Teaching and evaluation of critical appraisal skills to postgraduate ESL engineering students

Abstract

Enrolments in postgraduate engineering in Australia include a significant proportion of Asian ESL (English as a Second Language) students, and there is some debate in the literature about whether they are capable of critical appraisal. Content‐based discipline‐specific EAP (English for Academic Purposes) courses provide an environment for addressing the language, writing, and critical appraisal needs of such students. In particular, there is evidence that a ‘sustained’ approach to critical appraisal through engaging with engineering content is the best environment for this significant cohort. Despite this, such programmes are relatively rare in higher education partly as a result of the peripheral status of language and academic skills in relation to engineering knowledge and practice. This case study outlines the curriculum framework and rationale for a content‐based EAP response to teaching critical appraisal skills and examines evaluative feedback from an open‐ended survey of three semester cohorts of students (n=64, 85% response rate) regarding their encounter with critical thinking and practice. The paper argues both that discipline‐specific EAP courses are an appropriate place to teach critical appraisal skills and contributes to the debate on the capacity of ESL students to develop this skill.

Keywords:

• engineering
• critical appraisal
• international student
• English as a Second Language

Acknowledgements

Teaching and study conducted when the author was a lecturer at the University of Melbourne between 2001–2006.

Notes

1. Recent statistics and tables are available at http://aei.dest.gov.au/AEI/MIP/Statistics/StudentEnrolmentAndVisaStatistics/Recent.htm#final

2. Teaching quality is one of six core questions in the subject quality surveys administered by the university for each subject – this particular dimension is a key indicator for promotion and other teaching award purposes.