Professional Documents
Culture Documents
WEB20302
PROFESSIONAL ENGLISH 2
By
DATE OF SUBMISSION:
SUPERVISED BY:
WRITING ACKNOWLEDGEMENTS
Write a paragraph here acknowledging everyone who has helped you while you have
been preparing the content of your dissertation.
This may be your supervisor or other academic staff that have provided guidance and
support, other students or colleagues with whom you have collaborated on any research
or project work, interviewees, librarians, or perhaps any external bodies that have
given you assistance, such as access to data or the opportunity for hands on experience.
SAMPLE
In the name of Allah SWT, the Most Gracious and the Most Merciful.
This research project would not have been possible without the support of many people. I wish to
express highest gratitude to my supervisor, Dr.Richard Henderson who was abundantly helpful
and offered invaluable assistance, support and guidance.
My project paper would not have been a success without the support from my office superiors
and colleagues. I also would like to thank my close friends and my course mates at UniKL MFI
who may have directly or indirectly contributed to my project paper.
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WRITING ABSTRACT
A reader could get the main ideas from just the abstract, or use the abstract to decide
whether to read the rest of the paper.
SAMPLE
ABSTRACT
This study investigates the English Oral communication skills required by the welding
students. Engineering students require a range of English communication skills in order
to perform efficiently at their workplace. Most studies emphasizes on importance of
good English oral communication skill in industries. Therefore, this study aimed to
investigate the communicative tasks and events that require English oral
communication skills in welding industry. Survey questionnaires were collected from 83
Fabrication and Joining students who possess working experience in the welding
industry. The findings identified the specific oral communication skills required by
welding students at the workplace. The pedagogical implication of the study specified
that workplace scenarios should be incorporated into curriculum design and
instructional delivery of English courses in order to aid engineering students to perform
well academically and professionally.
Note: Any pages which come before the content of your research report are given using roman
numerals, with the traditional numbering starting with the Introduction on page 1. This is
achieved by inserting a continuous section break at the heading for your introduction, then
setting the page numbers differently for each section.
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Contents
Acknowledgments
Abstract
Contents
1. Introduction 1
2. Literature Review 2
3. Methodology 3
5. Conclusions 6
6. Recommendations 7
8. Appendix 9
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List of Tables
List of Figures
Note:
‘Figures’ refers to all charts, graphs, photographs, drawings and other illustrations. Number
everything in the sequence it appears in the text
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WRITING THE INTRODUCTION
SAMPLE
1.0 INTRODUCTION
1
1.2 Purpose
1.3 Scope
2
WRITING LITERATURE REVIEW
Literature review is a section to pull together past or existing research (literature)
related to your research questions that allow you to find out and point out what the
unanswered problems/questions are.
In other words, literature review is the process of reading, analysing, evaluating,
and summarizing scholarly materials about a specific topic.
SAMPLE
2.1 Literature Review
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Kassim and Ali, 2015; Moslehifar and Ibrahim, 2016). Language
and workplace communication researchers began to analyze
communicative events which refer to situation or tasks where
engineers need to use English language in order to execute their
workplace responsibilities.
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WRITING METHODOLOGY
Details of respondents
Methods of data collection
SAMPLE
5
WRITING FINDINGS AND DISCUSSION
Introductory Paragraph
- general background (what is the content of this chapter) what
can be found here (charts/graphs, findings, analysis)
4.1 Subheading
- chart
- introduction
- description/analysis
4.2 Subheading
- chart
- introduction
- description/analysis
4.3 Subheading
- chart
- introduction
- description/analysis
SAMPLE
This chapter presents the findings of this study based on the objectives
identified earlier in the report. Data collected from the questionnaire were
collected and analyzed. The findings of the study are presented in the forms
of tables and figures for easy reference and significant results are further
discussed and analyzed in detail in this chapter.
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Age (A) 18-20 20-22 23-25 More than Total
25 WE:
Working experience (WE) 100%
3 - 6 months 2 5 2 0 45%
6 month – 1 year 0 4 3 0 35%
1 – 3 years 0 2 0 0 10%
3 – 5 years 0 0 2 0 10%
More than 5 years 0 0 0 0 0
Total A: 100% 10% 55% 35% 0
4.1.1 Age
About 55% of the respondents were 20-22 years old. 35% is 23-25 years
old and another 10% of the respondents were 18-20 years old.
4.1.2 Duration of Working Experience
Table 1 also indicates that 45% of the respondents had 3-6 months
duration of working experience. Another 35% had 6 months to 1 year of
working experience. On the other hand, only 20% of the respondents had
more than 1 year of working experience. Most of the respondents gained
the working experience during their industrial training upon completion of
Diploma program.
The above table represents students’ opinion about the importance of the English
language skills in the workplace. Of the four language skills, the percentage
which is 60% shows that speaking skills were perceived to be the most important.
