English Proficiency of Undergraduate Engineering Students: Assessment and Influencing Factors 2011 ThaiPOD Annual Conference July 2011, Bangkok Kuntinee Maneeratana, Ratchatin Chanchareon Nopdanai Ajavakom, Naebboon Hoonchareon Saowaluk Rungsup and Angkee Sripakagorn

Department of Mechanical Engineering 3 B.Eng., 1 M.Eng. & 1 D.Eng. Programs Bachelor Degrees B.Eng. in Mechanical Engineering ( since 1933 ) –Admit 75 Students annually B.Eng. in Automotive Engineering ( since 1994 ) –Admit 15 Students annually B.Eng. in Naval Architecture and Marine Engineering ( since 1990 ) –Admit 10 Students annually

Previous Work on English Language Skills: ThaiPOD2010 Importance Required outcome Crucial for employability Exposure Two 3-credit English courses in the first year English textbooks, exercises, exams and other media Assessment Two 3-credit English courses in the first year CU-TEP in the fourth years (CATME teamwork assessment in the senior project) “Indicators of English Proficiency for Undergraduate Engineering Students” K. Maneeratana and A. Sripakagorn

Previous Work on English Language Skills: ThaiPOD2010 CU-TEP The Test of English Proficiency of Chulalongkorn University measures the ability to use English for academic purposes measures in listening, reading and writing. offers TOEFL-equated score. offered, free-of-charge, to all 1st and 4th year students. “Indicators of English Proficiency for Undergraduate Engineering Students” K. Maneeratana and A. Sripakagorn

Conclusions No significant differences between the three programs. English grades do not significantly affect grades in other courses. Medium to high values of correlation coefficient between first-year English grades and fourth-year CU-TEP results. CATME: lacks of required skill, confidence or both in reading complicate texts in general contexts. The class averaged TOEFL-equated score is 500. Measures to improve English skills should be investigated and implemented. Previous Work on English Language Skills: ThaiPOD2010

ME program Research Problem To explore the English proficiency of students entering and leaving the three bachelor programs...as well as... motivation and practice of English in-between. 1 st yr 2 nd yr Entering 3 rd yr 4 th yr Leaving CU-TEP 2 English courses Motivation & Practices Previous workPresent work

Population & Procedure Class of 2006 ◦ Studied in ThaiPOD 2010 ◦ inquired about motivation and practices by a questionnaire ( ). Class of 2007: encouraged in the senior project course to submit the following information: ◦ CU-TEP in the first year ◦ CU-TEP or other standard tests in the fourth year ◦ Questionnaire on motivation and practices

English Grades Foundation English (FE) I & II Experiential English (EE) I & II

Change from Foundation English (FE) courses to Experiential English (EE) courses between the classes of 2006 and 2007 students Flatter grade distribution for the first courses The Pearson correlation coefficients r between x and y, A slightly higher r = between FE I & II as compared to r = between EE I & II English Grades

Grades should be a very good indicator of the proficiency. Specified outcomes, assessment methods, and grading standards are not readily available. Very rough information ◦ Grades only, no raw scores ◦ No details on different skills BUT English grades:= Indicator of overall level of proficiency for entering students only English Grades

CU-TEP: From 1st to 4th Year correlation r = No significant & systematic improvements during the three years !

CU-TEP: From 1st to 4th Year - by Skills In the proficiency monitoring, individual skills must be considered separately.

CU-TEP: career requirement 1st year –62 Students –Average 477 4th year –62 Students –Average th yr inc. other tests –87 Students –Average Graduates

Situation improvement is needed. without tangible incentives from the curriculum? rely motivation and (to be recommended) practices. 1 st yr 2 nd yr Entering 3 rd yr 4 th yr Leaving CU-TEP 2 English courses Motivation & Practices Previous workPresent work

Motivation & Practice Questionnaire Population –2009 Graduates: After graduation, 27 answers –2010 Graduates: Before graduation, 80 answers Questions –What are the main activities that affect your CU-TEP results? –What are the main motivations for improvement? Method –Find frequent answers from the high, average and low CU- TEP groups (25, 50 and 25% classification). –Identify the effective practices for improvements.

Motivation Top motivations –Graduate studies –Employment in multi national company in Thailand –Entertainment –Employment abroad No appreciable differences between groups

Practice of English Top practices –Tuition in English institutes –Movies/Entertainment (Free screening available) –Textbooks (most important curriculum-related) –Self-Study(online tuition program) –Internet Media Tuitions and entertainment are popular in all groups. Low-score groups favor textbooks more than others. High-score groups study on their own more than others.

Third Languages Popular third languages ◦ Japanese, Chinese, German for employment and study in 70-90% of students Actual proficiency (very loosely defined) ◦ 20-35% have some basic knowledge ◦ No functional proficiency, except for daily uses at home A nice edges for students with extra drives. In general, seem not to put real efforts into the skills The department should concentrate on English only.

How To Motivate Student: Attention & Relevance Know Yourself: 2nd yr students in particular (Orientation) CU-TEP Results announcements to both students and lecturers. Specific Requirements for graduate studies and employments Successful strategy and practices, i.e. Petroleum Engineering program Opportunities in the Faculty, i.e. free movie screening, free online course & certificate. Know Your ‘Enemy’ APEC Engineers ASEAN Co-Operation

How To Motivate Student: Confidence & Satisfaction Know Yourself: Opportunities in the Faculty, e.g. attend seminar/lecture by English-speaking guests. Join international club/activities (Inter. Program)

Conclusions CU-TEP result provides the most convenient indicator for the department-level monitoring and assessment. At present, English proficiency level must be improved. Students must be motivated to improved their skills by continuous exposure and utilization of English. Awareness (Attention+Relevance) is the first-line action. Improvements required extra and concerted efforts from the Department.

Acknowledgement This work is supported by Mechanical Engineering Project, Department of Mechanical Engineering Knowledge Management (KM) Activities of the Faculty of Engineering, Chulalongkorn University.

Q & A Kuntinee Maneeratana, Ratchatin Chanchareon, Nopdanai Ajavakom, Naebboon Hoonchareon*, Saowaluk Rungsup and Angkee Sripakagorn Department of Mechanical Engineering, *Department of Electrical Engineering, Chulalongkorn University Bangkok, Thailand