Designing STEM-Specific Student-Friendly Reading Content for the Engineering English Classroom

Abstract

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> Teachers of English for specific purposes (ESP) face challenges when helping engineering students to comprehend discipline-specific reading materials because these students have not been exposed to engineering reading materials at the secondary-school level. This study examines how to best create Science, Technology, Engineering and Mathematics (STEM)-specific, student-friendly reading materials for engineering learners to make the transition from general topics to engineering topics comfortable. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> Working at affiliated colleges of Anna University, Chennai, India, we substituted reading materials for those used in textbooks to improve our students’ receptivity to reading classes. We discuss reading as a skill, the level of reading comprehension needed in the engineering context, and its relevance to technical and professional communication. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> The study focuses on the need to design materials for the engineering classroom. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> Our methods include a present-situation analysis to examine the challenges that teachers encounter, and analysis of qualitative feedback on the reading materials and activities introduced in the classroom. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and discussion:</b> The paper includes our experiences in designing reading materials: conducting the present-situation analysis, finding and designing appropriate reading materials, creating and implementing reading activities, and collecting feedback. The responses of the learners indicate that introducing STEM-specific material may increase the learners’ participation and improve their comprehension skills. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> The study shows that STEM-specific, student-friendly reading materials fostered a positive attitude and improved, high-level comprehension.