Developing Communicative Competence In Engineering Students Based On The Principles Of An Individualized Approach
DOI:
https://doi.org/10.37547/pedagogics-crjp-06-11-06Keywords:
Individualized approach, communicative competence, engineering educationAbstract
This study develops and evaluates an individualized methodology for English for engineering that calibrates input, tasks, and feedback to learner profiles while retaining shared outcomes. In a 14-week quasi-experimental course with 126 students across three disciplines, the treatment integrated initial diagnostics, calibrated case-based tasks, CEFR-aligned nested rubrics, and targeted feedback; the comparison followed a uniform ESP syllabus. Performance was assessed by blind panels via a design-review speaking task and a technical memo, with vocabulary, engagement analytics, and self-efficacy as secondary measures. The individualized cohort achieved larger gains in discourse management, pragmatic appropriateness, and organization of written justifications (medium-to-large effects); pronunciation and vocabulary also improved moderately. Students reported clearer goals and stronger transfer to design courses. The approach proved feasible without extra contact hours and aligns with the iterative, requirements-driven ethos of engineering design.
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