Abstract:
This article emphasizes the significance of writing analysis in the Electrical Engineering Department for English as a Foreign Language (EFL) learners. Writing is undeniably a crucial skill in English that students must proficiently acquire as it serves as the foundation for English language acquisition and is indispensable in various academic pursuits. This necessity extends to students across all disciplines within the university, including those in the Electrical Engineering Department, who require adept writing skills for their future professional endeavors. However, despite its importance, the implementation of writing instruction in this study program is confronted with challenges, primarily stemming from students' limited vocabulary and struggles with grammar.
Keywords:
Writing, English, Electrical Engineering, Profession, EFL
Introduction
1.1 Background of the Study
In today's globalized era, effective communication stands as a paramount necessity. Without proficient communication skills, individuals from diverse cultural backgrounds would struggle to comprehend each other. As the global lingua franca, English has emerged as the primary medium facilitating international discourse. This study explores the significance of the English language in contemporary society, recognizing its pivotal role across various domains such as business, education, employment, information dissemination, media, and entertainment. While English may not rank as the most widely spoken language worldwide, it holds status as the official language in numerous countries. Moreover, research indicates that English has become the predominant language for cross-border business communication, underscoring its indispensability in the global workforce.
The influence of English as an international language extends significantly to science, technology, and, particularly, engineering. English and engineering education have become deeply intertwined, with the language serving as an integral conduit for the dissemination of scientific and technical knowledge. The integration of English into the engineering curriculum is not merely a superficial inclusion but a pragmatic response to the imperative need for effective engineering communication. English proficiency has thus evolved into a fundamental skill set for engineers, facilitating their access to scientific literature, technological advancements, and international collaboration.
Among the various facets of English proficiency, writing is a critical skill for students pursuing studies in Electrical Engineering. Analysis of self-assessed English needs among Electrical Engineering students and graduates reveals a consensus on the importance of writing skills, particularly in tasks such as composing journal or conference articles and formal emails. Moreover, insights gleaned from interviews with Electrical Engineering employers underscore the demand for engineers capable of producing a diverse range of written documents, including minutes, project reports, and electrical standards, in English. Motivated by these findings, the researcher aims to undertake an in-depth analysis of students' writing proficiency within the context of Electrical Engineering, focusing on the title of the study: "Analysis of Students' Writing as EFL Learners in the Electrical Engineering Department."
1.2 Identification of the Study
Upon careful observation, the identification of the study can be summarized as follows:
- Vocabulary deficiency
- Pronunciation errors
- Lack of grammatical proficiency in writing
1.3 Limitations of the Study
This study is confined to examining writing skills within the context of the Electrical Engineering Department at Tidar University. The researcher emphasizes the significance of speaking proficiency for students' future career prospects and their struggles with written English.
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1.4 Problem Formulation
Aligned with the article's title, "Analysis of Students' Writing as EFL Learners in the Electrical Engineering Department," and its focus on the importance of writing in English instruction, the following problems are identified:
- What is the current state of writing activities in Electrical Engineering classes?
- What role does writing play in the field of Electrical Engineering?
- What are the challenges encountered in the process of learning writing skills?
1.5 Objectives of the Study
Building upon the problem above formulation, the study aims to achieve the following objectives:
- Assess the implementation of writing activities within Electrical Engineering classes.
- Evaluate the significance of writing skills within the field of Electrical Engineering.
- Identify the obstacles faced by students in the process of learning writing skills in Electrical Engineering classes.
1.6 Significance of the Study
The outcomes of this study are anticipated to provide valuable insights for both teachers and students, serving the following purposes:
- Informing teachers about their students' specific writing needs, particularly within the context of the Electrical Engineering Department, enables them to tailor their instruction accordingly.
- Equipping students with an understanding of the importance of mastering writing skills and the challenges they may encounter during the learning process empowers them to address these obstacles effectively.
Conceptual Framework
2.1 Writing Skills in the EFL Context
Writing encompasses conveying thoughts and ideas using symbols such as letters, punctuation, and spaces to create readable content. Learners articulate their ideas, emotions, thoughts, desires, and experiences through writing to engage readers and listeners. This multifaceted skill involves various elements, including grammar, paragraph organization, and vocabulary. For Foreign Language (FL) learners, mastering writing is often considered the most challenging skill. However, it catalyzes critical thinking development, enabling learners to organize their thoughts, analyze information, and formulate coherent arguments.
Traditionally, writing has been regarded as a supplementary skill in language learning, used primarily to reinforce grammar acquisition or support the memorization of language structures. Even communicative approaches, which prioritize oral proficiency, have historically downplayed the importance of writing. However, concepts derived from movements such as writing-to-learn, writing across the curriculum, and writing for academic purposes in composition and English as a Second Language (ESL) have reshaped perceptions regarding the role of writing in second language education.
In many EFL contexts, non-native English speakers typically commence learning to write English words and sentences at a later stage compared to their native language (L1) writing skills. As a result, L1 writing skills often receive more emphasis during the early stages of education due to their relevance in local communication contexts. Developing writing skills has been of secondary importance in foreign language classes. However, there is a growing recognition of the need for foreign language educators to actively engage in research and pedagogical practices related to second language writing, building upon insights from ESL professionals.
