English For Science And Technology Research Articles

Exploration of Ideological and Political Elements in English for Science and Technology (EST) Course

Exploration of Ideological and Political Elements in English for Science and Technology (EST) Course

On the Transitivity Analysis of Research Article Abstracts from Science

Based on Halliday’s Systemic-Functional Grammar and transitivity theory, this study carries out an analysis in article abstracts of English for Science and Technology (EST), and randomly selects 30 abstracts as the original data from the latest periodical Science (Dec. 2022–Mar. 2023) with the instruments Qualitative Coder 1.1 and SPSS 22. Findings indicate that: 1) 30 abstracts only cover 5 transitivity processes; 2) constituent ratio differentiation of selected transitivity processes are statistically significant (X2 = 86.506，P < 0.05) ; 3) the study analyzes high-frequency verbs of transitivity processes aiming at offering English non-native scholars some guidelines in the writing of research article abstracts.

Features of English for Science and Technology and Translation Strategies under the Perspective of Faithfulness, Expressiveness and Elegance ---- A Case Study of Geological Translation

In the contemporary era, there is a burgeoning trend of intercultural communication among nations, prominently encompassing interactions within the scientific and technological (Sci. & Tech) domain. Within China, there has been a conspicuous dearth in the realm of Science and Technology translation, notably concerning the precise rendition of intricate professional knowledge across specific specialized fields and the requisite translation calibre. This deficiency has been accentuated by the absence of pertinent theoretical frameworks. Within this context, this research delves into the stylistic attributes of English for Science and Technology (EST) and elucidates translation strategies within the framework established by Yan Fu. Initially, the study scrutinizes the distinctive characteristics of EST, encompassing lexicon, syntax, and textual structures. Subsequently, it extrapolates these findings to the domain of Sci. & Tech translation. The ensuing section chronicles the evolution of domestic translation studies, culminating in the exposition of Yan Fus translation standards-namely, faithfulness, expressiveness, and elegance. The paper concludes by summarizing the targeted translation strategies for Sci. & Tech translation, encompassing meticulous preparation, the pursuit of precision, and rigorous review and refinement processes.

Specialized vocabulary in TED talks and TED-Ed animations: Implications for learning English for science and technology

TED talks and TED-Ed animations have been widely used in English language courses to facilitate the learning of general and general academic English. However, little is known about their potential as resources for learning specific academic English. This study helps to fill this gap by examining, from a lexical perspective, their potential as learning materials for English for science and technology (EST). Specifically, it analyzes specialized vocabulary in two corpora, one of science and technology TED talks and the other, of science and technology TED-Ed animations. The results show that, given their high coverage of specialized vocabulary (comparable to that of science lectures), both these types of material may be useful in EST instruction. In particular, the TED talks may serve as bridging materials for EST beginners, while the TED-Ed animations may be more suitable for familiarizing students with specialized words that are infrequent in general English. Also, because TED-Ed animations are comparable to written science texts in terms of their coverage of specialized vocabulary, they may be especially useful as materials for EST vocabulary learning.

Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”

This paper explores task evolution in English for Academic Purposes (EAP) writing materials, taking, as an illustrative case, written commentaries on non-verbal material such as that found in tables or graphs. The choice of this family of tasks is motivated by the fact that they have regularly occurred in EAP and English for Science and Technology (EST) textbooks from their outset in the 1970s and continue to be incorporated up to the present, as in Caplan & Johns (2022). We trace, with illustrative tasks and written responses, the evolution from Information Transfer (Widdowson, 1979) to Data Commentary, and on to Critical Commentary. We argue that this microcosm of EAP writing materials has, in fact, important parallels with other, more demanding, part genres such as reviews of the literature (from paraphrasing, to consolidating, and on to critical appraisal). We recognize that, in comparison to Second Language Acquisition (SLA) and Task-based Language Teaching (TBLT), the concept of “task” in EAP has been seriously undertheorized, and in the opening and closing sections, we attempt to rectify this.

