reliability and validity, they were determined by expert judgment, discriminant analysis by item, as well as Cronbach's α reliability coefficient of 0.873 for the first and through a pilot test of 20 individuals; the second being a coefficient of 0.880. The results indicated an averagely high didactic methodology against a very high neurodidactic methodology, obtaining a relationship between the two approaches that endorses the implementation of brain-based strategies to enhance the learning of a foreign language.

scholarly journals Using Community Service Learning to Develop the Writing Skills of Engineering Students

2011 ◽  
Author(s):  
Lisa Meyer ◽  
Helen Triantafellou ◽  
Kim Davis
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Communication Skills ◽  
Engineering Students ◽  
Writing Skills ◽  
Effective Communication ◽  
Community Service Learning ◽  
Community Based ◽  
Engineering Communication ◽  
Audience Awareness

In our Engineering Communication Skills classrooms we aim to provide a meaningful setting in which students move from the classroom sphere to the professional sphere of writing. In this paper, we report on how we can use community service learning (CSL) to bridge these two spheres of writing. We show how the necessity of effective communication with community-based clients leads to audience awareness and subsequent acquisition of professional Engineering communication skills.

scholarly journals Developing Engineering Communicative Competency through Effective Assessment Methods

2019 ◽  
Vol 8 (2S9) ◽  
pp. 804-809
Keyword(s):  
Communication Skills ◽  
Global Economy ◽  
English Language ◽  
Global Perspective ◽  
Higher Education System ◽  
Entry Level ◽  
Engineering Communication ◽  
Communication Competency ◽  
Undergraduate Engineering ◽  
Effective Assessment

A great importance of engineering education over the last decade has been on the development of some very specific non-technical attributes which included communication skills, the ability to function in teams, knowledge of societal and contemporary issues, development of global perspective, and ethics awareness. These non-technical skills complement a strong technical foundation to produce well-rounded engineering graduates who are flexible and adaptable to suit the constantly developing and changing requirements of the workplace. The industry as well as the international and local accreditation bodies have repeatedly highlighted the importance of strong communication skills for engineers entering the workplace [1] – [7]. Industries require a greater number of communication and interpersonal skills for entry-level engineers [8], yet, graduate engineers still lack the required standard of communication skills [9]. Engineering communication competency, especially in the English language is essential for an engineer who aspires to carry out his/her professional practice in the global economy. Similarly, the challenges faced by graduates are to focus on the development of the professional skills in the undergraduate engineering program in order to meet the demands from industries. As such the Malaysian higher education system must produce graduates who can communicate effectively in English. Otherwise, it would lose one of its vital selling points for foreign investors to ensure that the skilled labor forces are sufficient to support internationally competitive commerce and industry and to provide individuals with opportunities to optimize their potentials [10], [11]

scholarly journals Resident Ratings of Communication Skills Using the Kalamazoo Adapted Checklist

2015 ◽  
Vol 7 (3) ◽  
pp. 458-461 ◽  
Author(s):  
John H. Porcerelli ◽  
Simone Brennan ◽  
Jennifer Carty ◽  
Maisa Ziadni ◽  
Tsveti Markova
Keyword(s):  
Communication Skills ◽  
Interpersonal Skills ◽  
Reliability And Validity ◽  
Standardized Patients ◽  
Essential Elements ◽  
Standardized Patient ◽  
Single Institution ◽  
Observer Ratings ◽  
Institutional Communication ◽  
Trained Observers

ABSTRACT Background The Kalamazoo Essential Elements Communication Checklist–Adapted (KEECC-A) is a well-regarded instrument for evaluating communication and interpersonal skills. To date, little research has been conducted that assesses the accuracy of resident self-ratings of their communication skills. Objective To assess whether residents can accurately self-rate communication skills, using the KEECC-A, during an objective structured clinical examination (OSCE). Methods A group of 104 residents from 8 specialties completed a multistation OSCE as part of an institutional communication skills curriculum conducted at a single institution. Standardized patients (SPs) and observers were trained in rating communication skills using the KEECC-A. Standardized patient ratings and resident self-ratings were completed immediately following each OSCE encounter, and trained observers rated archived videotapes of the encounters. Results Resident self-ratings and SP ratings using the KEECC-A were significantly correlated (r104 = 0.238, P = .02), as were resident self-ratings and observer ratings (r104 = 0.284, P = .004). The correlation between the SP ratings and observer (r104 = 0.378, P = .001) ratings were larger in magnitude, but not significantly different (P > .05) from resident/SP or resident/observer correlations. Conclusions The results suggest that residents, with a modicum of training using the KEECC-A, can accurately rate their own communication and interpersonal skills during an OSCE. Using trained observers to rate resident communication skills provides a unique opportunity for evaluating SP and resident self-ratings. Our findings also lend further support for the reliability and validity of the KEECC-A.

scholarly journals Reliability and validity of communication skills questionnaire (CSQ)

2006 ◽  
Vol 60 (2) ◽  
pp. 211-218 ◽  
Author(s):  
MEGUMI TAKAHASHI ◽  
KATSUTOSHI TANAKA ◽  
HITOSHI MIYAOKA
Keyword(s):  
Communication Skills ◽  
Reliability And Validity
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