Technical communication pedagogical model (TCPM) for Malaysian vocational colleges

The study addresses rising unemployment and the employability gap linked to poor communication-for-work skills among TVET graduates in Malaysia. The purpose is to develop a Technical Communication Pedagogical Model (TCPM) tailored to Malaysian Vocational Colleges (MVC), identifying the pertinent objectives, content of learning, delivery methods, and assessment, and examining whether perceived importance of English language proficiency mediates relationships among TCPM components. Research questions: (1) What are the pertinent objective, content of learning, method of delivery, and assessment method of TCPM? (2) What is the effect of the perceived importance of English language proficiency on the relationships of the pertinent curriculum components of TCPM? The study tests hypotheses that each component has a positive and significant effect on TCPM and that English proficiency mediates these effects, situating TCPM within an industry-based, objective-driven curriculum context to enhance employability.

Technical communication is viewed as strategic communication across science, engineering, and industry, encompassing content, form, audience, subject matter, conventions, and scientific values (Mitchell, 1962). Two major categories are emphasized: (a) oral presentation skills (retrieving, organizing, distinguishing key ideas, planning structure and visuals, and using technological tools for information and collaboration), and (b) social literacy skills (effective workplace communication, instructions, feedback, professional relationships, small-group information sharing, multicultural awareness, conflict management, leadership, and producing business documents) (Brinkman and van der Geest; Cook; Lappalainen; McMurrey; Reaves; Rus). Technical communication aligns with ESP principles: content is driven by learners’ specific workplace needs and embeds English proficiency (sentence accuracy, verbal strategies, reading comprehension) within instruction (Strevens; TOEIC/OET references). In Malaysian Vocational Colleges, existing English courses (General English, ESP, English for Communication) focus on general competency rather than workplace communication needs. Literature advocates integrating technical communication in TVET curricula, guided by industry needs and objective-driven models. Tyler’s (1949) model (objectives, selecting and organizing learning experiences, evaluation) and Wellington’s industry-based curriculum inform TCPM design. Suggested delivery approaches include practical tutorials, collaborative activities, field training, communication modules, integration across technical subjects, and contextualized learning. Assessment should be authentic: oral presentations, technical document writing, observation during fieldwork and teamwork, and online forum participation. The study proposes TCPM objectives to develop oral, written, interpersonal, and researching skills; provide authentic, work-related communicative experiences; and guide instructors in MVC.

Design and analysis: Cross-sectional survey of English language instructors in Malaysian Vocational Colleges (MVC). Data were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS, appropriate for exploratory research with a limited sample size. Measurement evaluation included internal consistency (Cronbach’s alpha, composite reliability), convergent validity (outer loadings, AVE), discriminant validity (Fornell–Larcker criterion, HTMT, cross-loadings), and higher-order construct (HOC/LOC) modeling. Structural evaluation included multicollinearity (inner VIF), path significance (bootstrapping t, p), effect sizes (f²), predictive accuracy (R²), predictive relevance (Q²), and mediation analysis. Participants: 205 of 435 MVC English language instructors across 81 colleges, selected via stratified random sampling across six zones (Northern, Central, Southern, East Coast, Sabah, Sarawak). Sample size met Krejcie and Morgan’s guideline (N=435; S=205) and SEM minimums. Majority female (N=163); varied teaching experience. Instrument: Developed from literature and content-validated by seven experts (TVET, industry, English in TVET; >10 years’ experience). Revisions included adding items (e.g., marketing literature; online/contextualized activities) and removing one item (delivering a speech). Piloted face-to-face with 100 instructors. Sections: A Demographics (4 items); B TCPM components—B1 Objectives (7), B2 Content of learning (17; oral presentation and social literacy), B3 Method of delivery (6), B4 Assessment method (5); C Perceived importance of TCPM—C1 Learning environment (8), C2 Teaching competency (4); D English language proficiency (3). Reliability (pilot/main): Cronbach’s alpha ranged 0.671–0.949. Measurement modeling: Initial model showed acceptable reliability (alphas >0.60; CR >0.70; outer loadings >0.40) and convergent validity (AVE >0.50). One construct (teaching competency) had CR >0.95 suggesting potential redundancy. Discriminant validity met Fornell–Larcker; HTMT acceptable except Method (0.871). Modifications removed low-loading items (e.g., COL7, COL17, MET1, MET4, ASM5), near-duplicate items (TC1/TC2), and a cross-loading item (MET6). Revised model improved reliability (outer loadings 0.602–0.910; alphas 0.727–0.928; CR 0.847–0.941; AVE 0.569–0.760) and achieved discriminant validity (Fornell–Larcker; HTMT <0.85). HOCs (Content of learning; Technical communication) showed strong loadings (0.662–0.841), high reliability (alpha 0.944–0.940; CR 0.950–0.949), and AVE 0.560–0.652. Structural modeling: No multicollinearity (inner VIF <5). Tested paths from Objective, Content of learning, Method, Assessment to Technical communication (endogenous), with English language proficiency as mediator. Also modeled LOC–HOC relations (Content → Oral presentation, Social literacy; Technical communication → Learning environment, Teaching competency). Mediation assessed via indirect effects and complementary partial mediation criteria (sign of a×b×c).

