The Self-reported Perceptions of Engineering Students’ Critical Reading Strategies

Abstract

Developing students' critical reading skills is essential, especially those in the universities, because they will be required to read extensively journal articles and scientific textbooks in English. However, little is known about the Diploma students' critical reading skills. Thus, this article discusses Diploma engineering students' critical reading self-rated perceptions in English language class. The study employs a quantitative research method based on a descriptive survey design. The research sample is made up of 44 Diploma students from a university in the southern region of Malaysia. Data is collected using a questionnaire distributed online using google form through course teachers. Reliability testing is conducted for each section of the questionnaire prior to collecting data. Findings indicate that the Diploma level engineering students have a limited level of readiness in using critical academic reading skills. It is hoped that the results of this research will help teachers use innovative approaches to foster critical thinking ability among engineering students. Possible pedagogical implications of the findings for language learning and teaching and future potential research areas is also discussed.

Behavior of Science and Engineering Students to Digital Reading: Educational Disruption and Beyond

“…More recently, Ref. [44] reported that the effectiveness of reading amongst diploma engineering students is significantly affected by their critical reading skills and university educators should support the students to develop their critical reading skills and strategies. There is also no conclusive evidence in the literature on the effect of reading format on engineering students' learning.…”