Preliminary analysis

The class consists of approximately 30 students. It is a lower-division course, and each class session lasts about two hours. The class meets twice a week.

Some physical elements of the learning environment that could affect the class include the poor condition of the classrooms and the lack of learning tools.

The expectation of this course is that the university hopes the engineering department will establish a basic knowledge of the language, with the intention of helping each engineering student develop proper abilities in writing, listening, speaking, and reading so they can communicate at a basic level. The engineering profession often requires some knowledge of English because many systems and programs are written in English and are advanced. Therefore, students must be able to understand these types of texts.

The subject is a combination of theoretical and practical components. It focuses on problem-solving and idea generation; therefore, divergent and convergent thinking strategies are applied.

It is not possible to make a general statement about each student’s life situation because it depends on the individual. In this case, taking English courses may be mandatory for engineering students. Most of the time, engineering students feel shy about taking English courses because of their complexity and difficulty. Sometimes the prior knowledge they have comes from what they learned in school, as well as some vocabulary acquired through listening to music, watching movies, or playing games on the internet; however, this is often not sufficient. Their previous experiences with English may include studying the language in school, taking admission or diagnostic tests, and in some cases enrolling in additional English courses.

Their learning goal is to complete the English course, and their expectation is to learn as much as possible. Visual learning is their preferred learning style.

The teacher is a supportive helper and a strong motivator who works to maintain a motivated classroom environment.

The teacher’s attitudes toward the students are kind, respectful, modest, and supportive.

The teacher’s attitude toward the subject includes being a motivator, influencer, hardworking professional, stimulator, facilitator of student participation, and promoter of respect.

The teacher has extensive knowledge of and familiarity with the subject and holds a master’s degree.

In terms of strengths, the teacher demonstrates the ability to resolve conflicts and explain difficult concepts in a simple way. The teacher also shows enthusiasm and creativity in teaching. The materials used to engage students are appropriate for the topic being taught.