Enhancing Computer Professional English Learning: Application Case-Driven Pedagogy

Abstract

Contribution: This study proposes an application case-driven pedagogy for non-native English undergraduate in learning computer professional English (CPE). It highlights the potential of helping students to understand the cutting-edge technology-enabled application cases complemented with video clips in improving each aspect of English listening, speaking, reading, and writing (LSRW) in computer science. Background: Traditional teaching practices in CPE are based on learning materials that outdated the rapid technological development and controlled type of educator-centered approach. Intended Outcomes: The proposed pedagogy is intended to maximize students’ engagement and be applicable to computing-related courses. Application Design: The overall design is student-centered. All learning and teaching (L&T) activities are conducted via blended learning in classroom and digital platforms. A hybrid pedagogical framework is designed by integrating outcome-based education, on-/off- line combined interactions, flipped classroom, and inquiry-based case-analyzing approaches. Each timetabled class is broken down into different sessions in which the CPE LSRW skills can be evenly developed accordingly. Learning experience and outcomes are tracked by module questionnaire, half-term and end-term surveys, module assessment results, and post-module evaluation. Moreover, lecturer’s practices cored with vision, values and beliefs are examined, ensuring a professional identity perceived by deploying the proposed pedagogy. Findings: Positive responses from students attest to the efficacy and applicability of the designed module content and the proposed pedagogy. Future extension will include more diverse cohorts and explore the long-term impact of the study on their career development.