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The research on the topic of educational challenges in Vocational-Technical English is essential as it looks into the challenges and possible solutions after concluding the survey conducted at the institutional level. The research goal is to look at the challenges faced by the students in particular and the teaching fraternity in general with the environment or circumstances we are in the present scenario. The time is good for the discussion on this particular topic because it has shifted its gear on a global scale. This can be set with the experience from the past 2 years of Covid-19 times between 2019 to 2021. Previously educational activities remained restricted to a particular area, zone, or region but today we can connect online from any part of the world to business, educational activities, collaborations, conferences last but not least to conduct online classes as well. This would have been a challenge if not, to come all together on an online platform in such a short span of time, making more challenges and creating more opportunities., Along with the challenges faced by the students and teaching fraternity solutions were also discussed.

Vocabulary is an essential element in learning English which can help students to express their ideas both orally and in writing. However, students at Fakfak State Polytechnic still have limited vocabulary, especially technical English vocabulary. They are difficult to understand the operational terms in English. This study aims to determine whether the use of Readlang platform can improve technical English vocabulary mastery at Informatics Management students in Fakfak State Polytechnic. This research was conducted in one class and applied an experimental research using pretest and posttest group design. The results showed that the students’ mean score increased from 40.28 to 55.78. The hypothesis has been analyzed at a significant level of 0.05, and the results show that the t-value is 8.829 and the sig.2-tailed is 0.000. This means that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected, which means that Readlang platform can improve the students' technical English vocabulary. In addition, the questionnare results about students’ perception after using Readlang shows that the majority of students agreed that Readlang platform can increase the students’ enthusiasm in learning vocabulary (92%) and is also effective in helping to remember vocabulary (89.2%), and more importantly is easy to use (96 %).

Explicación de un contenido gramatical de inglés, en esta lengua, a nivel intermedio. Relacionado con la escritura, Para usar en clase de inglés, para mejorar la puntuación en la escritura

Explicación de un contenido gramatical de inglés referido a la escritura académica, en esta lengua, a nivel intermedio. Para investigadores que escriban artículos en inglés, Para usar en clase de inglés para mejorar las destrezas de escritura académica en investigadores

Explicación de un contenido gramatical de inglés referido a la escritura académica, en esta lengua, a nivel intermedio., Para usar en clase de inglés y para estudio por parte de investigadores que escriban en inglés

Explicación de un contenido gramatical de inglés referido a la escritura académica, en esta lengua, a nivel intermedio., Para usarse en clase de inglés para mejorar la escritura

Explicación de un contenido gramatical de inglés, en esta lengua, a nivel intermedio. Relacionado con la escritura, Para usar en clase de lengua inglesa

Explicación de un contenido gramatical de inglés referido a la escritura académica, en esta lengua, a nivel intermedio., Para usar en clase de inglés y de redacción académica

Explicación con ejemplos de un contenido gramatical en inglés, En clases de inglés intermedio alto (B2)

This paper is characterized by its interdisciplinarity, since it converges in an unusual way for undergraduate engineering students, three aspects of scientific dissemination: the contents of an engineering degree, the transmission of these contents orally in an effective way following the model offered by the TED talks, and the use of oral English as the language of scientific transmission. The main objective of the communication is to highlight the need for the future Spanish engineers to bring their work closer to the general public through oral presentations that, without losing rigour, are brief and entertaining. The core of the study is made up by the analysis of three TED talks related to different fields of engineering degrees. In conclusion, we have tried not only to verify the need for the Spanish engineer to receive specific training in professional oral communication, but, in addition, the close relationship between the necessary tools (the method, the “how” of the transmission of knowledge) and the contents to be transmitted (the subjects of the degree in engineering, the “what” or “crux” of the matter). One part of the problem, of course, is the mastery of English. But no less important is what is known for effective oral communication, in English, in Spanish or in any language.