Influence of Formative Online Teaching Evaluation on Autonomous Learning Ability of Students Majoring in English for Science and Technology

The rapid development of information technology has accelerated the process of educational informatization, the level of which has also been significantly elevated. New teaching informatization modes, such as mobile terminal and online learning, can meet learners’ trans-time-and-space and personalized learning needs. As the main form of teaching evaluation, formative evaluation can provide students with timely and efficient feedback, change teachers’ teaching progress, effectively improve the teaching effect and students’ learning effect, and comprehensively promote students’ autonomous learning ability. In this study, undergraduate students majoring in English for Science and Technology (EST) in five universities of science and engineering in Xi'an city of China, were chosen as research object to explore the influence of formative evaluation (self-evaluation, peer review, and teacher evaluation) on students’ autonomous learning ability in online learning. Thereafter, the moderating effect of self-efficacy on the influence of formative evaluation on students’ autonomous learning ability was analyzed. Results showed that the Cronbach’s α coefficient value of the questionnaire designed in this study was 0.852 and the KMO value was 0.831, indicating its excellent reliability and validity. Evidently, self-evaluation and teacher evaluation can promote the improvement of autonomous learning ability. Self-efficacy plays a moderating role in the promoting effect of formative evaluation on autonomous learning ability. The effect of formative evaluation on autonomous learning ability varies significantly with its frequency of use. Conclusions in this study are of significant reference values for improving the teaching quality of EST through formative evaluation, enhancing the enthusiasm and motivation of college students, and improving the online classroom evaluation system.

Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students

This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey of Reading Strategies (SORS) and a reading comprehension achievement test extracted from ‘Oxford English for Computing’ by Boechner and Brown (instruction manual). The treatment incorporates the explicit teaching of metacognitive strategies to the participants in the experimental group via the Cognitive Academic Language Learning Approach (CALLA) model. Paired-samples t-test results signify a considerable treatment effect among the experimental group. In conclusion, the findings support previous research indicating that explicit instruction effectively improves Libyan EST students’ metacognitive awareness and produces statistically significant gains in reading comprehension.

The Quality Evaluation Method of Sci-Tech English Translation for Intercultural Communication

English for Science and Technology (EST), as a special language style, is widely used in the field of Science and Technology. For this kind of articles, the requirements of translation quality are relatively high. Therefore, this paper studies a quality evaluation method of Sci-Tech English translation for cross-cultural communication. As statistical machine translation has almost reached the limits of its capacity, neural machine translation is becoming the technology of the future. This paper also describes the evaluation of machine translation quality with and automatic evaluation process with machine learning technology. The evaluation index of EST translation quality is selected according to the selection principle and expert consultation method. Then, the weight of the index is calculated by using the analytic hierarchy process. Finally, the translation quality evaluation is given by using the fuzzy comprehensive evaluation, glass-box and black-box evaluation with machine learning method. The results show that under the application of the research method, the evaluation results are completely corresponding to the actual competition results of four competitors, which proves the effectiveness of the research method.

Suitability of science & technology documentaries for EAP and EST listening

Selecting English for Academic Purposes (EAP) and English for Science and Technology (EST) listening materials is a challenging task as many different criteria could inform that choice. This study examines the suitability of science and technology documentaries for EAP and EST listening based on a corpus of 100 such documentaries. Departing from the premise that criteria such as thematic suitability, appeal and visual support for the vocabulary presented, as well as the fact that they are delivered in standard English, might recommend science and technology documentaries for this purpose, we further explore their lexical profile, lexical density and speech rate, so as to pass a more informed judgement in this regard. The results obtained are compared against those for academic lectures in general and science lectures in particular. They show that science and technology documentaries may be reasonably followed with a vocabulary size of 3,000 to 4,000 words, similar to what is required for lectures. Additionally, this genre is a good source of academic and technical vocabulary. Its higher lexical density is compensated by its slower delivery than that of lectures. Based on this, we support the inclusion of science and documentary films as EAP and EST materials.

English For Science and Technology (EST): Learning and Teaching Strategies for High School Students in Malaysia

Programme for International Students Assessment (PISA) 2015 which highlighted Global Rating on Education Quality reported that Malaysia was ranked in the 52nd placing out of 72 countries in assessing students’ ability in Science and Mathematics using English language (OED, 2016). This implies that Malaysian students need to improve further on science and technology development. Therefore, this study looked into the learning strategies and problems students face in learning English for Science and Technology (EST) subject and the teaching strategies employed by the teachers. A total of 150 Form Four students from three selected schools were taken as samples for this study. Data was collected using questionnaires. The researchers conducted a structured interview with 27 students from three schools (in Kedah, Selangor and Negeri Sembilan). In order to triangulate the data, the researchers also carried out a classroom observation on the Form Four classes from each of the three states and analysed 30 sample scripts of EST report writing to look at the types of language problems made by students. The study applied a mixed method of quantitative and qualitative. Findings from the 150 students’ Likert-scale questionnaires were analysed using a One-Sample T-Test. The responses from the 27 students’ interviews were transcribed and analysed using content analysis. The observations carried out in the selected Form Four classes were transcribed in a narrative written report. Overall, the study depicts that the majority of the students face language problems in learning EST. Students were found to be lacking in applying appropriate learning strategies, and teachers still control EST classrooms. Through the findings, this study suggests that a comprehensive and effective learning and teaching strategy, also known as CALLA (Cognitive and Academic Language Learning Approach), will help students elevate their comprehension and application to understand scientific knowledge in a second language effectively.

