A multimodal instructional framework for developing engineering undergraduates' workplace oral communication

Indra Devi M. Subramaniam (P52787)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/497556

Full metadata record

DC Field	Value	Language
dc.contributor.advisor	Zaini Amir, Prof. Madya Dr.	-
dc.contributor.author	Indra Devi M. Subramaniam (P52787)	-
dc.date.accessioned	2023-10-13T08:05:27Z	-
dc.date.available	2023-10-13T08:05:27Z	-
dc.date.issued	2016-07-15	-
dc.identifier.other	ukmvital:84654	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/497556	-
dc.description	Employers' dissatisfaction on graduate engineers' incompatibility in oral communication at the workplace calls for a need to address this issue. Thus, this study investigates the oral communication of 15 engineering undergraduates with limited language proficiency in an Institution of Higher Learning in Malaysia upon engaging them in multimodal activities throughout the Workplace Oral Communication Project. The first objective of this research is to investigate the familiarity and frequency of access to multimodal tools among 50 undergraduates who are takers of the English for Professional communication course, out of which 15 were selected as the main samples of this study. The second objective investigates how the 15 learners mediate oral communication in the multimodal activities and finally to evaluate their oral communicative proficiency ratings upon the completion of the project. This study employs the Learning by Design model by Cope and Kalantzis and The New London Group's Multiliteracies Pedagogy in designing the multimodal activities. Rourke et al.'s Model and Template for Assessment of Social Presence was used to analyze the learners' postings on the group Facebook and website. Quantitative data obtained from the questionnaire and from oral proficiency ratings based on the Stanford Foreign Language Oral Skills Evaluation Matrix enabled decisions pertaining to the types of multimodal tools that can be deployed in the classroom and to identify their oral communicative proficiency ratings respectively. Qualitative information obtained from participant observation forms, Facebook, website postings and video recordings provide information on how the undergraduates respond and mediate oral communication. The findings indicate that the multimodal activities provide the learners with creative opportunities to mediate oral communication. It is evident that 'analyzing critically' is the knowledge process that is the most relevant and indicators from the interactive category account for the most frequently used. Besides, development in their oral communicative proficiency is evident. This study, hence proposes a Multimodal Instructional Framework for the teaching of Workplace Oral Communication for engineering undergraduates at Malaysian technical universities. The implication of the findings would be beneficial to ESP instructors in designing oral communication activities for engineering undergraduates.,Certification of Master's/Doctoral Thesis" is not available	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan	-
dc.rights	UKM	-
dc.subject	Oral communication	-
dc.subject	Engineering undergraduates	-
dc.subject	Workplace	-
dc.subject	Multimodal activities	-
dc.subject	Dissertations, Academic -- Malaysia	-
dc.title	A multimodal instructional framework for developing engineering undergraduates' workplace oral communication	-
dc.type	Theses	-
dc.format.pages	309	-
dc.identifier.barcode	002549(2017)	-
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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