This is followed by reading skills with 22%, listening skills that is 11% and writing
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skills which is 7%. According to Tilli and Trevelyan (2018), engineers spend most
of their time communicating with people in the workplace. Thus, it increases the
demand for effective oral communication skills among engineering graduates in
order to perform workplace tasks successfully and productively.
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Through the findings obtained as tabulated in Table 4, it can be seen that all
tasks listed require the use of English oral communication skills. In contrast,
certain tasks do not require frequent use of the skills. The results also reveals
that the respondents generally did not use English oral communication skills for
informal communicative tasks or situations. The tasks in which some of the
respondents claimed that they never use English oral communication skills
include discussing work-related matters informally (12%), teleconferencing (6%),
negotiating with team members (6%), resolving conflict (5%), working in team
(3.6%), conversing informally and socially and building relationships (2%
respectively), networking: developing contacts for advice and information,
communicating via telephone and present new ideas (1% respectively). All the
tasks excluding conversing informally and socially have been perceived by the
respondents as the tasks that require them to always use oral English
communication skills in which giving oral presentations shows the highest
percentage (28%) followed by negotiating with clients/customers (21%),
instructing, explaining and demonstrating (20%), present new ideas (16%) and
discussing work-related matters formally (13.2%).
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WRITING CONCLUSIONS
This section require reasoning and judgement on the findings of your research in
order to draw conclusions.
SAMPLE
5.0 CONCLUSIONS
5.2 Results of the study indicated that the workplace tasks listed in
the survey questionnaires are acknowledged by the respondents
as the tasks that require the use of English oral communication
skills. However, certain tasks such as informal discussion on
work-related matters, participation in teleconferencing,
negotiating with team members, resolving conflict, working in
team, conversing informally and socially and building
relationships do not require frequent use of the skills.
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WRITING RECOMMENDATIONS
This is the section where suggestions or actions to be taken based on findings are
specified.
They are written as action statements using clear or specific languages.
They should be written in order of importance.
They should be related to the conclusions of your study.
SAMPLE
6.0 RECOMMENDATIONS
Based on the findings and conclusions of the study, the following are
several
recommendations to be considered:
6.1 UniKL MFI should develop English for Specific Purpose (ESP) for
engineering technology students.
6.2 UniKL MFI must collaborate with industries and conduct more
research in gaining data pertaining to specific skills required to be
mastered by graduates.
6.3 UniKL MFI can organize more interactive programs that will provide
opportunity for students to improve their English oral communication
skills.
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REFERENCES
A ‘Reference List’ is a list of citations for all sources you have referred to in the
body of your dissertation. You are only required to provide Reference list for your
report.
Make sure your list is given in Alphabetical order of the Author’s surnames, or
the Name of the company or institution providing the website if no author is
given.
SAMPLE
REFERENCES
Azami Zaharima, Ibrahim Ahmad Yuzainee, Md Yusoffb, & Mohd Zaidi Omarc. (2018)
Evaluating the Soft Skills Performed by Applicants of Malaysian Engineer..
Procedia - Social and Behavioral Sciences 60 ( 2018 ) 522 – 52. Retrieved from
www.sciencedirect.com
Chang, M. (20015). Why some graduates are more marketable than others [PowerPoint
slides].
JobStreet.com. (2015). Survey on managers on why they did not hire some fresh
graduates. Retrieved from
http://pesona.mmu.edu.my/~ytbau/tes3211/job_survey_2005.pdf
Joesba, M., & Ardeo, G. (2015), Student engineers, ESP courses, and testing with Cloze
Tests. ESP World, 2 (10). Retrieved from http://www.esp-world.info/contents.htm
Kaur, S., & Hua, L. (2016). Analyzing workplace oral communication needs in English
among IT graduates. ESP World, 1 (12). Retrieved from
http://www.espworld.info/Articles_12/Oral%20Communication%20among
Kassim, H. & Ali, F. (2015). English communicative events and skills needed at the
workplace: Feedback from the industry. English for Specific Purposes, 29(3), 168-
182.
Kementerian Pengajian Tinggi (2015). Pelan Tindakan Pengajian Tinggi Negara Fasa 2
(2011-2015).Retrieved from http://www.mohe.gov.my/portal/penerbitan.html
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Mustafa, R. & Greenam, J. (2015). The role of vocational education in economic
development in Malaysia:educators' and employers' perspectives. Journal of
APENDIX 1
SURVEY QUESTIONNAIRE
1) Age
1-3 months
3-6 months
6 months – 1 year
1 – 3 years
3-5 years
More than 5 years
1) Which English language skill is considered the most important in your workplace?
Listening Speaking
Reading Writing
2) How important are employees’ oral (speaking) English communication skills for the
following:
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workplace
4)Conversing
informally and
socially
5)Giving oral
presentations
6)Networking :
developing
contacts for
advice and
information
7)Instructing,
explaining and
demonstrating
8)Communicatin
g via telephone
9)Present new
ideas/alternative
strategies
10)Building
relationships
11)Resolving
conflict
12)Negotiating
with team
members
13)Negotiating
with clients
/customers
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14)Working in
team
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B-1-