Name: Mehraneh Alizadeh

Respected instructor: Dr. Talebzadeh

“Comparison of two ESP textbooks” in engineering field

Cambridge English for Engineering by Mark Ibbotson
It is an English ESP textbook designed for engineering students who want to improve
their English language skills. The textbook covers a range of topics related to
engineering, including mechanics, materials, electronics, and communication.
In terms of Content:
The textbook is divided into 10 units, each focusing on a specific engineering topic. The
ten units seem to cover topics common to all kinds of engineering (including civil,
electrical and mechanical). Authentic activities, from describing technical problems and
suggesting solutions to working with drawings, make the course relevant and motivating.
The content is presented in a clear and organized manner, with a mix of grammar,
vocabulary, and skills practice. The grammar sections cover topics such as the present
simple and continuous tenses, prepositions of time, and conditionals. The vocabulary
sections introduce technical terms related to each topic, such as "compression" in Unit 4
(Mechanics) and "dielectric" in Unit 9 (Electronics). The skills practice sections include
activities such as reading comprehension, listening exercises, and writing tasks.
One unique feature of this textbook is the inclusion of real-world engineering examples
and case studies. For example, in Unit 6 (Materials), students learn about different types
of materials used in engineering, such as steel and aluminum, and then apply this
knowledge to a case study about designing a new car. This practical application helps
students understand how the language they are learning is used in real-life engineering
situations.
Another pro of this textbook is the emphasis on communication skills. In addition to
grammar and vocabulary practice, students learn how to communicate effectively in
engineering contexts through activities such as role-playing exercises and group
discussions. This focus on communication helps students develop the confidence and
skills they need to succeed in their engineering careers.
In terms of Sequencing:
The textbook follows a logical sequence that builds on students' existing knowledge of
English and engineering concepts. Each unit builds on the previous one, with increasing
complexity and difficulty. For example, Unit 1 (Introduction) introduces basic
engineering concepts and vocabulary, while Unit 10 (Engineering Projects) focuses on
more advanced topics such as project management and teamwork.
The textbook also includes regular assessments and progress tests to help students track
their improvement and identify areas where they need further practice. These assessments
are designed to be flexible and adaptable to different learning styles and abilities, with
options for self-study or teacher-led instruction.
Overall, this is a comprehensive and effective ESP textbook that provides engineering
students with the language skills they need to succeed in their careers. Its content is
relevant and practical, its sequencing is logical and progressive, and its focus on
communication skills is significant.

English for the Students of Engineering written by Mahmoodreza

Atai, Alireza Zare Alanagh, Morteza Nasiri, Reza Taherkhani
This textbook covers a wide range of topics related to engineering and technical
communication including technical vocabulary with definitions, examples, and
pronunciation guides. For reading skills, the book includes exercises on reading technical
documents, scientific articles. It also covers strategies for understanding complex
technical texts. While this textbook is well-designed and comprehensive, there are some
areas where it could be improved:
1. Lack of focus on spoken English: While the textbook covers a range of communication
skills, it places a greater emphasis on written communication than spoken English. This
could be problematic for engineering students who need to communicate effectively in
English in professional settings, where spoken communication is often more important
than written communication.
2. Limited focus on cultural differences: The textbook touches upon intercultural
communication in the workplace, but it could provide more detailed guidance on how to
navigate cultural differences in a professional setting.
3. Limited use of authentic materials: While the textbook includes exercises and activities
that allow students to practice their skills, many of these exercises are based on
hypothetical scenarios rather than real-world examples. It would be beneficial to include
more authentic materials, such as excerpts from technical reports, scientific articles, and
engineering manuals, to provide students with a more realistic and practical learning
experience.
4. Limited focus on critical thinking and problem-solving: While the textbook covers
technical vocabulary and writing skills, it could provide more guidance on how to apply
these skills in real-world engineering contexts. This could include exercises that require
students to analyze technical data, solve engineering problems, and communicate their
findings effectively.

Comparing these two textbooks:

Both textbooks provide a comprehensive list of engineering and technical terms with
definitions, examples, and pronunciation guides. However, Cambridge English for
Engineering includes more visual aids, such as diagrams and illustrations, to help
students understand the concepts.
Both textbooks cover writing technical reports, lab reports, and research papers.
However, Cambridge English for Engineering places a greater emphasis on academic
writing skills, such as citing sources and using academic language. "English for the
Students of Engineering" also covers these skills but in less detail.
Both textbooks include exercises on reading technical documents, scientific articles, and
engineering manuals. However, Cambridge English for Engineering includes more
exercises on critical reading and analysis of technical texts.
Both textbooks are organized in a logical and sequential manner that builds upon the
previous lessons. However, Cambridge English for Engineering places a greater emphasis
on building students' confidence in using English in real-world engineering contexts.
In sum, both textbooks provide comprehensive coverage of the key content areas required
for engineering students to improve their English language skills. However, Cambridge
English for Engineering provides more detailed guidance on academic writing skills,
critical reading and analysis of technical texts, and intercultural communication in the
workplace. It also places a greater emphasis on building students' confidence in using
English in real-world engineering contexts through practical exercises and case studies.