Establishing the Construct of Workplace Written Communication

Attan, Anie; Raof, Abdul Halim Abdul; Omar, Noor Abidah Mohd; Abdullah, Khairi Izwan; Hamzah, Masputeriah

doi:10.1016/j.sbspro.2012.11.249

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…The situation supports the statement of Pabón (2017) on the decrease in academic quality in one of the programs with the highest participation in the country. organizational processes because it allows the effective transmission of the messages required to achieve objectives (Attan et al, 2012). Moreno and Forero (2007) describe it as essential in quality management and the general business environment.…”

Section: Overall Average and Generic Skillsmentioning

confidence: 99%

Pruebas saber pro en los programas de administración de empresas en Colombia

2022

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La presente investigación hace un análisis de las pruebas Saber Pro de los programas de Administración de Empresas en Colombia, por medio de un estudio descriptivo de enfoque cuantitativo en función de datos secundarios. Se tuvieron en cuenta los resultados de las competencias genéricas y especificas evaluadas en las pruebas Saber Pro en los años 2016 al 2020 expuestos por el ICFES. Como población y muestra se tomaron 184 programas de Administración de Empresas para el año 2016, 181 para el año 2017; 177 para el año 2018; 185 para el año 2019; y 174 para el año 2020. Dentro de los hallazgos se evidencia que en competencias genéricas los resultados más bajos estuvieron asociados a las competencias ciudadanas, comunicación escrita y razonamiento cuantitativo, y frente a las competencias específicas, los resultados con menor desempeño fueron gestión financiera y gestión de la organización. Este panorama deja en entredicho la calidad de los programas de administración de empresas y hace un llamado a las Instituciones de educación superior para que procuren el desarrollo de competencias en sus estudiantes que les garanticen el adecuado ejercicio de su profesión.

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Section: Overall Average and Generic Skillsmentioning

confidence: 99%

Pruebas saber pro en los programas de administración de empresas en Colombia

2022

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“…In most workplaces in Malaysia, among the most performed genre in English are letters, memos, email, notices, minutes and agendas, contracts/ documents, translating and interpreting documents, reports (technical, daily, rework or/and trouble reports), contracts, conducting research as well as creating advertisements/ brochures, etc. (Anie et al 2012, Lan, Khaun & Singh 2011.…”

Section: Literature Reviewmentioning

confidence: 99%

Workplace Writing in L2 Experiences Among Millennial Workforce: Learning to Write in English

Yusuf

Yunus

Embi

2018

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The challenges confronted by the Millennial workforce across the transition from higher education to workplaces are well acknowledged globally. Institutions of higher learning (IHLs) have a responsibility to prepare graduates to become a functional workforce. Among the real-world skills to be taught is workplace writing, which is fundamental in work organizations. This paper aims to explore learning to write in English for the workplace as experienced by millennial workforces. A descriptive phenomenological research design was employed in order to gain an in-depth understanding of the Millennial workforce's lived experiences in workplace writing. Seven of them were selected based on a set of criteria. A two-tiered method of interviews was employed to establish the context, relay specific details of the participants' experience and contemplate the meaning of their experiences. In addition, self-portrait descriptions were used to triangulate the data. The findings revealed that the millennials experienced both learning for and about workplace writing in both settings: IHLs and workplaces. They further revealed the practicality of English writing and business writing courses they had taken at IHLs. They have also experienced learning at their workplace through participating in trainings, social interaction, first-hand experiences and intrinsic motivation. These findings can be used as an instructional guideline for ESL workplace writing courses in IHLs. The appropriate instructions and contents could be convenient not only to improve teaching and learning but also promote a more meaningful learning to the graduating students which in turn, creates a powerful workforce who is able to command by today's workplace standards.

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“…Written communication is often used in organisations (Attan et al, 2012). Writing tasks in workplace are diverse in genres and the tasks vary across organisations and occupations (Machili, 2014).…”

Section: Writingmentioning

confidence: 99%

English for Crop Science in Vietnam: Taking Perceptions from the Workplace to University Teachers

Thi¹

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The English language needs of students in their future work domains is an issue of major concern in the design and development of English for Specific Purposes (ESP). There has been little empirical research on how English is used in workplaces employing crop science graduates, as well as the responses of educators to the result of the needs analysis. Some research also suggests that the effectiveness of ESP courses in tertiary institutions in Vietnam has been relatively limited (Do & Cai, 2010; Dong; 2011; Nguyen, 2013). This qualitative case study research adapted the needs analysis framework of Brown (2016) to: (1) explore the language needed in workplaces by the former students of an English course for Crops Science at an agricultural university in North Vietnam, (2) determine the learning strategies used by these alumni to bridge the gap between what they were taught at the university and workplace use of English and (3) investigate the responses of the university’s teachers to the feedback from the work domain. Accordingly, the combination of Brown’s three conceptualizations of needs, namely democratic, discrepancy and diagnostic were used to examine the necessities, lacks and wants of stakeholders in the ESP program. To establish the language needs at their current work places, 20 former undergraduate students of the Crops Science major, three of their employers, five ESP teachers and five subject specific teachers from the agricultural university participated in this research. The data were collected in two phases. The alumni and their employers were firstly interviewed to examine the common purposes of using English in crop science professional contexts, as well as the significant language demands the new graduates encountered and their strategies to improve their language. In the second phase, the findings from the interviews with the graduates and their seniors were presented to the language and subject instructors to capture their views and the perceived implications of these workplace findings for teaching and course design. All the interviews were semi-structured and conducted on Zoom. The transcribed texts were imported in Nvivo-12 for coding and thematically analysis. The findings confirmed the necessity of English for the employability of graduates. English was needed most for reading technical documents and written communication such as writing emails, reports and memos. The alumni also relied on informal and independent learning to meet the language needs of their professions. Despite of a number of constraints mainly in terms of the course length, teaching materials and students’ learning motivation, most of the teachers said that this feedback informed potential pedagogic changes such as the integration of oral and written communication activities. Closer cooperation with subject teachers was also recommended. This study established a strong and on-going connection between the work domain and the educational institution. Diagnostic, discrepancy and democratic views of needs analysis were used to, firstly, gain an understanding of the kinds of language needs in actual workplaces. In response to these needs, teachers reflected on possible pedagogical responses, taking into account the perceived needs of the target groups of students in Vietnamese Medium of Instruction (VMI) or English as Medium of Instruction programs (EMI), and stakeholders such as employers and subject teachers – experts in the field. The practice of autonomy in ESP courses may serve as an effective way to improve learner outcomes and facilitate the learning of graduates in their later career. Theoretically, this dynamic and on-going process of NA and teacher reflectivity can be applied to similar contexts to capture ever-changing needs in workplaces across EFL countries. This study develops a model to encapsulate the potentially dynamic relationship between the expertise of the work domain and the expertise of the educational institution. However, implementing this model is constrained by institutional processes including the lack of a current mechanism to achieve the stakeholder sharing of knowledge, in this case, achieved through independent research.

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Establishing the Construct of Workplace Written Communication

Cited by 4 publications

References 6 publications

Pruebas saber pro en los programas de administración de empresas en Colombia

Pruebas saber pro en los programas de administración de empresas en Colombia

Workplace Writing in L2 Experiences Among Millennial Workforce: Learning to Write in English

English for Crop Science in Vietnam: Taking Perceptions from the Workplace to University Teachers

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