Technical Communication and Employability English Language Development in Polytechnic Education: A Review

Lalita Singh

doi:10.69968/ijisem.2024v3i3127-134

Authors

Lalita Singh Controller of Examinations, SBTE, Bihar.

DOI:

https://doi.org/10.69968/ijisem.2024v3i3127-134

Keywords:

Technical Communication, English Language Development, Vocational Education, Technical English, Digital Competence

Abstract

This review examines technical communication and employability-oriented English language development in polytechnic education, drawing on eighteen recent studies published mainly between 2022 and 2024. The reviewed literature shows that English in technical and vocational settings is most useful when it is directly connected to discipline-specific needs, workplace communication, soft skills, digital competence, and authentic professional tasks, rather than treated as a generic academic subject. The studies discuss needs analysis, technical communication modules, project- and task-based learning, web-based learning platforms, intercultural communication, curriculum evaluation, and the growing use of artificial intelligence (AI) in Technical English, across contexts that include South and Southeast Asia, East Asia, and Sub-Saharan Africa. The review synthesises these strands thematically to identify common priorities, points of disagreement, implementation challenges, and future research directions for polytechnic institutions. It further considers the practical implications of the literature for institutions, English language teachers, students, and industry partners, and identifies limitations in the current evidence base. The findings support a shift from general English instruction toward an integrated model in which language learning is embedded in technical study and employability preparation, combining discipline-specific content, communicative and interpersonal competence, digital and AI literacy, and intercultural awareness within a coherent curriculum framework.

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