METHOD FOR THE CONSTRUCTION OF STUDENTS’ SCIENTIFIC IDENTITY WITHIN ENGLISH FOR ACADEMIC PURPOSES: THE CASE OF INTERNATIONAL STUDENTS OF MASTER PROGRAMME “INFORMATION AND ELECTRICAL ENGINEERING”AT HOCHSCHULE WISMAR

Reaching the Goals of the 2030 Agenda for Sustainable Development is facilitated by science development. In order to strengthen scientific efforts in implementing the 2030 Agenda, the number of our modern society’s members who associate themselves with scientific community has to be increased. The research question is as following: What method promotes the construction of students’ scientific identity in language education within higher engineering education? The aim of the present research is to analyse the inter-connections between scientific identity and language education underpinning empirical analysis of use of biographical methods in English for Academic Purposes within Master programme “Information and Electrical Engineering” for International students at Hochschule Wismar. Research methods include theoretical and empirical methods. Theoretical methods comprise analysis of theoretical sources and theoretical modelling. The research methodology implies the study of the meaning of the key concepts of “scientific identity”, “language education” and “biographical method”. Moreover, the study demonstrates how the key concepts are related to higher engineering education. The empirical study was carried out at Hochschule Wismar in 2018. The data reveals students’ positive evaluation of use of biographical methods in English for Academic Purposes studies. The novel contribution of the paper is the newly formulated research question.

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ENGLISH FOR ACADEMIC PURPOSES FOR THE CONSTRUCTION OF STUDENTS’ SCIENTIFIC IDENTITY

International Journal for 21st Century Education ◽

10.21071/ij21ce.v3ispecial.5711 ◽

2016 ◽

Vol 3 (Special) ◽

pp. 121

Author(s):

JEĻENA ZAŠČERINSKA ◽

NATALIA ANDREEVA ◽

MIHAILS ZAŠČERINSKIS ◽

LUDMILA AĻEKSEJEVA

Keyword(s):

Empirical Study ◽

Role Models ◽

Engineering Students ◽

Research Question ◽

Open Science ◽

English For Academic Purposes ◽

Theoretical Modelling ◽

Key Concepts ◽

Scientific Identity ◽

The Relationship

Modern Europe is considered within such three strategic priorities (Moedas, 2015) as Open Innovation, Open Science, and Openness to the World. These three strategic priorities put a particular emphasis on the construction of students’ scientific identity. The guiding research question is as follows: What is the relationship between students’ scientific identity and English for Academic Purposes? Therefore, the aim of the present research is to analyse the scientific literature on the relationship between students’ scientific identity and English for Academic Purposes underpinning elaboration of a new research question for further studies. The theoretical framing herein will discuss the construction of scientific identity via academic language. The meaning of such key concepts as scientific identity and role models is studied. Moreover, the study demonstrates how the key concepts are related to the idea of English for Academic Purposes. The study demonstrates a logical chain: scientific identity → English for Academic Purposes → role models → an empirical study within a multicultural environment → conclusions. Research methods include theoretical and empirical methods. Theoretical methods comprise analysis of theoretical sources and theoretical modelling. In the empirical study, explorative study was employed. Interpretative research paradigm was used. The empirical study carried out in August 2015 involved 22 engineering students at Tallinn University of Technology, Estonia. The results of the empirical study show that engineering students’ self-evaluation is of the low level. The findings of the research allow drawing the conclusion that use of role models in English for Academic Purposes is an opportunity for the construction of students’ scientific identity. The novel contribution of the paper is revealed in the newly formulated research question. Directions of further research are proposed.

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Planning needs analysis research for international students in higher education

Porta Lingua ◽

10.48040/pl.2021.9 ◽

2021 ◽

pp. 109-118

Author(s):

Ildikó Furka

Keyword(s):

Higher Education ◽

International Students ◽

Course Design ◽

Research Effort ◽

Language Education ◽

English For Academic Purposes ◽

Language Teachers ◽

Needs Analysis ◽

Materials Development ◽

Attention To Students

Research-informed language education has been a valued trend in English for Academic Purposes (EAP) around the world (Hyland, 2014; Purpura − Graziano-King 2004; Akyel − Ozek, 2010; Rao, 2014) and in Hungary (Sárdi, 1997; Édes, 2008; Doró, 2011; Prescott, 2008). EAP instruction for international students in higher education in Hungary, however, is a fairly new phenomenon (Lannert, 2018). Due to the growing number of international students studying in Hungarian higher education institutions, faculties have started to feel the need for systematic attention to students’ skills development. As part of a larger research effort to provide course design, materials development and recommendations for language teachers and subject matter instructors, an inquiry into the current situation at the Budapest University of Technology and Economics (BME) was initiated recommended by previous practice (Hyland, 2014, Purpura − Graziano-King, 2004). The paper describes the stakeholders and the background of EAP instruction at BME, the initial identification of data sources, methods of data collection, and preliminary data analysis to inform the next step of the larger research effort. Results will inform the needs analysis instruments to be used to identify the required learning outcomes, the respective language content for the course design and materials development, and the recommendations for teachers involved.

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