Engineering Technical Oral Presentation: Voices of the Stakeholder

Stapa, Mahani; Murad, Noor Asniza; Ahmad, Norasnita

doi:10.1016/j.sbspro.2014.02.063

Cited by 14 publications

(16 citation statements)

References 3 publications

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“…The findings from this study were used to help establish guidelines to help instructors teach the academic skills for oral presentations. Bankowski ( 2010) noted that students had difficulty selecting appropriate topics, and similar problems with this form of focused, academic thinking were observed by C. W. Y. Chen (2011), Honga and Fong (2012), Stapa et al (2014), and L. Lee (2014), highlighting the need for more training in tailoring suitable discussion topics and developing analytical thinking. However, Chou (2011) found that individual presentation work helped students link and organize information for a topic, a skill that was lacking from group work.…”

Section: Table 3 (Continued)mentioning

confidence: 85%

“…For example, one group of Malaysian students were unfamiliar with the requirements for an academic presentation, and they were also unaware of the type of questions a review panel would ask, adding to their anxiety, which was already high as they were presenting in their second language (Radzuan & Kaur, 2011). A similar situation was observed in dissertation proposals (Honga & Fong, 2012), and Stapa et al (2014) found a lack of knowledge of presentations skills and requirements during a presentation was a major causes of student anxiety. Hsu et al (2008), Sun (2009, and Huang and Hung (2010) found that when introducing LT for language learning, specific guidelines on how the LT can assist language learners are needed or the learners will question the use of the technology and abandon the learning task before it is completed.…”

Section: The Need For Specific Guidelinesmentioning

confidence: 98%

“…Consequently, it is important for researchers to understand the students' feelings and perceptions in order to develop guidelines for EAP tasks (Radzuan & Kaur, 2011). Students who are novice academic presenters are often overwhelmed by a combination of having to acquire new research and presentation skills alongside their anxiety over their English ability (Stapa et al, 2014). Honga and Fong (2012) note, "Without having concrete knowledge of the field, even the highly English proficient students may find the academic task daunting and intimidating" (p. 538).…”

Section: The Need For Specific Guidelinesmentioning

confidence: 99%

“…Instructors need to make students aware of institutional expectations and ensure that courses are designed to enable students to meet these expectations. Instructors also need to understand the sources of student anxiety, as although it is multifaceted, precise instructions may reduce some anxiety resulting in higher quality oral presentations (Radzuan & Kaur, 2011;Stapa et al, 2014).…”

Section: The Need For Specific Guidelines and Focused Training (Table 2)mentioning

confidence: 99%

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Global Trends and Research Aims for English Academic Oral Presentations

Barrett

Liu

2016

Review of Educational Research

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English has become the de facto language for communication in academia in many parts of the world, but English language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature review is a systematic overview of the research on EAP oral monologues and EAP monologues that employ learning technology (LT). Three investigative aims were addressed in the research: linguistic description of the final oral presentation, the learning processes including learner attitudes toward the process, and LT for oral monologues. Major findings included linguistic and discourse differences among learners, experts, and native speakers; the need for specific guidelines and focused training; the role of multimodal resources; and the pedagogical affordances of the LT. Identified challenges, future research directions, and instructional suggestions are provided for instructors and researchers.

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Section: Table 3 (Continued)mentioning

confidence: 85%

Section: The Need For Specific Guidelinesmentioning

confidence: 98%

Section: The Need For Specific Guidelinesmentioning

confidence: 99%

Section: The Need For Specific Guidelines and Focused Training (Table 2)mentioning

confidence: 99%

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Global Trends and Research Aims for English Academic Oral Presentations

Barrett

Liu

2016

Review of Educational Research

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“…The importance of oral communication skills has been identified in numerous research studies (Ab.Rahim, 2008;Adzmi, Bidin, & Ibrahim, 2009;Al-Tamimi & Shuib, 2010;Bhattacharyya, 2014;Chia-Jung, 1991;Chia, Johnson, Chia, & Olive, 1999;Kaewpet, 2009a;Kakepoto, Omar, Boon, & Iqbal, 2012;Mohamed et al, 2014;Moslehifar & Ibrahim, 2012;Radzuan & Kaur, 2011;Stapa, Murad, & Ahmad, 2014;Talif & Noor, 2009;Zaid & Kamarudin, 2011). If engineers work in a situation where English is a medium of communication, they are expected to use English both formally and informally.…”

