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.
Developing Communicative Competence In Engineering Students Based On The Principles Of An Individualized Approach
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