CONCEPTUALISING ENGLISH COMMUNICATION READINESS IN ENGINEERING EDUCATION: A MULTIDIMENSIONAL FRAMEWORK FOR THE ENGLISH COMMUNICATION READINESS INDEX (ECRI)

Abstract

The increasing emphasis on graduate employability and professional competence has positioned English communication as a fundamental attribute of engineering education. Contemporary engineers are expected to communicate effectively in academic, technical, and professional contexts, requiring competencies that extend beyond conventional language proficiency. However, existing communication assessment approaches primarily focus on discrete language skills and fail to provide a comprehensive understanding of students' overall communication readiness. Addressing this gap, the present study proposes the English Communication Readiness Index (ECRI) as a multidimensional conceptual framework for understanding and assessing communication readiness among undergraduate engineering students. The framework is developed through an extensive synthesis of contemporary literature on Communicative Competence Theory, English for Specific Purposes (ESP), Competency-Based Education (CBE), Outcome-Based Education (OBE), and graduate employability. It conceptualises English communication readiness as an integrated construct comprising seven interrelated dimensions: Academic Communication, Professional Speaking, Technical Writing, Listening Competence, Presentation Skills, Interpersonal Communication, and Communication Confidence. Collectively, these dimensions provide a holistic perspective on the communication competencies required for academic achievement and professional engineering practice. The proposed framework contributes to engineering education by offering a theoretically grounded foundation for curriculum design, communication assessment, competency-based instruction, and educational policy. Furthermore, it establishes a research agenda for future empirical validation and cross-disciplinary application, thereby supporting the development of communication-ready engineering graduates capable of succeeding in increasingly global, collaborative, and technology-driven professional environments.