On Translation Methods of Long Sentences in English for Science and Technology

During international scientific and technological exchanges, it is of great significance and necessity to understand the scientific and technological texts accurately. Long sentence structure is widely used in scientific and technological texts, which reflects accuracy, preciseness and logicality. Therefore, long sentence translation is an unavoidable focus in English for Science and Technology (EST) translation. This paper analyzes the characteristics of long sentences in EST, and then focuses on specific English-Chinese translation methods of long sentences, aiming at smoothing the understanding and translation of long sentences in scientific and technological English texts, and facilitating the exchange of scientific and technological achievements and development between China and foreign countries.

"Functional Equivalence" Cases in E-C Translation of Long Sentences in EST Text and Their Implications for Translation Teaching

EST (English for science and technology) translation plays an increasingly significant role in scientific field. Compared with the general Non-tech English style, EST has its own typical features which were intensively represented by the extensive use of long sentences, as they contain enormous amount of information and complex structures, and there are great differences in sentence patterns between English and Chinese. Through case studies, this paper explores the emerging “Functional Equivalence” Cases in E-C Translation of Long Sentences in EST by analyzing the text hypotaxis-prominent English sentences, which is proved to be compact in structure whereas parataxis-prominent Chinese sentences are loose in structure. The paper induces that as one of the information type texts, EST’s effect to reader is more univocal than other texts for it aims to convey information to reader and requires high accuracy. The paper also described the functional equivalence theoruy's implications for applied translation teaching by arguing that Functional equivalence theory lays emphasize on target reader’s response and it is more suitable to translate EST under the guidance of functional equivalence theory.

Impact of Digital Technology Training on English for Science and Technology Teachers in India

With digital literacies becoming an essential competency for teachers across the world, recent educational policies in India emphasize teachers’ ability to use digital technologies for pedagogic purposes and the use of digital technologies by teachers as one of the evaluation criteria for ranking institutions. In the absence of any properly established policy on in-service training in digital technologies for teachers, such policies cannot be expected to promote effective learning. Moreover, little effort is being made to keep track of the impact of training in digital technologies on teachers’ pedagogic practices. In light of the above background, the proposed multiple-case study aims to explore changes in the practices of three English for Science and Technology (EST) teachers in India. The main objective of the study is to compare the teachers’ technology integration practices before and after they participated in a 12-hour need-based training programme in digital technologies. Data for the study were collected through questionnaires, interviews, classroom observations, field notes and e-portfolios. Results suggest that the programme had a positive impact on their practices and there was difference in the way the three teachers selected, used and thought about digital technologies. Factors such as motivation, administrative support, students’ response to the use of technologies, and awareness about students’ language needs shaped their practices.

Application of the Mixed Teaching Innovation in the English for Science and Technology Teaching

To improve the professional quality of students and train the ability of the students’ innovation research, English for science and technology (EST) is established as a course. According to the characteristics of the applied physics majors, the course training requirements, and the traditional teaching reform of our university, it is innovation to the teaching modes, contents and methods of EST (such as physics in English). The mixed teaching mode for the first time is applied in the student’s classroom. The method made the students to take part in acquired knowledge and achieved a very outstanding teaching result. EST which is the teaching reform and an important professional course can be used for the students to read the professional English literature and professional writing in the future. The mixed teaching innovation in EST has been popular with the students of applied physics.

