Predictors of Non-Native English-Speaking Engineering Students' Perceived Likelihood of Success in Communication Skills Courses

Abstract

The purpose of this study was to investigate engineering students' whose first language is not English perceived likelihood of success in communication skills courses. Participants in the study were 149 university students enrolled in a mandatory communication skills course at the faculty of engineering at a Middle Eastern university. The study utilized a theoretical model made up of eight potential predictors: engineering workload, time management skills, academic support, English proficiency, prior communication experience, intrinsic motivation, extrinsic motivation and educational background. Findings revealed that four of the eight predictors were significant predictors of success. The emerging model explained 55% of the variance in students' likelihood to succeed in communication skills courses. The most significant finding was that extrinsic motivation, contrary to expectations, was found to be the most significant predictor of perceived success, whereas intrinsic motivation was found to be insignificant. Another significant finding was that academic workload did not affect perceived likelihood to succeed. Relevant recommendations were made demanding the need for engineering programs to adopt a new curriculum that stresses the importance of professional relevance and targeted English language support for non-native students. This finding contributes to Self-Determination Theory by indicating that, in some cases (e.g., skill-based courses), extrinsic motivation may be a stronger predictor of students' perceived likelihood of success than intrinsic motivation. This study also highlights the difference between perceived success and actual achievement and, as such, suggests that engineering programs should focus on emphasizing professional relevance and providing targeted English language support to their non-native students.