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
Guardado en:
| Publicado en: | Language Learning in Higher Education vol. 15, no. 1 (2025), p. 109 |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Publicado: |
Walter de Gruyter GmbH
|
| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text - PDF |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3211783371 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2191-611X | ||
| 022 | |a 2191-6128 | ||
| 024 | 7 | |a 10.1515/cercles-2024-0097 |2 doi | |
| 035 | |a 3211783371 | ||
| 045 | 2 | |b d20250101 |b d20250630 | |
| 084 | |a 223949 |2 nlm | ||
| 100 | 1 | |a Van de Poel, Kris |u 26660University of Antwerp, Antwerp, Belgium | |
| 245 | 1 | |a 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 | |
| 260 | |b Walter de Gruyter GmbH |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Cooperative learning | ||
| 653 | |a Case studies | ||
| 653 | |a Academic writing | ||
| 653 | |a Students | ||
| 653 | |a Czech language | ||
| 653 | |a Text analysis | ||
| 653 | |a Writing instruction | ||
| 653 | |a Learning environment | ||
| 653 | |a Second language writing | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Higher education | ||
| 653 | |a Language proficiency | ||
| 653 | |a School environment | ||
| 653 | |a Student writing | ||
| 653 | |a STEM education | ||
| 653 | |a Explicit knowledge | ||
| 653 | |a English as a second language | ||
| 653 | |a Confidence | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Electrical engineering | ||
| 653 | |a Perceptions | ||
| 653 | |a Professionals | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Informatics | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Intervention | ||
| 653 | |a Writing | ||
| 653 | |a Collaboration | ||
| 653 | |a Engineering | ||
| 653 | |a Professional training | ||
| 653 | |a Language usage | ||
| 653 | |a Foreign languages | ||
| 653 | |a Learning | ||
| 653 | |a Conventions | ||
| 653 | |a English language | ||
| 653 | |a Comfort | ||
| 653 | |a Scholarship | ||
| 653 | |a Language attitudes | ||
| 653 | |a Textual analysis | ||
| 653 | |a Professional development | ||
| 653 | |a Learning Activities | ||
| 653 | |a Critical Thinking | ||
| 653 | |a English for Special Purposes | ||
| 653 | |a Academic Language | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Goal Orientation | ||
| 653 | |a Engineering Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a English | ||
| 653 | |a Grammar | ||
| 653 | |a Competence | ||
| 653 | |a Language Skills | ||
| 653 | |a Information Science | ||
| 653 | |a Learning Processes | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Beliefs | ||
| 653 | |a English Learners | ||
| 653 | |a Holistic Approach | ||
| 700 | 1 | |a Bester, Zaan |u University of Pardubice, Pardubice, Czech Republic | |
| 773 | 0 | |t Language Learning in Higher Education |g vol. 15, no. 1 (2025), p. 109 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3211783371/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3211783371/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |