From Classroom to Career: AI-Driven Communication Training for Engineering Students

Abstract

Artificial Intelligence (AI) is now an integral part of the landscape in higher education, profoundly influencing the field of English Language Teaching (ELT) in technical and professional contexts. Engineering graduates are required in today's global job market not only to be competent in technical matters but also to possess the ability to communicate well in multicultural and professional settings as well. In the traditional classroom, however, with its focus on examinations and teacher-centered teaching, opportunities for individual speaking practice, interactive learning and communicative feedback are limited. The article delves into the role AI-driven tools like ELSA Speak, GrammarlyGO, Speechify, Duolingo Max, and AI-based tutoring systems play in enhancing communicative competence among engineering students. Based on the theories of communicative language teaching and the role of technology-in-assisted learning, the study examines the application of AI in the areas of pronunciation, fluency, listening skills, vocabulary development, professional writing, interview preparation and workplace communication. Additionally, the paper explores shifts in the English Teacher's role in AI classrooms, and asserts that optimal language learning comes from a blended pedagogical approach that provides technological assistance alongside human empathy, context, and critical direction. The paper highlights several concerns, including overreliance, ethical considerations, digital divide, and the drawbacks of automated feedback, as AI tools provide flexibility, personalization, and learner autonomy. The study concludes that AI-assisted ELT can fill the gap between classroom-based and professional communication demands if used critically and ethically, with pedagogical consideration.