Using Nearpod in Teaching English to Would-Be Bachelors in the Field of Knowledge 14 “Electrical Engineering”

The article explores innovative digital strategies aimed at enhancing English language acquisition among students pursuing bachelor’s degrees in electrical engineering. The authors underscore the significance of English proficiency in engineering education, highlighting its critical role in accessing scientific literature, engaging in international collaboration, and participating in modernization efforts in engineering practices.

The article outlines the distinctive challenges faced by engineering students in mastering English, particularly those related to technical jargon, academic writing, and effective communication skills. Recognizing the traditional methods of language instruction as insufficient for addressing the specific needs of engineering learners, the authors advocate for the integration of Nearpod, a virtual learning environment designed to foster collaborative learning and knowledge sharing. This platform serves as a versatile tool that facilitates both language development and subject matter comprehension.

The authors argue that environments such as Nearpod not only promote language skills but also encourage students to apply their engineering knowledge in English, thereby bridging the gap between learning and practical application. The article details interactive activities within the Nearpod framework, including group projects, discussions, and quizzes, which are tailored to engage students in the engineering context while simultaneously improving their English proficiency.

A significant aspect of the article is the visualisation of examples supporting the effectiveness of Nearpod in language teaching. The authors report on a number of studies conducted among different populations of students that demonstrates marked improvements in both language skills and student engagement. The data highlights improvements in areas such as language acquisition and communication, bolstering the argument for the adoption of this innovative teaching venue.

Moreover, the article emphasizes the role of instructors in effectively implementing Nearpod. It discusses the necessity for educators to be well-versed in both content and language pedagogy to guide students through the learning process successfully. The authors provide practical recommendations for training teachers in using digital tools, fostering a supportive learning environment, and integrating language learning objectives with engineering curricula.

The article presents a compelling example of modernizing English language instruction through the integration of collaborative digital platforms. The findings underscore the importance of aligning language education with the specialized needs of engineering students, promoting not only proficiency in English but also enhancing their readiness for the global job market. By advocating for such progressive teaching methodologies, the article contributes significantly to the ongoing discourse surrounding vocational education, language learning, and engineering training in the context of globalisation and technological advancement.

This comprehensive examination of Nearpod not only serves as a valuable resource for educators in the field of English language teaching but also offers insights for curriculum developers, educational policymakers, and researchers interested in the intersection of language education and engineering disciplines.