Section: Oral Communication Skills In Englishmentioning

confidence: 99%

Needs analysis of English for mechanical engineers in the Vietnamese context

Le¹

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<p>This study examines the English language needs of mechanical engineers in Vietnam. A high demand for proficiency in English is increasing in ASEAN countries, including Vietnam. Vietnam in general and the important field of mechanical engineering, in particular, attracts many foreign investors and multinational organisations and this creates plurilingual and pluricultural workplaces where English is used as a lingua franca. Drawing on sociolinguistic theory, this pragmatic mixed method needs analysis study examines the English language communication needs of Vietnamese mechanical engineers at four workplaces in Vietnam. It investigates the kinds of real-world English skills required by Vietnamese mechanical engineers to function effectively in the workplace, the social factors that affect the use of English and the effects of breakdowns or other issues in communication in English. It draws on needs analysis models which have evolved from English for Specific Purposes, including those devised by Munby (1978) and more recently by The Common European Framework (CEF) Professional Profiles to establish key communicative events. To answer the study’s pragmatic questions about language use for practical purposes in the lingua franca, plurilingual and pluricultural workplace it also borrows from the theoretically eclectic model of the Wellington Workplace Project, a model grounded in the first language context (L1), and other more sociological studies of the relationship of language and power in international workplaces. The study employed questionnaire, semi-structured interview and observation for data collection. Questionnaires were completed by 22 managers of mechanical engineers and 71 professional mechanical engineers. Based on the initial questionnaire analysis, 12 participants from the two groups took part in the follow-up semi-structured interviews. Observations in four worksites provided rich data about the real-world use of English. The findings indicated a high frequency of English language use and the range of real-world English required by Vietnamese mechanical engineers for a range of communicative events including ordering spare parts, interpreting technical drawing and bidding for contracts. Mechanical engineers needed plurilingual and pluricultural competence to negotiate a range of accent, intonation and idiom in the lingua franca and plurilingual context. Minimal use of functional occupational language was sometimes sufficient for communication for the purpose of ‘getting things done’, but not always. Communication issues had financial consequences for the company, sometimes disastrous ones. Looking at the findings through the lens of arising communication issues helped to reveal some of the underlying power relationships in the workplace and some negative impacts on workplace solidarity. These findings demonstrate the urgency of the need for increased English language skills for mechanical engineers in Vietnam and for the wider economy of Vietnam. English was found to function as a source of ‘expert power’ and in a wider implication this revealed a hidden or ‘shadow’ power structure within the workplace affected by English language proficiency. People were empowered when they possessed a good level of English, which could help them save not only their own face but also the face of the company. More positively adaptive communicative strategies helped both mechanical engineers and their managers avoid communication issues. Adapting language for the purpose of ‘getting things done’ in turn interacted with low and high solidarity relationships. There was arguably an acceptance of a level of rudeness or abruptness in these workplace contexts. A high tolerance for the need to negotiate meaning in what could be described as not only a lingua franca but also a ‘poor English’ workplace context was sometimes observed. This tolerance sometimes but not always extended to the mobility of plurilingual repertoires such as code-switching, and some code-switching into Vietnamese was also observed on the part of long-term foreign managers. Humour also emerged as a dimension of high solidarity longer-term workplace relationships between Vietnamese mechanical engineers and foreign managers, even when all parties had limited English. The study argues that understanding why mechanical engineers needed specific types of English and the effect of the social dimensions of this language could help lessen issues in communication. The consequences of miscommunication should be addressed in the English-language training process. Students should be strategically prepared to meet the the high communication demands of the lingua franca and plurilingual workplace which requires both English for technical communication and English for social communication.</p>

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The Theory and Practice of Oral Presentations in Face-to-Face and Online Courses

Sadhwani,

Fiteni

2023

Knowledge Studies in Higher Education

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Engineering Technical Oral Presentation: Voices of the Stakeholder

Cited by 14 publications

References 3 publications

Global Trends and Research Aims for English Academic Oral Presentations

Global Trends and Research Aims for English Academic Oral Presentations

Needs analysis of English for mechanical engineers in the Vietnamese context

The Theory and Practice of Oral Presentations in Face-to-Face and Online Courses

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