https://doi.org/10.37955/cs.v6i1.222
Received June 24, 2021 / Approved October, 23 2021 Pages: 14-30
eISSN: 2600-5743
Oral communicative competence in
the training of engineers for the
21st century
Competencia comunicativa oral en la formación de
ingenieros del siglo XXI
Gabriel Valdés-León
Silva Henriquez Catholic University. School of Education in Spanish. Santiago, Chile. E-mail:
gvaldesl@ucsh.cl
Orcid: https://orcid.org/0000-0001-8807-8838
Martha Vidal-Sepúlveda
Austral University of Chile. Institute of Social Communication. Valdivia, Chile, E-mail:
martha.vidal@alumnos.uach.cl.
Orcid: https://orcid.org/0000-0002-0929-8179
Cristian Olivares-Rodríguez
Austral University of Chile. Institute of Informatics. Valdivia, Chile, E-mail: colivares@inf.uach.cl
Orcid: https://orcid.org/0000-0002-4991-5784
Abstract
This paper presents an action-research experience that was carried out
with 12 students in their last semester of Civil Computer Engineering
at a private Chilean university, whose objective was to contribute to
the development of oral communicative competence from an academic
and disciplinary point of view. A methodological distinction was made
between formal and technical aspects that allowed the development of
these skills through interdisciplinary work between engineering
teachers and communication teachers thanks to the implementation
of a didactic module that encouraged disciplinary communicative
practice, self-evaluation, co-evaluation and timely feedback. The
results obtained indicate that, at the group level, this experience
contributed to obtaining scores with a narrower dispersion and shifted
towards passing levels, while at the individual level, more than 90% of
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the students managed to improve their oral communicative
performance.
Resumen
Este documento presenta una experiencia de investigación-acción que
se realizó con 12 estudiantes de último semestre de la carrera de
Ingeniería Civil Informática de una universidad chilena privada, cuyo
objetivo fue contribuir con el desarrollo de la competencia
comunicativa oral desde una mirada académica y disciplinar. Se
realizó una distinción metodológica entre aspectos formales y aspectos
técnicos que permitió potenciar el desarrollo de estas habilidades a
través del trabajo interdisciplinar entre docentes de ingeniería y
docentes de comunicación gracias a la implementación de un módulo
didáctico que propició la práctica comunicativa disciplinar, la
autoevaluación, la coevaluación y la retroalimentación oportuna. Los
resultados obtenidos señalan que, a nivel grupal, esta experiencia
contribuyó con la obtención de puntajes con una dispersión más
estrecha y desplazada hacia niveles de aprobación, en tanto que, en el
plano individual, más del 90% de los estudiantes logró mejorar su
desempeño comunicativo oral.
Palabras clave/ Keywords
Engineering education, oral communicative competence,
communicative skills, academic literacy, didactics of orality.
Educación en ingeniería, competencia comunicativa oral, habilidades
comunicativas, alfabetización académica, didáctica de la oralidad.
Introduction
Since 2000, the CDIO initiative, which emerged from the
Massachusetts Institute of Technology (MIT), has become a
benchmark for the education of future engineers. This initiative, of
which more than 200 universities around the world are part, stands
out for establishing clear goals regarding what an engineer should be
able to do at the time of graduation, i.e., conceive, design, implement
and operate complex systems in work teams (CDIO, 2020). Among the
aspects that stand out in this proposal, it is interesting the value given
to the development of specific and generic (or transversal)
competencies in an interrelated manner, directly linked to the
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professional world Chaibate and Bakkali (2017). In accordance with
the above, as early as 2001, the Career Space consortium (2001)
established that among the main needs of the industry are both
technical and personal skills, among which communication and
persuasion skills are mentioned.
