The Englisg Proficiency of Civil Engineering Students at a Malaysian Polytechnic
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study was to investigate the English proficiency of civil engineering students of a Malaysian polytechnic. A questionnaire, modeled after the Programme for International Student Assessment (PISA) approach and The Secretary’s Commission on Achieving Necessary Skills report was developed and administered to 171 civil engineering students. These students had completed a mandatory one-semester industrial training programme with various organizations. This post industrial training survey, through the use of a self-report questionnaire, provided an important opportunity to capture crucial data from students regarding their English language skills. Findings of this study revealed that the students frequency or ability of using the English language was low, irrespective of the type of workplace or level of study. Analyses of skill deficiencies revealed wide learning gaps between the acquired and required English skill attributes. Analysis of the survey data had also identified a list of important skill attributes in the workplace, and the four most highly valued English skill attributes were a combination of academic and specific job-related tasks: understanding technical documents, correct grammar, vocabulary and sentence structure, writing test/investigation report and questioning for clarification. The results of this study implied the need for curriculum changes (such as content and mode of delivery) so that polytechnic graduates could meet the workplace expectations. Key words : Employability Skills, English Proficiency, Skills Gaps
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it