English Language Needs of Industrial Trainees in Chemical Engineering Industry: A Case of UniKL MICET

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Noorhayati Saharuddin ◽  
Sa’adiah Hussin
Keyword(s):  
Content Knowledge ◽  
English Language ◽  
Chemical Engineering ◽  
Engineering Industry ◽  
Academic Institutions ◽  
Industrial Training ◽  
Actual Usage ◽  
Language Functions ◽  
Chemical Engineering Industry ◽  
Language Needs

Industrial training, or internship program, is always a must in any academic institutions, especially those offering engineering programs. Since industrial training is always structured at the end of the program, students going for internships are considered to be already well prepared with the content knowledge of their field of study. However, the job scope of an engineer does not entail content knowledge only. An engineer still has to carry out various other tasks like writing reports and letters as well as participating in meetings or discussions; thus the needs to ensure that these trainees are competent in the English language and effective as communicators. However, which English communication skills in particular do the industries in general require of these students? Venkatraman&Prema (2007) claim that “In the globalized context, students of Engineering and Technology need a specific set of language skills for their success in education and career.” All academic institutions should balance their curricula between future professionals and workplace needs of their graduates (Kaneko, Rozycki& Orr, 2008). In light of this, this paper will look at the English language needs of 18 organisations related to the chemical engineering industry where industrial trainees from Universiti Kuala Lumpur Malaysian Institute of Chemical & Bioengineering Technology (UniKL MICET) were sent to. A survey conducted found that all but one of the organisations see that English language is important even though not all of them use the language at work. This paper discusses the tasks in which English language is most required and what language functions are most commonly used in the organisations. Trainees’ feedback on the actual usage of English language while they are on industrial training for three months will also be discussed.

Extending the range of metals used in the chemical engineering industry

1967 ◽  
Vol 3 (10) ◽  
pp. 799-804
Author(s):  
A. L. Belinkii ◽  
Yu. M. Vinogradov ◽  
M. M. Kristal' ◽  
M. B. Shapiro ◽  
G. L. Shvarts
Keyword(s):  
Chemical Engineering ◽  
Engineering Industry ◽  
Chemical Engineering Industry

Pyroceramics for the chemical engineering industry

1966 ◽  
Vol 2 (11) ◽  
pp. 746-749
Author(s):  
A. V. Goryainova ◽  
V. V. Degtyarev ◽  
V. N. Maragaeva
Keyword(s):  
Chemical Engineering ◽  
Engineering Industry ◽  
Chemical Engineering Industry

scholarly journals Vocabulary demands for engineering students studying English in Russia: Comparing ESP course materials across three engineering disciplines

2020 ◽  
Vol 20 ◽  
Author(s):  
Tatiana Nekrasova-Beker
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Thermal Power ◽  
Language Instruction ◽  
Vocabulary Size ◽  
Unique Challenge ◽  
Language Courses ◽  
Specific Discipline ◽  
Language Needs

With English language instruction becoming increasingly more specialized in higher education institutions around the globe, English for Specific Purposes (ESP) practitioners are facing a unique challenge in developing language courses that require considerable knowledge of a specific discipline in order to make it applicable to students and to meet their specific language needs. In the case of Engineering, which is the target discipline in this study, substantial empirical research has been published describing general discipline-specific requirements as well as common challenges that second language (L2) students face in various pedagogical contexts (e.g., Kaewpet, 2009; Pritchard & Nasr, 2004; Rowley-Jolivet, 2015; Rozycki & Johnson, 2013). Yet research investigating the vocabulary demands of pedagogical materials utilized in various sub-fields within the same discipline is limited. Therefore, the present study examined the extent to which the vocabulary demands of the pedagogical materials employed in ESP courses in Thermal-Power, Computer, and Chemical Engineering in Russia were comparable across the courses and achievable for the students. The results indicated that vocabulary coverage varied considerably across the three disciplines, with Chemical Engineering texts requiring the largest vocabulary size for adequate comprehension. The implications of the study for materials development and teaching ESP courses in various Engineering sub-fields are discussed.