At the international level, there are several studies worth highlighting
given their interest in integrated engineering education. The first one
we will refer to is called Philosophies and pedagogies that shape an
integrated engineering programme Mitchell, Nyamapfene, Roach and
Tilley, (2019), which highlights the importance of an engineering
education that calls for students "...to develop a wide range of
knowledge and skills. These range from technical, scientific and
mathematical knowledge, through to transferable skills such as
communications, teamwork, business acumen and critical analysis"
(p. 180). To achieve this, they design a curriculum that, in four years,
addresses mathematical and disciplinary knowledge and professional
skills in an interrelated manner.
In Africa, specifically in Morocco, a study was conducted to compare
the skills that the world of work expects and demands from an
engineer with those stated in university curricula. The findings of this
work, closely related to our motivation, indicate that the skill most
required by employers is communication, followed by organization
and the use of technologies; on the other hand, the training curricula
effectively covered these skills, but in a superficial manner and without
reaching the level of development necessary to perform successfully in
the world of work (Chaibate, Hadek, Ajana, Bakkali and Faraj, 2020,
p. 23).
In the South American field, we highlight the work of De Melo and
colleagues (2018), who take as a starting point the importance of the
development of transversal skills in engineers to achieve success and,
from there, develop a program that seeks to strengthen skills such as
problem solving, leadership, teamwork, communication, creativity
and innovation. One of the main values of their proposal is that they
consider the challenge for teachers to strengthen and evaluate these
competencies, therefore, they rely on interdisciplinary work between
engineers and specialists in communication and teaching. Although
the case they present represents a limited experience, it already allows
us to visualize the advantages of teaching that seeks integral
development based on well-founded pedagogical decisions and
interdisciplinary work.
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Another interesting proposal is the one implemented by the University
of Quidio in Colombia, with a cross-cutting training program in
communication skills whose central axis is student monitoring and
self-evaluation. The work is articulated in different courses of the
curriculum, from the first semester, with virtual and face-to-face
activities that are evaluated with generic rubrics, but known by the
students, to ensure traceability. It also includes the creation of a
Reading Center (CLEE) to support the formation of written and oral
communication skills (Tasamá, Uribe and Hurtado, 2019, p. 44).
In Chile, public and private universities have expressed concern about
this issue, which has led them to adopt educational models based on
competency-based learning. As an example, we can mention the case
of the Universidad Católica de la Santísima Concepción, a traditional
private Chilean university, which carried out an evaluation of the
impact of the implementation of reforms based on CDIO guidelines in
the computer science program. In this analysis, they found that,
among the main effects of the implementation, the following stand
out: "an improvement of our curricular structure, less overloaded
courses, a more integrated and flexible curriculum (...) and
improvements in our teaching and learning processes with a better
balance between technical knowledge acquisition and personal and
interpersonal skills development" (Muñoz, Martínez, Cárdenas and
Medina, 2020, p. 55). Also, following the guidelines established in
CDIO, the University of Chile elaborates an action research project to
develop an interdisciplinary work plan for training in generic
competencies in initial engineering and science students, through
innovation in teaching methodologies and the integration of
pedagogical reflection within their teams Inzúa, Núñez and Arrones
(2019). Their main result reports an increase in the positive
satisfaction of students regarding new teaching strategies and new
evaluation processes, and they also highlight that the interdisciplinary
work between engineers-teachers and the teaching support unit
facilitated the installation of a culture of deep reflection of teaching
practice among academics.
For von Feigenblatt (2020) the Degree Project II course, in which we
conducted this action-research project, corresponds to the last
curricular activity of the Civil Informatics Engineering course at a
private Chilean university. It is characterized by having a project
approach, i.e., the development of activities revolves around the
development of the project with which they will present their degree
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exam, which is why students must demonstrate the skills stated in the
graduate profile through a comprehensive project.
On this basis, the objective of our project, namely, to contribute to the
development of oral communicative competence from an academic
and disciplinary perspective, arises from the need identified in the
previous curricular activity, Degree Project I, in which the
performance of students in the area of transversal skills, specifically,
in oral communicative competence, was considered deficient by the
teachers of the career. In order to carry out this objective, we proposed
to carry out a collaborative work between communication teachers and
teachers specialized in the discipline and, in addition, to develop a
didactic module that would guarantee timely and effective feedback
and enhance active learning strategies in the classroom.
