Infiltrating Functional English for Technical Students with the Concomitant of Project Transcripts: A Paradigm in Education

Abstract

A powerful communication strategy plays a key role in professional settings, all the while demonstrating its ability to garner admiration and respect. Over time, Language is an ever-evolving system from a usage standpoint. Despite several existing methods, the quality of knowledge of technical communication remains a persistent challenge for non-native speakers at the instructional level.  This paper explores how engineering students can acquire an understanding of and practice functional technical English by preparing micro and macro projects. This study examined 200 student projects, each comprising 20 pages and approximately 300 lines. These projects serve for statistical analysis and are evaluated based on specific five test areas, such as usage of tense, change of voice, concord, vocabulary, and connectors.  The two groups (EG & CG) were offered pretest and post-test. The result of the analysis is interpreted with the help of line graphs that assess the comparability of the two groups. Remedial measures with sequence flow charts were suggested to the participants that served the purpose of mending their deficient areas, which, if believed, would enhance their career progression. This method would assist tertiary-level students in breaking language barriers, enabling them to express their ideas in writing and speaking more effectively using technical language, especially in the ordinary usage of technical means to explain complex technical principles. A language is language, when reflected in the correct sense with the ability to use it functionally rather than learning it for years.