Application Development to Enhance English Communication Skills for Engineers in the Digital Industry
Article Sidebar
Main Article Content
Abstract
This study aimed to (1) analyze the current use of English communication skills among engineers in the digital industry, and (2) develop an English communication application tailored to their professional needs. A mixed-methods approach was employed, drawing upon intercultural communication theory, self-directed learning theory, and the ADDIE instructional design model. The research sample consisted of 8 entrepreneurs and 15 engineers from Thailand’s Eastern Economic Corridor (Chonburi, Chachoengsao, and Rayong provinces). Research instruments included semi-structured interviews and online tests. Quantitative data were analyzed using descriptive statistics (mean and standard deviation), while qualitative data were analyzed through content analysis.
The findings revealed that (1) entrepreneurs prioritized speaking, listening, reading, and writing skills, respectively, whereas engineers valued reading most, followed by speaking/listening, and writing. The main challenge was insufficient technical vocabulary, which hindered comprehension and communication. (2) The developed application integrated content and online assessments covering all four skills: reading, writing, listening, and speaking. Post-test results showed significantly higher average scores compared to pre-test results, while overall user satisfaction was rated at the highest level (M = 4.51, S.D. = 0.42).
The study contributes new knowledge by proposing an integrated framework for developing English-for-specific-purposes (ESP) applications. This framework combines intercultural communication theory, self-directed learning, the ADDIE model, and digital technology to enhance engineers’ English communication skills. It serves as a model for designing specialized English learning tools that address the demands of the digital industry effectively.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aswirawan, M. Y. M. S. K. & Lawi, A. (2022). Exploring the English language skills needed at engineering companies. International Journal of Education, Science, Technology, and Engineering, 5(1), 1–14. https://doi.org/10.36079/lamintang.ijeste-0501.344
Blaschke, L. M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-determined learners. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (3rd ed., pp. 25–40). IGI Global.
Byram, M. (2021). Teaching and assessing intercultural communicative competence (2nd ed.). Multilingual Matters.
Chen, Y. (2025). A needs-based model for the personalized design of academic English teaching materials in engineering education. English Language Teaching, 18(2), 42–57. https://doi.org/10.5539/elt.v18n2p42
Desai, A., Gandhi, Y., Gaglani, J. & Mulla, N. (2021). Virtual assistant for enhancing English speaking skills. In 2021 Third International Conference on Inventive Research in Computing Applications (ICIRCA) (pp. 800–806). IEEE. https://doi.org/10.1109/ICIRCA51532.2021.9544877
Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Evans, T. & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3–17. https://doi.org/10.1016/j.jeap.2006.11.005
Gupta, N. (2025). Multidimensional and revolutionary relevance of AI in agriculture. In M. U. Tariq & R. Sergio (Eds.), Cases on AI-driven solutions to environmental challenges (pp. 145–174). IGI Global.
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
Kakepoto, I., Akhter, M. S. & Talpur, Q. (2022). Identifying English language problems of novice engineering students. Global Social Sciences Review, 7(1), 212–222. https://doi.org/10.31703/ gssr.2022(VII-I).21
Kassim, H., & Ali, F. (2010). English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific Purposes, 29(3), 168–182. https://doi.org/10.1016/ j.esp.2009.10.002
Kruse, K. (2017). ADDIE model: Instructional design. Educational Technology. https://educational technology.net/the-addie-model-instructional-design
Ministry of Higher Education, Science, Research and Innovation. (2020, October 31). Strategic framework of the Ministry of Higher Education, Science, Research and Innovation for fiscal year 2025. https://www.mhesi.go.th/index.php/aboutus/stg-policy/10166-FrameWork-STG2568.html
National Economic and Social Development Council. (2022, October 31). The thirteenth national economic and social development plan (2023–2027). https://www.nesdc.go.th/article_attach/article_file _20230615134223.pdf
National Strategy Committee. (2018). Thailand's 20-year national strategy (2018–2037). Secretariat Office of the National Strategy Committee.
Payili, P. (2025). AI in agriculture: Smart greenhouses and indoor farming systems. International Journal of Science and Research Archive, 14(1), 315–322. https://doi.org/10.30574/ijsra.2025.14.1.0054
Samblani, G. & Bhatt, D. P. (2024). Case studies of next generation AI for intelligent manufacturing. In A. Chaudhary, V. Sharma & A. Alkhayyat (Eds.), Intelligent manufacturing and Industry 4.0: Impact, trends, and opportunities (pp. 217–236). CRC Press.
Shahi, B. B., & Timsina, T. P. (2024). Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal. World Journal of Advanced Research and Reviews, 22(2), 108–117. https://doi.org/10.30574/wjarr.2024.22.2.1465
Shinge, J. & Kotabagi, S. (2024). Advancing the English-speaking proficiency of engineering students from CEFR level B2 to C2 using Problem Based Learning (PBL) approach. Journal of Engineering Education Transformations, 38(S1), 105–112. https://journaleet.in/index.php/jeet/article/view/2257
Suhardiman, S., Margana, M., Pancoro Setyo Putro, N. H., Hakiki, M. & Fadli, R. (2024). Using the Buana Online Course web-based mobile application to improve English for specific purpose engineering courses. International Journal of English Language and Literature Studies, 13(3), 449–463. https://doi.org/10.55493/5019.v13i3.5189
Zulfahmi, M. & Kardena, A. (2024). Towards technical fluency: Assessing the English language needs of mechanical engineering students in a university ESP context. Jurnal Pendidikan, Sains Dan Teknologi, 3(2), 248–253. https://doi.org/10.47233/jpst.v3i2.1627
