Bridging the Gap: A Technology-Assisted Communicative Approach to Developing English and Workplace Competencies in Aeronautical Engineering Students
Bridging the Gap: A Technology-Assisted Communicative Approach to Developing English and Workplace Competencies in Aeronautical Engineering Students

Summary/Abstract: Background. English proficiency is extremely important for future careers, particularly in aviation education and training. However, the current regulated school framework includes an insufficient two-hour per week. This study investigates the effectiveness of an extracurricular program, “Fun Language Club,” in improving English proficiency and workplace competencies among aeronautical engineering students at the University of Technology in Taiwan. Methods. Grounded in the Communicative Language Teaching (CLT) approach and English for Specific Purposes (ESP), the program incorporated interactive activities such as role-playing, discussions, and problem-solving, supported by international teaching assistants (ITAs) and digital tools. Based on IELTS scores, 70 second-year students were divided into advanced and primary classes. A mixed-methods approach was employed, including independent sample t-tests, correlation analysis, and NVivo coding. Results. The quantitative findings indicated an increase in English proficiency in both classes, with the primary class showing significant improvements, thereby reducing the performance gap. Moreover, the results of the University Competence Assessment Network (UCAN) assessment revealed statistically significant enhancements in various competencies, including communication, teamwork, and problemsolving. Correlation analysis indicated strong positive relationships among essential workplace skills. Qualitative feedback of ITAs highlighted growth in student motivation, communication, and cultural awareness through engaging classroom activities and the integration of technology. Conclusion. The combination of CLT, ESP, ITA support, and technologyassisted learning proved to be effective, significantly improving in language performance and workplace competencies, particularly for lower-performing students. This integrated approach positively impacted English proficiency and essential workplace competencies, making a strong case for its wider adoption in globalized and technology-driven academic and professional settings.

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