Exploring the role of the discipline “English for business communication” in developing mediation skills among engineering students

Abstract

This study explores the role of the discipline "English for Business Communication" in developing mediation skills among engineering students, highlighting the importance of language proficiency and communication skills for future career advancement. The paper aims to assess the familiarity of engineering Master’s students with the concept of mediation, explore students’ perceptions of their language proficiency in handling mediation tasks, including mediating disputes, and provide recommendations for improving mediation-focused language instruction.

Methods: To achieve this goal, quantitative and qualitative methods were employed, including a survey and interviews with 64 ESL Master’s students at a Ukrainian technical university. The survey featured questions with predefined answer options designed to evaluate students' understanding of mediation concepts and their self-assessed language skills. It also included Likert-scale prompts, with the data interpreted through medians and interquartile ranges to reveal central tendencies and variations.

Results: The study found that Master's engineering students recognize mediation as a vital tool for resolving conflicts in professional environments, with practical training significantly enhancing their understanding of mediation processes. In particular, the "Practical Course of English for Business Communication" helped develop essential skills such as active listening, specialized vocabulary, and cultural awareness. This facilitated smoother communication and better conflict resolution. Key challenges identified include difficulties in expressing ideas clearly, understanding diverse accents, and applying mediation strategies in real-world scenarios. Recommendations include the development of tailored language training programs, with a focus on professional mediation scenarios and intercultural competencies to further improve student readiness for professional negotiations.

Conclusions: This research underscores the importance of English for Business Communication courses in fostering essential mediation skills among engineering students. The findings reveal that familiarity of engineering students with mediation techniques, coupled with equipping them with proficient language skills, significantly contributes to successful negotiation processes within technical and business contexts. The study emphasizes the importance of integrating practical, stakeholder-oriented mediation training into the engineering curriculum while showcasing students' strong interest in additional language and mediation instruction aligned with their career goals. Furthermore, the crucial role of cultural sensitivity is unveiled in the research, asserting that English language proficiency is pivotal for future careers in globally interconnected business environments. Overall, this study paves the way for integrating mediation training into language education for engineering students, providing valuable insights for educators and curriculum developers.