The article deals with problems of usage, teaching and evolution of modality in English focussing mostly on a modal verb could. One focus is recommendations on its use in the fundamental grammar guides, and another – the features of actual usage, with special attention to technical descriptions. Those features are empirically observed in different contexts. Some evolutionary trends and usage particularities show themselves in public and scientific discourse but they may not be clearly reflected in the grammar guides, especially designed for students. To some extent, they may not be systemized in linguistic scientific works as well. An attempt was made to find and describe some tendencies connected with the current use of could (could have). The most difficult teaching issues involved were highlighted, especially associated with teaching non-linguistic students, particularly of technical profile. Firm incorporation of could into technical description and discourse looks evident. It is used to denote probability and, actually, not only potential, but real ability, which may be empirically observed. Another interesting point, quite discernible even on the empirical level, is multiple variation of meanings of could have structure. The spectrum of its possible uses in different contexts seems to be far from reflected in the textbooks and even in the linguistic works., В статье рассматриваются проблемы использования, преподавания и эволюции модальности в английском языке, в основном на примере модального глагола could. Одним из фокусов были рекомендации по его использованию в базовых руководствах по грамматике, а другим – особенности фактического использования, в том числе в технических описаниях. Эти особенности эмпирически наблюдаются в различных контекстах. Некоторые эволюционные тенденции и особенности использования четко проявляются в общественном и научном дискурсах, однако они не отражены системно в руководствах по грамматике для студентов. В какой-то степени они могут быть не систематизированы и в лингвистических научных работах. Была предпринята попытка найти и описать некоторые тенденции, связанные с современным использованием could (could have). Рассмотрены также наиболее сложные моменты, связанные с преподаванием, особенно в рамках обучения студентов неязыкового профиля. Устойчивое включение could в технические описания и дискурс выглядит очевидным. Could используется и для обозначения вероятности, и, в действительности, не только потенциальной, но и реальной способности, что можно наблюдать эмпирически. Еще одной важной тенденцией, вполне заметной даже на эмпирическом уровне, является множественное варьирование значений структуры «could have». Приведен спектр возможных применений could have в разных контекстах, который, по-видимому, еще не нашел системного отражения в учебниках и даже в лингвистических работах.

This article investigates the importance of developing communicative competence through language skills in English for Specific Purposes (ESP) offered as a Technical English course in tertiary education. As Technical English courses are predominantly designed to prepare students for the future professional environments in the modern world, competent communication in English is to be mastered. For this reason, the integration of language skills in a Technical English course is imperative in teaching practices with students within a range of technical fields., Ovaj rad istražuje važnost razvoja komunikacijske kompetencije kroz jezične vještine u engleskom jeziku struke koji se nudi kao kolegij tehničkog engleskog jezika u visokom obrazovanju. Budući da su kolegiji tehničkog engleskog jezika uglavnom osmišljeni za pripremu studenata za buduće radno okruženje u modernom svijetu, nužno je na njima intenzivno razvijati komunikacijsku kompetenciju na engleskom jeziku. Stoga integracija jezičnih vještina u kolegije tehničkog engleskog jezika predstavlja imperativ u podučavanju i nastavnoj praksi sa studentima iz raznih tehničkih područja.

[Abstract] Methodological approaches like project-based learning, the didactic use of audiovisual translation and the use of Information and Communication Technology (ICT) have attracted the attention of researchers in recent years. These are the three pillars on which the current article rests. It presents an experimental study within the context of project-based learning in which students of engineering and architecture undertake a project to build and sell a sustainable house. In order to succeed in the project, the students have to progress from one stage to the next by completing various tasks that require the didactic use of the audiovisual translation modes of dubbing and subtitling as well as the use of mobile applications and new technologies. This research aims to show how the implementation of the project can contribute to the development of productive and receptive linguistic skills and even be considered an option to provide the framework for the design of the whole syllabus in an English for Specific Purposes subject. The study was carried out in a transversal subject of technical English in which students from different degrees of engineering and architecture converge. As a pilot study, it was proposed to the students as an alternative to replace the part of the subject that focuses on written and oral production in English language. The results will reveal a high motivating component in the activities, achieving the consolidation of knowledge through meaningful learning and a lowering of the levels of anxiety in the affective filter. [Resumen] Los enfoques metodológicos como el aprendizaje basado en proyectos, el uso didáctico de la traducción audiovisual y el uso de las Tecnologías de la Información y la Comunicación (TIC) han atraído la atención de los investigadores en los últimos años. Estos son los tres pilares sobre los que se sustenta esta investigación. El artículo presenta un estudio experimental en el contexto del aprendizaje basado en proyectos donde los estudiantes de ingeniería y arquitectura se enfrentan a un proyecto en el que tienen que diseñar la construcción y preparar la venta de una casa sostenible. Para ello tienen que superar progresivamente etapas completando diversas tareas que requieren el uso didáctico del doblaje y la subtitulación, así como el uso de las nuevas TIC. Se pretende mostrar cómo la puesta en práctica del proyecto puede contribuir al desarrollo de las competencias lingüísticas productivas y receptivas e incluso considerarse una opción para diseñar el programa completo de una asignatura de inglés con fines específicos. El estudio se llevó a cabo en una asignatura transversal de inglés técnico en la que confluyen estudiantes de distintas titulaciones de ingeniería y arquitectura. El estudio piloto, se propuso a los alumnos como alternativa para sustituir la parte de la asignatura centrada en la producción escrita y oral en lengua inglesa. Los resultados revelarán un alto componente motivador en las actividades consiguiendo que los conocimientos se consoliden mediante un aprendizaje significativo y una reducción de los niveles de ansiedad en el filtro afectivo.