Materials and Methods
This paper reports the results of an action research project that was
designed from four phases that allow organizing this type of
experience: diagnosis and recognition of the initial situation, which
was carried out through a pretest measurement; development of an
action plan to improve the current model; action and investigation of
the effects in the context; discussion, reflection and basis for a new
planning (Kemmis, S., & Mctaggart, 1992; Chiva-Bartoll, Peris, &
Piquer, 2018).
As we have pointed out in the introduction, this course was
implemented through the classroom collaboration of teachers
specialized in engineering and expert teachers in the development of
communication skills. The work presented here reports the results
obtained in this second dimension.
Based on the above, the project was designed as a four-phase action
research, for each of which different tasks were performed: for the
diagnostic phase, students made an oral presentation of their degree
project at the beginning of the course, which was evaluated with the
instrument that will be detailed below; based on these results, the
second phase was oriented towards the development of an action plan
that gave rise to a didactic module that involved, among other aspects,
peer evaluation and immediate feedback from teachers; This plan was
then carried out, a stage that considered a permanent dialogue
between teachers and students in order to democratize the formative
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process; finally, the results were collected and taken to reflection, a
process of which this work of socialization of results is a part.
The project participants were 12 computer engineering students from
a private Chilean university, who made up the total number of students
in the course. All of them were students of the Degree Project II course,
a final semester course oriented towards the preparation of their
degree project from both a technical and academic perspective, as it
involves the preparation of the oral defense of their work.
The collection of information was carried out through an evaluation
rubric < adapted from Gamboa et al., (2019), Murillo-Zamorano and
Montanero (2014) in two versions: one to be applied by teachers and
the other by students in co- and self-evaluation activities. At the time
of selecting and adapting the instrument, it seemed necessary to direct
our search towards evaluation instruments that clearly established the
dimensions that would be considered when measuring oral
performance, since, according to the study by Cruz, Saunders-Smits
and Groen (2020), there is a tendency in engineering towards a not
very rigorous evaluation of oral communication, without
disaggregating its components, which is detrimental to the feedback
received by students. Based on the above, the following dimensions
were considered: introduction, development, conclusions, nonverbal
communication, visual support and temporal adequacy. The
differences between the student-oriented rubric and the teacher-
oriented rubric are related to the technical and pedagogical language
used in each of them. As a synthesis, Table 1 shows each of the
dimensions and the minimum and maximum performance expected
for each of them.
Table 1. Dimensions and maximum and minimum performance.
Dimensions
Performance levels
Introduction
The student does not make any
introduction
The student greets, introduces
him/herself, briefly identifies the topic,
states the objective and structure of
his/her presentation.
Development
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Technical
contents
Clarity
Ability to
capture the
attention of
the audience
Conclusions
The student does not present conclusions
or summarize what has been presented.
The most important ideas are summarized
in relation to the initial objective, so that
the final conclusion is clear.
Non-verbal
communication
During exposure, inadequate body posture
is frequently adopted.
Body posture and gestures are confident
and eloquent, giving strength to the
presentation.
Visual support
No visual support or poorly elaborated
Visual support is adequate, is used
frequently and helps to better understand
the ideas put forward
Temporary
adjustment
Exposure time is 50% less or more than
the allotted time.
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The presentation time respects the allotted
time, allowing the ideas to be fully
developed.
Source: Adapted from Murillo-Zamorano and Montanero (p.429).
The didactic module was designed within the framework of the Degree
Project II course, a course belonging to the last year of the degree
course and with a clear orientation towards the development of the
project with which they will face the degree process. Thus, for the
development of the module, we carried out a series of activities that
were organized following the stages mentioned in the design, which
are systematized in Table 2:
Table 2. Project design summary
Objective: To make a formal oral presentation, of an academic nature,
that complies with the discursive demands of the degree process from a
communicative perspective as well as from a disciplinary point of view.