Influence of science reading comprehension on South African township learners’ learning of science

The majority of South African township learners have poor reading comprehension skills, which is known to impact negatively on their understanding of content subjects such as science, although the extent of the impact is not fully understood. We explored this impact, as well as the extent to which reading comprehension accounted for the differential effectiveness observed for out-of-class, text-dependent science intervention programmes. Eye movement and mouse-click data were collected from 65 Grade-8 and Grade-9 township learners as they read texts and answered electronic quizzes about electric circuits and lightning on a computer fitted with eye-tracking hardware and software. These data were used to describe the learners’ reading and question-answering patterns and derive a composite English for science and technology (EST) reading comprehension index for each learner. Correlations were sought between this index and the learners’ Natural Sciences marks and the benefit gained from two previous out-of-school science intervention programmes. Most learners were able to engage meaningfully with a less text-rich, moderately familiar quiz, but there was a prevalence of reading avoidance, guessing and reliance on superficial text features to answer questions for a more text-rich, unfamiliar quiz. Moderate to strong correlations were found between the EST index and both Natural Sciences and intervention marks. The findings suggest that while a significant number of higher achieving township learners possess sufficient levels of EST reading comprehension skills to benefit from textbased interventions, the majority require help in developing EST reading comprehension skills to enhance the likelihood of the intervention’s success.
 Significance:
 
 From this study, we infer that a small group of South African township learners, identifiable by their relatively high Natural Sciences marks, are able to read English science texts with sufficient comprehension to be able to benefit from text-dependent interventions, including engagement with self-study interactive software. The majority, however, read such texts at the frustration level, making it unlikely for interventions to be effective if they rely on the learner being able to engage in independent reading.

Teaching Comprehension of Technoscientific Texts in EST Classrooms: An Overview of Challenges

The world of English for science and Technology (EST) has always been flooded with debates and deliberations both on the appropriacy and effectiveness of instructional procedures and materials for teaching English. While reading techno scientific texts which generally contain dense technical content, the learners are faced with two barriers i.e., the language and the content barrier. Language teachers resort to various pedagogical practices and approaches in classroom to enable readers comprehend these texts. This article explores the unique nature of technoscientific texts which pose difficulties in comprehension and also critically analyses the different instructional procedures and materials used in EST classrooms. Further, it also highlights the need for taking into account both the content and language value of a text while choosing the right set of materials or method for classroom use.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).

EST for EMI: A Problem-Based Learning Approach to Domain-Specific Fluency

An English for Science and Technology (EST) course is offered as a potential bridge to English as a Medium of Instruction (EMI) in the sciences. Consisting of four modules, each organized around a “big problem” in science or technology, the course challenges students to collectively arrive at solutions through critical and creative thinking that ultimately finds expression in three modalities: verbal (e.g., expert panel discussions, debates) graphic (e.g., problem statements, action plans), and visual-spatial (e.g., graphs, models). It is suggested that Problem-Based Learning (PBL) approaches to language learning – especially ones propelled by critical thinking frameworks (e.g., SPRE) – not only ease the transition to science courses where English is the medium of instruction but promote the acquisition of general competencies thought vital to 21st century success.

A Study on Designing and Evaluating Multimedia Courseware in EST Teaching

English for science and technology(EST) teaching is different from normal English teaching mainly due to students’ lack of contact with the discussed topics in real life. And the feasibility of taking use of multimedia technology in EST class has been mentioned by many scholars. However, there are few papers referring to the way to design multimedia courseware for EST class and how to assess the effect of the designed courseware. This paper aims at sharing author opinion and experience on principles and steps of designing and assessing multimedia courseware for EST class.

SCIENCE LITERACY IN THE MALAYSIAN ESL CONTEXT

English for Science and Technology (EST) was introduced in 2003 as an elective school subject for the learning of scientific content in English, indicative of Malaysia’s realization of the export value of English for international commerce. EST lays the foundation for the use of English in the fields of science and technology as a preparatory course for students intending to extend into tertiary education where science-based courses are taught in English. The theoretical foundation for language learning of this nature lies in the blending of content and its integration into the learning experience. This approach anchors on the assumption that content learning is facilitated through language exposure. In the context of the interest generated for the learning of Science in English, this study was conceptualized to investigate the relevance of EST to the students in terms of their attitudes towards the subject. The study surveyed a total of 212 secondary four public school students in an urban community. Collection of data was through the use of self-reporting scaled questionnaires administered to students in EST classrooms. The findings revealed a hierarchy of preferred topics and these findings were also correlated to topics found in the textbook. There was also a difference in opinion between male and female respondents in topic selection. The responses of the students towards EST relevance for the school curriculum were also moderated. A systematic study of this nature will help to improve and account for English language learning in school and has implications for maintaining education relevance in effective language learning.