English as Second Language Curriculum from the Perspective of STEM in Chinese Engineering Undergraduates

摘要

This study investigated language leaning beliefs in Chinese engineering undergraduates and find out the relationship between language learning beliefs and current teaching materials and curriculum, aiming to enhance engineering undergraduates' learning effectiveness and teachers' teaching strategies. In addition, suggestions and recommendations from the perspective of STEM for English as second language curriculum and teaching strategies are provided. A total number of 560 engineering undergraduates' language learning beliefs are investigated with Horwitz' Beliefs about Language Learning Inventory (BALLI) from 8 universities in China. A mixed-method methodology was developed, one that uses both quantitative and qualitative tools. More specifically, multivariate regression analysis was applied to analysis database. The findings in our survey revealed that, firstly, the overall situation of Chinese engineering undergraduates is not so satisfactory. And the prior knowledge of them is in the medium level. Furthermore, factors that affect students' learning beliefs were apparent, such as foreign language aptitude, difficulty of language learning, nature of language learning, learning and communication strategies, motivation and expectations. We concluded by exploring the language learning beliefs in Chinese engineering undergraduates and the appropriate way in curriculum design from the perspective of STEM education, interdisciplinary curriculum design were encouraged applied in English as second language in engineering education.