Stages
Instruments
Description
Pedagogical
justification
Diagnos
is and
recognit
ion of
the
initial
situatio
n
Evaluation rubric
(pretest)
An evaluation was
carried out at the
beginning of the
course in order to
determine the
level of
performance of
the oral
communicative
competence of the
students who
participated in
this experience.
Decisions made on
the basis of a
diagnosis allow for
balancing time,
clarity and accuracy
of activities
(Smolkowski and
Cummings, 2015).
Develop
ment of
a plan of
action to
improve
the
Co-evaluation
guidelines
In order to
strengthen the
weaknesses
detected, two
presentations
were made,
which, in a
"project progress"
Co-evaluation
activities represent a
fruitful learning
instance for both the
evaluating and
evaluated student,
while contributing to
critical thinking
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current
model.
format, were co-
evaluated by their
peers.
(Fogg-Rogers,
Lewis, & Edmonds,
2017).
Video recording
of presentations
The project
progress
presentations
were recorded
and commented
by the teachers
using Windows
Movie Maker®
software.
In the realm of
orality, self-
assessment through
videos provides an
opportunity to
practice, reflect, and
improve
performance level
(Nikolic, Stirling, &
Ros, 2018)
Self-assessment
guidelines
The videos are
sent with
comments from
the teacher in
charge of the
formal aspects
through the
virtual classroom,
and each student
is invited to
complete an
evaluation
guideline that
contains the same
dimensions
already
mentioned.
Perform
ance
and
investig
ation of
the
effects
on the
context.
Evaluation rubric
(post-test)
At the end of the
semester,
students make the
final presentation
of the course, the
last instance of
preparation
before the defense
of their degree
project. This
activity was
Studies such as
Tsang's (2020) point
out that autonomous
rehearsal does not
have a positive
correlation with
reduced
performance
anxiety, but rather,
teacher-guided
rehearsal is
necessary, where
improvisation, body
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considered as a
posttest.
language and
confidence are
addressed.
Discussi
on,
reflectio
n and
basis for
a new
plannin
g
Meeting minutes
Once the results
of the pre- and
post-test have
been obtained,
the technical and
formal aspects
teachers meet and
comment on the
results obtained.
"Evidence-based
educational
innovation (EBEI)
(...) bases the
changes on the
evidence provided
by researchers as a
result of pedagogical
practice (Rico,
Ramírez, & Montiel,
2016).
At the beginning of the course, students were asked to make a
presentation of the progress of their work done in the Title Project II
course. This presentation was evaluated with the aforementioned
instrument as a pretest. After the application of the didactic module,
the level of development of oral communicative competence was
measured in the final instance of the course, which was used as a post-
test. In order to avoid biases in the data analysis, the results presented
here correspond to the average of each of the evaluations made by two
specialist teachers in both the pre-test and post-test; in this way, it is
possible to mathematically resolve any discrepancies that may arise in
the evaluation (Johnson, R. L., Penny, J., & Gordon, B, 2001).
Results
This section is organized as follows: first, the general results obtained
in the pre-test and post-test are presented, followed by a comparison
of the score obtained by each student in each of these instances. Figure
1 shows the results obtained from the pre- and post-test at the global
level. It allows us to compare not only the final and initial status of the
course, but also the relationship between this status and the passing
scores for the oral communicative performance domain. Thanks to
this, we can observe that the curve that plots the results obtained by
the students in the pretest instance shows a greater dispersion (almost
40 points between the lowest and highest scores) and, moreover,
located under the passing level (48 pts.). On the other hand, the
parabola that shows the results obtained in the post-test is narrower,
since the difference between the minimum and maximum scores is
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almost 25 points, and the highest concentration of scores is located
above the passing level.
Figure 1. Pre- and post-test results
Figure 2 provides information related to the score obtained by each
student in the pre- and post-test instances. Although it is possible to
see a considerable increase in almost all participants, we highlight the
case of students 8 and 11 (E8 and E11) who considerably increased
their level compared to students 9 and 10 (E9 and E10). We also
highlight that only one of the participating students (E12) decreased
his performance, which corresponds to 8.3%.
