Hui-Chuan Liao

National Kaohsiung University of Applied Sciences, Taiwan



This study assessed the criterion-referenced validity of English-for-engineers bridge course materials (EEBCM) designed for CEFR A1- and A2-English-level engineering students. The research examined the helpfulness of the EEBCM in facilitating the learning of English for general purposes (EGP), English for specific purposes (ESP), and the micro-skills of vocabulary, grammar, reading, and conversation; the perceptions of the learners of different language proficiency subgroups; and the appropriateness of the difficulty level of the EEBCM. Data were collected by using questionnaires and individual and focus group interviews after 562 second language learners had undergone a 6-week trial teaching period. The quantitative data were analyzed with paired- and independent-sample t tests, ANOVAs, and Pearson correlations. The qualitative data were analyzed by using the constant comparative method.

The EEBCM was found by the learners who participated in the study, especially those at the A1 level, to facilitate the development of English skills. Learner perceptions of the EEBCM were also found positive when the micro-skills of EGP and ESP were examined. Self-efficacy (i.e., appropriateness of the level of difficulty) and task value (i.e., relevance to the learners’ career goals) were found to be the major reasons contributing to the positive learner perceptions.


Key Words: English-for-engineers bridge course materials (EEBCM), English for specific purposes (ESP), materials evaluation, self-efficacy, task value











關鍵字: 工程英語橋接課程教材、專業英語、教材評鑑、效 度評鑑、自我效能、任務價值