2.2 The Importance of Writing Skills in Learning English
Written language holds significant social and educational importance in contemporary society, enjoying a status of high social prestige. However, in the Czech cultural context, the importance of writing skills needs to be addressed, with emphasis placed primarily on grammar and spelling rules taught at elementary schools. Nevertheless, writing skills are crucial as they are extensively utilized in higher education and professional settings. Proficiency in writing enables students to effectively communicate with professors, employers, peers, and others. Much professional communication, including proposals, memos, reports, applications, interviews, and emails, relies on written expression, making writing an indispensable skill for college students and successful graduates.
Writing offers numerous advantages, allowing individuals to:
- Express their personality
- Facilitate communication
- Develop critical thinking skills.
- Construct logical and persuasive arguments.
- Engage in self-reflection and re-evaluate ideas.
- Provide and receive feedback.
- Prepare for academic and professional endeavors.
Writing occupies a unique position in language teaching as its acquisition necessitates practice and knowledge of other language skills such as listening, reading, and speaking. Encouraging students to engage in creative writing at the onset of the learning process can stimulate their creativity and foster a sense of ownership over their writing. Creative writing activities contribute significantly to developing writing skills, offering students an avenue for self-expression and exploration.
2.3 Students' Difficulties in Writing
One of the primary challenges in student writing revolves around deficiencies in English language proficiency, sentence construction, content coherence, structural organization, adherence to academic writing conventions, analysis of writing topics, research capabilities, and the application of knowledge across diverse contexts. These shortcomings are particularly evident among students studying disciplines such as engineering, where academic writing may be perceived as less important than core content, leading to its neglect as students prioritize subjects they deem more directly beneficial to their future careers. Consequently, many students need help to produce proficient academic writing.
Investigations into the root causes of poor writing proficiency reveal several factors:
- Issues related to teachers, such as negative attitudes, insufficient pedagogical skills and knowledge,
- Technical deficiencies in specific writing skills,
- Ineffective teaching and learning processes employing inappropriate strategies, and
- More adequate assessment methods are needed. Often, the problem can be traced back to either the teacher or the teaching process. While some challenges may be attributed to students' lack of motivation and attentiveness in the classroom, dedicated teachers exert considerable effort to enhance their teaching methodologies. However, given the large class sizes, teachers may need help to provide individual attention to each student.
Moreover, mastering writing mechanics, including punctuation, capitalization, spelling, cohesion, unity, and organization, is essential for producing high-quality written work. Yet, students encounter various obstacles in this endeavor, such as a lack of relevant material or knowledge, limited vocabulary, difficulties in organizing paragraphs, and hesitancy in selecting topics and developing ideas, ultimately resulting in writer's block during the writing process.
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2.4 Developing Writing Skills
To address students' writing challenges, various techniques can be employed to foster a conducive learning environment and guide students through the material being taught. Gerlach and Ely (1980:187) assert that effective teachers possess a repertoire of techniques and must judiciously select those most conducive to facilitating desired learning outcomes. This sentiment is echoed by Elbow (1998), who advocates for regular free writing exercises as the most effective method for improving writing skills. Such exercises, conducted three times a week for ten to twenty minutes, allow students to refine their writing abilities through consistent practice.
The study's findings underscore the prevalent use of translation among students to generate language expressions for writing tasks. However, overreliance on translation strategies can impede the development of writing proficiency. Teachers may inadvertently encourage students to depend on translation to expedite progress in classroom writing activities, thereby hindering skill advancement. To address this issue, EFL teachers should incorporate instruction on dictionary skills to overcome orthographical challenges arising from L1 interference. By equipping students with dictionary skills, educators can assist undergraduates in overcoming vocabulary deficiencies and clarifying the use of homophones.
Furthermore, the study highlights the need for EFL undergraduates to broaden their writing skills beyond reliance on translation. Increased exposure to vocabulary input and grammatical competence is imperative for skill enhancement. Current task-based writing activities in EFL classrooms, while student-centered, often present challenges for undergraduates by testing their ability to employ higher-order syntactic structures creatively. To mitigate these difficulties, students should be trained to differentiate between academic and non-academic writing and develop the ability to tailor their language to suit specific audience needs effectively.
Methods
3.1 Research Methodology
This study employs a combination of survey and observational research methodologies. Survey research involves the distribution of surveys to respondents, with collected data analyzed statistically to derive meaningful conclusions. Observational research, also known as field research, entails the direct observation of ongoing behavior without intervention.
3.2 Participants
This research involves 30 first-semester students from the Electrical Engineering Department, Class 2, at Tidar University.
3.3 Data Collection
Data collection methods include observation and questionnaires. Observation involves the researcher observing students' engagement in English-speaking activities with friends and teachers during the learning process. Additionally, questionnaires are administered, consisting of both open-ended and dichotomous questions. Open-ended questions encourage respondents to freely express their thoughts and opinions, while dichotomous questions offer two response options – yes or no.
3.4 Data Analysis
Data analysis encompasses cleaning, transforming, and modeling data to extract useful information for decision-making. This research adopts a qualitative research model, focusing on interpreting non-numerical data to gain insights into social phenomena. Qualitative research seeks to understand social life through the study of targeted populations or places, emphasizing in-depth exploration of the "why" behind social phenomena within natural settings. It relies on the direct experiences of individuals as meaning-making agents in their everyday lives.
References
- http://ijar.org.in/stuff/issues/v3-i4(2)/v3-i4(2)-a021.pdf
- https://pdfs.semanticscholar.org/bd4a/1801abff75c754c2c3f8bc50e580c0045cdf.pdf
- https://www.academia.edu/38440293/How_to_develop_writing_skills
- https://media.neliti.com/media/publications/244122-none-f2abc9ca.pdf
