Development of Tasks with Art Elements for Teaching Engineers in English for Specific Purposes Classroom

This article defines the modern interdisciplinary trends in engineering and the collaboration of engineering with other sciences. Science, Technology, Engineering, Arts (STEAM) approach has been chosen as suitable for teaching engineers in English for Specific Purposes (ESP) classroom. The authors created different tasks with art elements in teaching ESP. The topics of the tasks are: material properties, environmental/global sustainability issues, human factors engineering, employment of engineers, and engineering education. Scaffolding, appropriate time management, cooperation, creative atmosphere, native materials are the conditions for the effective usage of the tasks within STEAM approach. The results of the pedagogical experiment in 2019 at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (Igor Sikorsky KPI) amongst 30 chemical engineers proved the improvement of language skills and other skills of the 21 century such as cooperation, digital, problem-solving, creative thinking. An anonymous questionnaire confirmed students’ positive perception of the STEAM approach. Keywords—Art, Task, English for specific purposes (ESP), Engineer, Interdis-


Introduction
First of all, engineering contexts are becoming more and more multidisciplinary, causing a great deal of change in modern technical education. One innovation that has addressed this trend was developed in 2001 at the National Science Foundation in the United States, for the integration of Science, Technology, Engineering, and, Mathematics (STEM). STEM is based on natural connections between disciplines. "Translations" through these four disciplines can allow students to have increased opportunities for their exploration and problem-solving strategies that can reap additional benefits within many other curriculum areas [1,5]. Effective STEM learning includes realworld and authentic problems, involving new and emergent technology, science practices, argument-based practices, and multimodal communication [2]. STEM literacy is engineering education [23], [24]. Art activities are used for teaching a scienceinfused English course [25]; English as a foreign language classroom [26]. We agree that STEAM is an effective novel approach that can help engineers acquire 21st-century skills because it includes all advantages of STEM and can offer even more of them.
STEAM is chosen as a targeted approach due to numerous advantages art offers for ESP. For example, art strengthens critical and creative thinking. Creative abilities form an integral part of an innovative productive professional activity [27]. In addition, art allows to be focused, and reduces stress. Additional benefits of art elements in language education were ealier described in our previous research [28]. By art, we mean any form which can be beneficially used for ESP. Art can include performing arts, visual arts, design works, and others. To implement STEAM in the classroom special tasks combining science with art elements should be created and analysed.

Purpose
The aims of the article are: a) To choose the approach relevant to ESP goals b) To develop a set of tasks which can be used to implement STEAM in the classroom.

Methodology
A critical examination was made of the literature related to engineering science nowadays, analysis of ESP syllabus topics and topics of ESP course books for engineers, to define common topics and develop STEAM tasks; analysing, planning and structuring STEAM tasks. Analysis of ESP syllabus topics and topics of ESP coursebooks helped to identify five topics common for different engineering specialisations. They include: material properties, environmental and global sustainability issues, human factors engineering, employment of engineers, engineering education.
Pedagogical experiment was conducted at Igor Sikorsky KPI. 30 chemical engineers of the faculty of Chemical technology used the STEAM tasks in the ESP classroom in spring 2019. Questionnaires were used to determine the 30 students' attitude to STEAM approach. Data were analyzed in the form of percentages. The returning rate of questionnaires was 100%.

Results
For each chosen topic, a STEAM task that matches STEAM with language objectives was prepared. They can supplement the regular coursework of engineering faculties as they cover general engineering topics. Each of the task focuses on particular skills. For example, task 1 primarily focuses on research skills; task 2 is first of all aimed at environmental literacy; 3 focuses on health and safety literacy; 4 encourages students to improve collaboration skills; 5 focuses on cultural literacy.
All STEAM components are integrated into the tasks (Table 1). Science is used to explain some scientific concepts relevant to the topic, technology is used to improve digital skills, engineering explains the techniques used by students to complete a particular task or by scientists to create innovations, art helps to combine all STEAM elements in a creative way, mathematics is used either for calculations, formulas, measurements or to analyze art (symmetry, geometry, proportions).  Figure 1).

Fig. 1. Works of students of Igor Sikorsky KPI
What is the real process of making a robot? What are the common stages? What are the types of robots? Use the Internet to find more information about it. Prepare short theses and retell your partner the information you got. Imagine that your recycled robot is a real one. In pairs speak about its type and functions. b) What are the ecological (or environmental) issues worldwide? Can robots help ecology (or help the environment)? If yes, then how? What do you think of a robot in the tree which pecks at it just like a real woodpecker to scare away destructive bugs? Or virtual reality headset for chickens due to which they get more space and feel happier? Visit Robotanica 2017 exhibition online site to see these and other robots! Work in pairs and discuss your opinion about them. c) Work in pairs to think of an idea of a robot that can help the environment. Explain their tasks. Each pair should choose one best idea to present to the class. The winning pair is the one which gets most of the votes of the students. d) Watch an English video about A famous robot Sofia. The robot has 72 facial emotions and obtained a citizenship of Saudi Arabia. Exchange your opinion about this robot and artificial intelligence in pairs. e) Look at your recycled robot again! What is the problem of waste materials? Does it influence your health? Visit a Recycled Materials Museum in your city or a web site of a recycling program (for example, Call2Recycle). Choose one particular item exhibited and write how it affects the environment?

