English Background of East Asian Students in the College of Engineering

Isabel Cristina Jimenez-Useche; Stephen R. Hoffmann

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: First-Year Programs: Wednesday Potpourri
Tagged Division: First-Year Programs
Tagged Topic: Diversity
Page Count: 10
DOI: 10.18260/1-2--28268
Permanent URL: https://peer.asee.org/28268
Download Count: 445

Paper Authors

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Isabel Cristina Jimenez-Useche Purdue University, West Lafayette (College of Engineering)

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Isabel C. Jimenez-Useche is a Visiting Assistant Professor of the School of Engineering Education at Purdue University.

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Stephen R. Hoffmann Purdue University, West Lafayette (College of Engineering)

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Stephen R. Hoffmann is the Assistant Head of the School of Engineering Education at Purdue University, with responsibilities for the First-Year Engineering Program.

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Abstract

Tittle: English background of Eastern-Asian students in the College of Engineering

This complete research paper describes different pathways that Eastern-Asian engineering students take to learn English before starting college and their impact on student’s performance in an introductory engineering class. The number of non-U.S. students enrolling in engineering programs has increased in the last years. A significant number of these students come from Eastern-Asian countries such as China, Korea, etc. The language proficiency of these students and their adaptation to the active learning style of American classrooms is frequently questioned. There is evidence suggesting that language and culture proficiency are the two major factors contributing to Eastern-Asian student’s reticence in class. Poor language proficiency leads to communication issues that are detrimental when students have to work in teams. This is particularly evident in the cases of first-year engineering introductory classes that have teamwork and engineering design components. However, the first year of engineering college is not the first time that all Eastern-Asian students experience the American culture or use English as a medium of instruction. A fraction of Eastern-Asian students has studied in English and have been emerging in American style classrooms before starting their first year of engineering. Here, we investigate how these previous experiences using English as a medium of instruction and in contact with the American culture impact the performance of Eastern-Asian students in their first year of engineering.

The study follows a mixed method approach to study the performance of Eastern-Asian students in a first-year, mandatory, introductory engineering class. Students are disaggregated depending on their language of academic instruction before taking the class. In total, there were 173 Eastern-Asian students in the class. Half of them reported having used English as a medium of instruction before taking the introductory engineering class. Students’ performance in the class was assessed by quantitatively comparing grades, CATME scores, and team dynamics indicators. Then, we conducted interviews with Eastern-Asian students, who reported to have used English as a medium of instruction in the past, to inquire about the specifics of that experience and to identify how that experience has an impact on their performance in the class and on other aspects of college life.

In our findings, we report on the differences between Eastern-Asian students who have studied in English before and those who have not, in grades in individual and team assignments, scores of effectiveness as team-members, and perceptions of conflict and satisfaction when working in teams. We also report at least three different pathways that Eastern-Asian students take to learn English and/or emerge themselves in the American classroom styles before starting their engineering studies in an American college. The impact of these experiences on student’s academic performance in their first, mandatory, introduction to engineering class is discussed.

Eastern-Asian students who have studied in English before, and have been in contact with the American classroom culture, show more willingness to communicate with other students – Americans or non-U.S. – and seem to better understand the dynamics of teamwork. Their early transition into the culture and their ease to speak in English facilitate interactions with others which positively impact their performance in the class, particularly when working in design projects in teams.

The findings of this research bring awareness about the existence of a subgroup of Eastern-Asian, non-U.S., students who have taken alternative routes to learn and use English before starting their engineering majors. These experiences separate them from other Eastern-Asian students who are studying in English for the first time. Knowing who these students are and what are their strengths and their needs is instrumental for instructors of first-year engineering classes who match and mix these students in engineering teams. It is also instrumental for administrators and staff who advise these students and who design English supplementary classes to improve English proficiency of non-U.S. students.

Citation
Format

Jimenez-Useche, I. C., & Hoffmann, S. R. (2017, June), English Background of East Asian Students in the College of Engineering Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28268

TY - CPAPER
AB - Tittle: English background of Eastern-Asian students in the College of Engineering

This complete research paper describes different pathways that Eastern-Asian engineering students take to learn English before starting college and their impact on student’s performance in an introductory engineering class. The number of non-U.S. students enrolling in engineering programs has increased in the last years. A significant number of these students come from Eastern-Asian countries such as China, Korea, etc. The language proficiency of these students and their adaptation to the active learning style of American classrooms is frequently questioned. There is evidence suggesting that language and culture proficiency are the two major factors contributing to Eastern-Asian student’s reticence in class. Poor language proficiency leads to communication issues that are detrimental when students have to work in teams. This is particularly evident in the cases of first-year engineering introductory classes that have teamwork and engineering design components. However, the first year of engineering college is not the first time that all Eastern-Asian students experience the American culture or use English as a medium of instruction. A fraction of Eastern-Asian students has studied in English and have been emerging in American style classrooms before starting their first year of engineering. Here, we investigate how these previous experiences using English as a medium of instruction and in contact with the American culture impact the performance of Eastern-Asian students in their first year of engineering.

The study follows a mixed method approach to study the performance of Eastern-Asian students in a first-year, mandatory, introductory engineering class. Students are disaggregated depending on their language of academic instruction before taking the class. In total, there were 173 Eastern-Asian students in the class. Half of them reported having used English as a medium of instruction before taking the introductory engineering class. Students’ performance in the class was assessed by quantitatively comparing grades, CATME scores, and team dynamics indicators. Then, we conducted interviews with Eastern-Asian students, who reported to have used English as a medium of instruction in the past, to inquire about the specifics of that experience and to identify how that experience has an impact on their performance in the class and on other aspects of college life.

In our findings, we report on the differences between Eastern-Asian students who have studied in English before and those who have not, in grades in individual and team assignments, scores of effectiveness as team-members, and perceptions of conflict and satisfaction when working in teams. We also report at least three different pathways that Eastern-Asian students take to learn English and/or emerge themselves in the American classroom styles before starting their engineering studies in an American college. The impact of these experiences on student’s academic performance in their first, mandatory, introduction to engineering class is discussed.

Eastern-Asian students who have studied in English before, and have been in contact with the American classroom culture, show more willingness to communicate with other students – Americans or non-U.S. – and seem to better understand the dynamics of teamwork. Their early transition into the culture and their ease to speak in English facilitate interactions with others which positively impact their performance in the class, particularly when working in design projects in teams.

The findings of this research bring awareness about the existence of a subgroup of Eastern-Asian, non-U.S., students who have taken alternative routes to learn and use English before starting their engineering majors. These experiences separate them from other Eastern-Asian students who are studying in English for the first time. Knowing who these students are and what are their strengths and their needs is instrumental for instructors of first-year engineering classes who match and mix these students in engineering teams. It is also instrumental for administrators and staff who advise these students and who design English supplementary classes to improve English proficiency of non-U.S. students.

AU - Isabel Cristina Jimenez-Useche
AU - Stephen R. Hoffmann
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - English Background of East Asian Students in the College of Engineering
UR - https://peer.asee.org/28268
DO - 10.18260/1-2--28268
ER -