The impact of presentation skills on Moroccan engineering students’ language abilities
In EFL education for Engineering students, effective communication skills are crucial for academic and professional success. However, mastering these skills, particularly in the realm of presentation, poses a challenge. This study addresses the need to assess the impact of technology-assisted presen...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Peoples’ Friendship University of Russia (RUDN University)
2023-09-01
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| Series: | Training, Language and Culture |
| Subjects: | |
| Online Access: | https://rudn.tlcjournal.org/archive/7(3)/7(3)-07.pdf |
| Summary: | In EFL education for Engineering students, effective communication skills are crucial for academic and professional success. However, mastering these skills, particularly in the realm of presentation, poses a challenge. This study addresses the need to assess the impact of technology-assisted presentation skills on EFL Engineering students’ English proficiency. The primary aim of the study is to examine the influence of technology-assisted presentation skills on the English proficiency of fourth-year Moroccan Engineering students, who possess a minimum B2 level of English proficiency. The study focuses on three key sets of presentation skills, namely the ability to define and illustrate, categorise and describe, and compare and analyse engineering processes and products. The study employs a mixed-methods approach involving 183 fourth-year Moroccan Engineering students. Quantitative data is gathered through pre and post-tests, while qualitative insights are obtained from focus-group interviews. Data is analysed using both quantitative and qualitative methods to provide a comprehensive understanding of the impact of technology-assisted presentation skills. The findings reveal that students’ English proficiency improved significantly in the post-test compared to the pre-test, corroborating the main hypothesis. Specifically, students demonstrated significant enhancements in their ability to define, illustrate, categorise, describe, compare and analyse engineering concepts and products through presentations. This research highlights the effectiveness of technology-assisted presentation skills in enhancing the English proficiency of EFL Engineering students. The results underscore the importance of incorporating such skills into curricula to better prepare students for academic and professional communication. Additionally, the study emphasises the need for ongoing practice and gradual skill development to fully harness the potential of these presentation skills. These observations offer valuable implications for educators and institutions seeking to improve language instruction in engineering programmes and similar fields. |
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| ISSN: | 2520-2073 2521-442X |