Figure 2. Scores obtained by each student in the pre- and post-test.
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It is evident that the two main aspects that we have found in this
experience are related to the increase in performance at the individual
level and to the tendency of scores towards passing levels. Although we
are very clear that in this type of work it is impossible to isolate the
variables in a way that allows us to attribute these improvements only
to the implementation of the didactic proposal, we also know that
there is evidence of other pedagogical experiences oriented towards
the development of transversal competencies that, thanks to an
interdisciplinary, structured and pedagogically based work, have
obtained equally or more successful results. This need to address the
development of transversal communicative competence has been
covered in different ways and with different approaches: with an
academic look, through the elaboration of posters and reports in
disciplinary courses (Tasamá, Uribe and Hurtado, 2019) or through
participation in extension activities, such as workshops or congresses
(De Melo et al., 2019); with a professionalizing approach, through
projects linked to the world of work (England, Nagel, & Salter, 2020;
Chassidim, Almog, & Mark, 2018) or pedagogical strategies such as
problem-based learning (Beagon, Nially Ní Fhloinn, 2019; McQuade,
Ventura-Medina, Wiggins, & Anderson, 2020); or putting the
disciplinary in the foreground, but with a variety of didactic strategies
that enhance collaborative work, peer learning, and critical reflection,
among other skills(Mitchell, Nyamapfene, Roach, & Tilley, 2019;
Fogg-Rogers, Lewis, & Edmonds, 2017). Thus, beyond the emphasis
on which the researchers have focused, interdisciplinary work and the
diversity of didactic methodologies that go beyond the traditional
expository class seem to be the constant in this type of experiences.
Regarding this last aspect, we consider that the use of ICT in the
classroom enhanced timely and effective feedback during the
development of the project. Thanks to the recording of videos that
were shared through the virtual classroom (see Figure 3), videos that
had been commented on by the teachers, the students had a reflective
space that allowed them to self-evaluate themselves and, thus, identify
their strengths and weaknesses. The potential of videos as a
pedagogical tool to enhance oral communicative performance has
been quite exploited these last years both in mother tongue and in
foreign language learning (Benlloch-Dualde, Gil-Salom, Calduch-
Losa, López-Mateo, & Lemus-Zúñiga, 2018; Pando, González, Gracia,
Rodríguez, & Busto, 2018; Nikolic, Stirling, & Ros, 2018).
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Figure 3. Example of oral production feedback given to students.
Likewise, the variety in formative evaluations also seems to us to be a
good idea. Self- and co-assessment, in conjunction with active learning
methodologies and timely feedback, have been shown to contribute
positively to the development of both transversal and disciplinary
competencies, which is evidenced in the research of Fogg-Rogers,
Lewis and Edmond (2017), Ramis, Payeras and Carrasco (2018) and
García (2019), among many others.
Conclusions
Based on the results of this work, we can consider that this action-
research experience aimed at contributing to the development of oral
communicative competence from an academic and disciplinary
perspective was successful, since more than 90% of the students
increased their performance and, at the group level, there was a
marked tendency towards scores above the passing level. These results
can be attributed to two major decisions: the collaborative work
between specialists from the engineering area and specialists from the
communication area; and the design of a didactic module that
provided students with timely and effective feedback and enhanced
active learning strategies in the engineering classroom. As a limitation
to the study, it is necessary to mention that the experience was carried
out with a limited group of students and, likewise, it is not possible to
uniquely attribute the improvements in oral communicative
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competence to the design of the didactic module we propose, but we
value that its implementation facilitated both teachers and students to
maintain a reflective attitude regarding the learning process, which
undoubtedly contributed directly to the results of the project
(improved learning). As future work we propose the need to articulate
this didactic design in the different courses of the initial level of
engineering to improve the development of oral communicative
competence and install a reflective culture of the learning process
among students and teachers.
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