Learning attitudes and resistance to learning language in engineering students

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This paper a part of a larger study on the effects of blended learning, it describes classroom experiences from a teacher and learner and details the action research on 250 students who were administered a course on Communication Skills & Personality Development to the Third Year Engineering Students at HITS Chennai, India. The regular parameters of conducting a course such as {a} attendance, {b} performance based results {c} on time submission of tasks and {d}engaging them in class activities became more challenging to the researcher because of the attitude that the scholars presented towards language learning. This ranges from non-acceptance of any new format of teaching, unwillingness to put in extra effort, inhibition stemming from the perception of their peers. To that end the teaching method and assessment were developed that included constructivism, social constructivism and problem-based learning as pedagogy. The programme designed also integrated flipped learning, peer and self-reviews, consistent marking structures based on the Vygotsky Activity Theory. The results confirm initial and strong resistance towards the methodology, lack of physical, emotional and mental input, initial fear and shyness towards the perception of others. Post the initial block what followed was an environment of support, continuous motivation that stemmed from their own activity and creation of learning resources by the scholars.




Joseph, S., & Joy, S. (2019). Learning attitudes and resistance to learning language in engineering students. International Journal of Innovative Technology and Exploring Engineering, 8(10), 2085–2091. https://doi.org/10.35940/ijitee.J9336.0881019

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