Task 3. Health and safety at work
Aim: Understanding ergonomics issues. Creative skills: Artistry, personal expression,critical and creative thinking, imagination skills.
iJET -Vol. 14  In your opinion which of them will be in-demand in ten years? Why do you think so? b) Check the official site of the ABB company. Where can you find information about engineering positions there? What career path among the suggested online would you choose? Work in pairs. Look at the Board of Directors page. Choose one of the executives to see his/her CV. Scan it and discuss the career growth, the structure of the resume. c) Find an English CV of an engineer which attracted your attention. What information would you add or omit, discuss whether the best engineers are born or made, the basic things for success in your opinion. d) Do you know any successful engineering companies? What do they produce?
Google to get more ideas. In pairs think of your own engineering company; its name and slogan. Make a video advertising your company. Show it to the bank workers and answer their questions concerning the branch of engineering, the type of product you are offering; the kind of premises you need; the equipment you need, the amount of money you would like to offer. The winner is the pairthat gets the bank loan. e) You are a famous engineer who wants to win the Best World Engineering Competition and get much investment for future investigations. Get a role card with the name of the greatest engineers of all time, his/her key biography facts and inventions. Remember this information, talk to each member of the group, tell about yourself, persuade others that you deserve winning. The winner is the person who gets the biggest number of votes in his/her support after talking. Open information in English about one of the events of The Fulbright program in your country or ERASMUS which is accessible at the academic mobility department of your university. In pairs discuss requirements for participants, your potential participation, pros and cons of the program.
85% of Ukrainian students noted in the anonymous questionnaires that the approach is motivating, 83% confirmed improvement of their language skills, and 97% agreed that the tasks foster important skills of the 21st century such as media, safety and environmental literacy, cooperation skills and others. Noteworthy that 20 % of the students at first felt skeptical of doing some art. Some students claimed that art activities were time-consuming. The majority of students noted that the experience was unusual and memorable.
General observation allowed us to notice language improvement of the students of the experimental group. They developed their digital, collaboration, creative skills, became more engaged in the learning process.

Discussion
First of all, the tasks can be effective in a creative atmosphere where errors are not emphasised, the process and cooperation are important, creativity is recognised. For better results, scaffolding should be used to help students to become more independent. Instructions which stimulate high order thinking skills and unusual disciplinary connections are also crucial.
In the process of development of tasks with art elements for teaching engineers, the issue of time management becomes important. For example, at Igor Sikorsky KPI students of all courses have only one 90-minute practical lesson per week. In Pakistan, 120 minutes per week. In this situation some parts can be assigned as homework. For example, creating robot part from Task 2.
Another problem is that some future engineers are not used to doing creative tasks. This is why teachers should explain that art is used to understand the content better and remember it for longer. Art elements also can help to delve deeper into serious discussions. For example, making robots from recycling materials may at first seem to be just a joyful experience. However, when the robots are done and put in front of the class, and the teacher stimulates the discussion of material properties, asks about the period of decomposition, ways to reduce pollution, everybody understands that interlinking of art and engineering here leads to important communication practices.
The framework of the tasks comprises language (reading, speaking, writing, listening), relevant to professional goals content (for example, ecological issues in Task 2), skills (problem-solving, critical and creative thinking, reasoning, imagination, artistry, environmental literacy, health literacy, personal expression, collaboration, leadership and responsibility). Thus, the offered tasks help students to develop the 21st century skills.
One more important thing concerning the STEAM tasks is that they can reduce the level of anxiety as they offer a lot of work in mini groups or pairs. As a result, collaboration skills of students can be enhanced. It is very important as most tasks in traditional Ukrainian and Pakistani engineering education are designed for individual work.
English language is an official language in Pakistan and is considered to be main language within institution. ESP teaching in Pakistan is still in its infancy. It is worth for engineering university to develop an ESP syllabus in order to solve language teaching and language learning problems. The first step to develop ESP syllabus is to do a need analysis (NA) of the language of the students. Need analysis relates to areas of practicalities and constraints, teaching methods, learning strategies, and material selections and relating to engineering students in Pakistan should be established in order to meet the present and future needs of the students in engineering programs [29]. According to our observations the undergraduates have difficulties with most language skills and sub-skills. Thus, the ESP program should be changed to improve the course.
The majority of teachers use lectures for teaching English courses in Pakistan. Most of the students responded that teachers of English courses used Power Point presentation for teaching. During classroom observation, the researcher found that contrary to the data provided by the students, none of the teachers used multimedia for teaching [30]. In this situation the tasks can be of great help as they foster multimedia usage in the ESP classroom. It is especially important in the case of limited educational facilities in Ukraine and Pakistan. However, most students in Ukraine and Pakistan have unlimitied Internet access on their mobile phones which is beneficially towards the completion of the Tasks.
All created tasks integrate a lot of native language materials specially chosen for engineers taking into account their needs. For example, online recycling programs, virtual tours of universities for engineers, information about mobility programs. Native materials positively influence language aquision, students get used to searching information in foreign language and professional content of the materials. And as a result, their media literacy increases, digital skills develop.

Conclusion
Current changes in the engineering caused by disciplinary collaborations and increasing demand for creativity lead to the necessity of STEAM application in the ESP classroom. For this purpose, special tasks with integrated art elements were created. Art elements are used to engage, motivate and develop creativity. All of the tasks are interdisciplinary, aimed at developing creative and language skills as well as other important skills of the 21st century.
To use the tasks effectively teachers should consider time management, use scaffolding, stimulate creation of a creative environment and cooperation, recognise creativity and be creative themselves.
The integration of multi disciplines and art elements in education is still a new concept in teaching but the STEAM approach requires a lot of the teachers' preparation, experience, and creativity. STEAM can be successfully integrated into foreign language learning if teachers consider age, foreign language proficiency level, needs, and interests of the students, the level of their professional knowledge, their values as well as other psychological peculiarities.
In the future, more research must be done to better study the influence of the STEAM approach on engineering creativity including making new interdisciplinary links.