Speaking and writing proficiency of international graduate students in elective, mentoring environments

Journal of Engineering Education, Apr 2003 by Watkins, Steve E, Green, Randy

ABSTRACT

Technical communication skills are critical for non-native speakers who must study and interact in English-only professional settings. Often, formal instruction to pass admission thresholds and other minimum requirements are not sufficient to attain proficiency. This paper describes elective, long-term programs that provide systematic opportunities for both speaking and writing development. These programs are tailored to international students through the key features of individualized activities, applied task-oriented practice, and social interaction. The elective programs attract and retain participants with interest and need for high-level language proficiency. Program evaluations show that participating graduate students give primary credit for their growing fluency to individualized practice and to sustained interaction with native speakers.

I. INTRODUCTION

International graduate students have a significant presence in science and engineering degree programs throughout North America. In addition to the rigors of graduate study and research and the distraction of cultural differences, most of these students must write, read, speak, and listen in a foreign language. Their English-only activities include classroom assignments, research interactions, and other professional tasks. Many desire to work in U.S. companies after graduation. A proficiency in American English clearly facilitates participation in academic and professional worlds and may be critical for getting the chance to hold a professional position within the U.S. after graduation. Potential international students must pass university admission thresholds for language ability, but their entrance English skills are often far from proficient. Their prior language training may have emphasized written English and may have ignored the technical expectations of science or engineering. For instance, command of English grammar and syntax does not in itself give the ability to meet rhetorical needs [1]. Problem areas can include poor listening and oral comprehension skills [2], unfamiliarity with expressions and terminology, and inexperience with technical writing techniques. Consequently, these non-native speakers of English need further long-term means to develop language skills that are tied to their engineering and scientific careers. While some students are interested primarily in educational advancement and are satisfied with functional language skills, others have interests and needs for high-level language proficiency. Universities have a vested interest in assisting this segment of their student population.

Common recommendations for continuing communication development are more formal classes, informal activities, or advisor support. These approaches are often unrealistic since students may not have the time or money for added courses, the confidence to exploit unfamiliar social opportunities, and a research advisor with mentoring abilities in communication. The needs for a student working toward proficiency are different and more varied than the needs of a student building rudimentary skills, e.g., grammatical competence. The context in which a technical student works can be tied to language development with beneficial results [3]. A contention of ESP (English for Specific Purposes) instructions is that [4] "Uniquely tailored programs are far more efficient and effective for learners who require special skills to carry out highly specialized tasks for which general English may not prove sufficient." Also, isolated development activities by a student are not likely to produce comprehensive improvements. Therefore, programs that target English proficiency must work within the practical constraints on student resources and must be flexible, focused, and ongoing. In short, what key characteristics should an effective proficiency program possess? The speaking club and a writing center described in this work are not unique programs in themselves, but the internal focus and structure of these programs offer an example of effective organization and emphasis for proficiency training.

This paper gives insight into the needs and interests of international graduate students who are working toward English proficiency. An assessment process was performed for students in successful language-support programs at the University of Missouri-Rolla. These elective, long-term student programs arc targeted at international graduate students who are non-native speakers of English. Characteristics of effective program structure are discussed based on the assessment of current students and our experience within a predominantly technological university. Speaking and writing development is provided in systematic program environments that include highly tailored mentoring relationships and significant interaction with native speakers of English. Furthermore, the programs are self-paced and the communication content is related to student interests and academic work. Oral communication development is promoted in weekly speaking clubs associated with the Toastmasters International organization. Native and non-native speakers practice various speaking tasks and peer evaluation. Written communication development is promoted through a tutoring service in the campus writing center. Students bring drafts of academic or research assignments as examples for assessment of writing skills. Both programs include an explicit one-on-one relationship with experienced mentors and give special attention to the needs of international students. Both graduate and undergraduate students participate in these programs, but the majority of international participants are graduate students. We discuss the communication abilities of beginning international graduate students, the elective development programs, and the program assessment.