A Study of Chinese Engineering Students' Communication Strategies in a Mobile-Assisted Professional Development Course

Autor/in	Cheng, Li
Titel	A Study of Chinese Engineering Students' Communication Strategies in a Mobile-Assisted Professional Development Course
Quelle	In: The EUROCALL Review, 24 (2016) 2, S.24-31 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1695-2618
Schlagwörter	Engineering Education; English (Second Language); Second Language Learning; Foreign Countries; Professional Development; Communication Strategies; Handheld Devices; Telecommunications; Second Language Instruction; Blended Learning; Recall (Psychology); Questionnaires; Longitudinal Studies; Interviews; Transfer of Training; Conventional Instruction; Oral Language; Student Attitudes; College Students; Interpersonal Communication; Academic Achievement; Statistical Analysis; Qualitative Research; China; United Kingdom + Suchen Sie Ihr Suchwort? Ingenieurausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Kommunikationsstrategie; Telekommunikationstechnik; Fremdsprachenunterricht; Abberufung; Fragebogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Training; Transfer; Ausbildung; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Collegestudent; Interpersonale Kommunikation; Schulleistung; Statistische Analyse; Qualitative Forschung; Großbritannien
Abstract	The development of students' professional skills is an important issue in higher education in China. This research reports a 3-month study investigating engineering students' communication strategies (CSs) while they were interacting to do a 12-week mobile-assisted learning project, i.e., "Organizing and Attending a Model International Conference". This learning project was a major teaching module of the English course of Professional Applications, which used a blended teaching mode integrating face-to-face instruction and mobile learning. Sixty-seven students volunteered to participate in the study. The instruments included eight oral communication sessions, a questionnaire, stimulated recall interviews, the participants' WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic learning project. Moreover, these CSs were closely related to the students' involvement in social interaction. Future research should focus on a longitudinal investigation of the amount of scaffolding that helps students transfer their communication strategies across tasks. (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/publications/eurocall-review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01