scholarly journals English Language Use in Malaysian Government and Private Civil Engineering Workplaces

2018 ◽  
Vol 6 (3) ◽  
pp. 84 ◽  
Author(s):  
Noor Shahariah Saleh ◽  
Siti Fatimah Murtaza
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Language Use ◽  
Civil Engineering ◽  
Engineering Industry ◽  
Focus Group Discussions ◽  
Training Experience ◽  
Group Discussions ◽  
Industrial Training ◽  
Language Courses

Employers in the engineering sector require certain standard of English proficiency among their employees as the language is widely used for numerous job scopes. In order to understand the current demand of the civil engineering industry on the use of the English language in the workplace, this study was conducted on 20 undergraduates of the Civil and Environmental Engineering Faculty, Universiti Tun Hussein Onn Malaysia who undertook the industrial training. Based on focus group discussions, the participants learned and shared significant use of English language through their industrial training experience. The findings of the study highlighted the activities that were conducted in English for speaking, listening, reading and writing including the language skills. In addition, the amount of time spent on each activity in English was also identified in understanding the importance of English language in the civil engineering sector. The findings of the study are vital in making informed decisions for the design and development of appropriate English language courses for present and future civil engineering students.

Disciplinary differences in the language needs of engineering students in Iran: a cross-disciplinary analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Razieh Gholaminejad
Keyword(s):  
Educational Level ◽  
English Language ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Language Skills ◽  
Target Language ◽  
Needs Analysis ◽  
Academic Disciplines ◽  
Content Type ◽  
Language Needs

PurposeAlthough English for academic purposes (EAP) courses are vital components of engineering disciplines in the universities of Iran, studies investigating engineering students' English language needs are infrequent, and even more infrequent are studies comparing how the students of different engineering disciplines vary in their English language needs. Research demonstrates that students of different disciplines have different language needs, which requires competency in different language skills (Soruç et al., 2018). However, in the majority of Iranian universities, students of different engineering disciplines are taught similar subskills, through similar teaching methodologies and textbooks. With the twofold purpose of identification and comparison of the students' language needs and weaknesses, this study focuses on the perceptions of Iranian students of electrical, mechanical and chemical engineering at the undergraduate and postgraduate levels of their present language abilities and target-situation language needs.Design/methodology/approachOnline surveys regarding language needs and self-assessments were completed by 194 undergraduate students and 189 postgraduate students studying at Sharif University.FindingsWhile only educational level was found to have a significant effect on the perceptions of the respondents of their target needs, both educational level and discipline had a significant effect on the perceptions of the students of their present level of language proficiency. Furthermore, almost equal attention to the four language skills were considered necessary by the respondents, who also held that the number of credits devoted to the EAP courses was insufficient. A further finding was that the majority of the undergraduates required that the EAP courses be oriented toward English for specific purposes (ESP), whereas almost half of the postgraduates preferred that the EAP classes be geared toward general English.Originality/valueResearchers have so far analyzed the language needs of students of a number of academic disciplines. This study adds to the existing literature of needs-analysis by comparing the engineering students' present abilities and target language needs. This study is different from the existing publications on language needs-analysis in two ways. First, through a comparative perspective, a profile of engineering students' language needs is obtained, which can serve as a new database for curriculum developers and material designers of engineering programs. Second, investigating whether the students' perceptions of their language needs are affected by their educational levels and disciplines is a topic for which there is little information at present.

New structural materials of the chemical engineering industry

1965 ◽  
Vol 1 (8) ◽  
pp. 589-593
Author(s):  
G. L. Shvarts ◽  
M. M. Kristal' ◽  
V. N. Dyatlova
Keyword(s):  
Chemical Engineering ◽  
Structural Materials ◽  
Engineering Industry ◽  
Chemical Engineering Industry
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