Viability of outcome-based education in teaching English as second language to chemical engineering learners |
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| Affiliation: | 1. Departamento de Química Orgânica e Inorgânica, Universidade Federal do Ceará, 60451-970 Fortaleza, CE, Brazil;2. Département de Chimie, Faculté des Sciences, Université of Montpellier, 34095 Montpellier, France;3. IBMM, Univ Montpellier, CNRS, ENSCM, Montpellier, France;4. Dipartimento di Chimica e Chimica Industriale, Università degli Studi di Genova, 16146 Genova, Italy;1. Department of Physics, Stanford University, Stanford, CA, 94305, USA;2. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;3. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;4. Laboratory of Atomic and Solid State Physics, Cornell University, Ithaca, NY, 14853, USA |
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| Abstract: | Outcome-based Education (OBE) is a student-directed learning system that enables learner autonomy, skill development, and life-long learning. Pakistan Engineering Council (PEC) has started implementing OBE in her affiliated engineering institutions at the undergraduate level, being a full signatory of the Washington Accord in 2017. PEC has made it obligatory for all institutions offering engineering degree programs to implement OBE at the undergraduate level. In this regard, the present study investigated the prospects of OBE implementation in the English as Second Language learning classroom of Chemical Engineering students. A quasi-experimental method was adopted to analyze the effectiveness of OBE in ESL learning. A group of 29 students were taught through traditional pedagogy in the first half of the semester and were provided treatment over the second half. Pretest and post-test were conducted to examine the learners’ outcomes for the ESL course for chemical engineering students. The teachers’ beliefs were recorded through semi-structured interviews regarding the prospects and potential challenges to OBE in Pakistan. The quasi-experiment results showed a rise in the students' course learning outcome in the content and skills. The teachers highlighted several challenges to OBE in Pakistan, including lack of training for non-engineering faculty, teachers’ and students’ reluctance to shift to student-centered mode, institutional dictation regarding teaching and assessment, and large classrooms. This work suggests teacher training of non-engineering courses and adopting a unified learning management system. |
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| Keywords: | Outcome-based education OBE viability Teachers’ views English language learning |
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