A Content Analysis of Exploring Trends and Dynamics of English Language Pedagogy in Engineering Departments

Abstract

English language pedagogy has shifted from a broad to a specialized pattern in the past several decades. The aim of the present study is to examine the pedagogical landscape of the English language in engineering departments. The study demonstrates a remarkable prevalence of authors, focusing on the significance of independent investigation in the field by assessing various aspects such as authorship, years of publication, involvement of the countries where the studies were conducted, and the methodologies employed in the studies. A temporal analysis reveals an emphasis on studies during 2020-2022, suggesting increased concern and responsiveness to specific issues in English pedagogy in engineering departments. In terms of countries, Indonesia, China, and Malaysia emerge as substantial contributors, highlighting their dynamic involvement in English language instruction in engineering departments. Qualitative methodologies dominate, acknowledging the nuanced nature of language teaching in engineering and enabling a profound exploration of instructional intricacies. In summary, this content analysis provides insights into the distribution, trends, and preferences in teaching English in engineering fields. The prevalence of individual authorship, temporal clustering, geographical concentrations, and the dominance of qualitative methods collectively enrich the understanding of this dynamic research landscape.