Predictors of Non-Native English-Speaking Engineering Students' Perceived Likelihood of Success in Communication Skills Courses.
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| Title: | Predictors of Non-Native English-Speaking Engineering Students' Perceived Likelihood of Success in Communication Skills Courses. |
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| Authors: | Zogheib, Salah1 salahzogheib@hotmail.com |
| Source: | International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p697-716. 20p. |
| Subject Terms: | *Academic motivation, *Language ability, *Limited English-proficient students, *Communication education, *Curriculum planning, *Academic achievement, *Engineering education, Self-determination theory |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195073878 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Predictors of Non-Native English-Speaking Engineering Students' Perceived Likelihood of Success in Communication Skills Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zogheib%2C+Salah%22">Zogheib, Salah</searchLink><relatesTo>1</relatesTo><i> salahzogheib@hotmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jul2026, Vol. 19 Issue 3, p697-716. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+education%22">Communication education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19337a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 697 Subjects: – SubjectFull: Academic motivation Type: general – SubjectFull: Language ability Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Communication education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Self-determination theory Type: general Titles: – TitleFull: Predictors of Non-Native English-Speaking Engineering Students' Perceived Likelihood of Success in Communication Skills Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zogheib, Salah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Instruction Type: main |
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