Raising language awareness to foster self-efficacy in pre-professional writers of English as a Foreign Language: a case study of Czech students of Electrical Engineering and Informatics

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Detalles Bibliográficos
Publicado en:	Language Learning in Higher Education vol. 15, no. 1 (2025), p. 109
Autor principal:	Van de Poel, Kris
Otros Autores:	Bester, Zaan
Publicado:	Walter de Gruyter GmbH
Materias:	Cooperative learning Case studies Academic writing Students Czech language Text analysis Writing instruction Learning environment Second language writing English as a second language instruction Teaching Pedagogy Higher education Language proficiency School environment Student writing STEM education Explicit knowledge English as a second language Confidence Foreign language learning Electrical engineering Perceptions Professionals Self-efficacy Informatics Collaborative learning Intervention Writing Collaboration Engineering Professional training Language usage Foreign languages Learning Conventions English language Comfort Scholarship Language attitudes Textual analysis Professional development Learning Activities Critical Thinking English for Special Purposes Academic Language Direct Instruction Academic Achievement Goal Orientation Engineering Education Educational Environment Learner Engagement English Grammar Competence Language Skills Information Science Learning Processes English (Second Language) Beliefs English Learners Holistic Approach
Acceso en línea:	Citation/Abstract Full Text - PDF
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Descripción
Resumen:	This case study examined Czech electrical engineering and informatics students’ English academic writing, addressing challenges in producing understandable and coherent texts for international audiences. Using a mixed-methods approach, which included textual analysis of essays, student writing profiles, and pre/post-course questionnaires, we analysed students’ self-efficacy expressed in writing confidence, comfort, and competence. A language awareness intervention, focusing on comparative English-Czech writing conventions and domain-specific text analysis in a collaborative learning environment, aimed to enhance the students’ self-efficacy. Findings demonstrated an increase in students’ self-reported confidence and comfort. While grammatical accuracy is often present, structural and content-level challenges persist and are identified by the students. The intervention demonstrates the value of focused engagement with language use in a collaborative learning environment, informing pedagogical practices to improve academic writing instruction for STEM students and foster their professional development.
ISSN:	2191-611X 2191-6128
DOI:	10.1515/cercles-2024-0097
Fuente:	Education Database