• Measurement quality: All constructs achieved acceptable reliability and validity after item refinement. HOCs and LOCs had strong, significant relationships (e.g., Content → Oral presentation β=0.915, t=49.145, p<0.001; Content → Social literacy β=0.941, t=85.478, p<0.001; Technical communication → Learning environment β=0.905, t=64.075, p<0.001; Technical communication → Teaching competency β=0.958, t=131.665, p<0.001).
• Structural paths to Technical communication (Table 14): • Assessment → Technical communication: β=0.316, t=4.196, p=0.000 (strongest predictor). • Content of learning → Technical communication: β=0.186, t=1.852, p=0.032. • Objective → Technical communication: β=0.154, t=2.249, p=0.012. • Method → Technical communication: β=0.043, t=0.522, p=0.301 (not significant).
• Paths to English language proficiency: • Content of learning → English proficiency: β=0.403, t=3.911, p=0.000. • Assessment → English proficiency: β=0.270, t=3.033, p=0.001. • Method → English proficiency: β=0.012, t=0.132, p=0.448 (NS). • Objective → English proficiency: β=−0.062, t=0.646, p=0.259 (NS).
• English language proficiency → Technical communication: β=0.231, t=2.720, p=0.003.
• Model fit/prediction: R² (Technical communication)=0.526 (moderate); Q²=0.316 (predictive relevance).
• Effect sizes on Technical communication (f²): Assessment 0.116; Objective 0.032; Content 0.027; Method 0.002 (negligible).
• Mediation (Table 17): Complementary partial mediation by English proficiency for: • Content of learning → Technical communication: indirect β=0.093, t=2.376, p=0.009; direct β=0.186, t=1.852, p=0.032. • Assessment → Technical communication: indirect β=0.062, t=1.875, p=0.030; direct β=0.316, t=4.196, p=0.000. No mediation for Objective or Method (indirect effects NS).
• Component specification (Table 18): TCPM objectives, detailed content domains (oral presentation and social literacy), proposed delivery methods (though statistically insignificant), authentic assessment methods, and embedded English proficiency skills were delineated. Notably, producing business letters was not a significant emphasis in the local TVET context.

Findings support an industry-aligned, objective-driven TCPM: objectives, content of learning, and authentic assessment significantly predict the perceived importance and effectiveness of technical communication in MVC, while the method of delivery, as currently practiced, did not show a significant effect. The strongest impact comes from assessment, underscoring the role of authentic, competency-based evaluation (oral presentations, technical documents, observations during fieldwork/teamwork, online forum participation) in shaping technical communication outcomes. Content priorities map closely to workplace demands: information retrieval/organization, distinguishing main ideas, structured oral presentations with appropriate technology use, and social literacy (workplace interactions, instructions, feedback, multicultural awareness, conflict management, leadership). The low emphasis on formal business letter writing reflects local employer expectations for only basic writing in TVET roles. The nonsignificance of delivery methods may stem from systemic constraints on instructors (high workload, limited preparation time, reliance on traditional pedagogy), suggesting that without institutional support and monitoring, innovative methods (practical tutorials, collaborative activities, field training, curriculum-wide integration) may not translate into perceived impact. English language proficiency operates as a complementary partial mediator for content and assessment, confirming TCPM’s alignment with ESP: language skills are embedded to enhance workplace communication rather than taught in isolation. Overall, the model demonstrates acceptable predictive accuracy and relevance, offering a structured reference to address the communication-for-work skills gap in MVC and, by extension, graduate employability.

The study proposes and validates a Technical Communication Pedagogical Model (TCPM) for Malaysian Vocational Colleges, specifying objectives, content (oral presentation and social literacy), authentic assessments, and embedded English language proficiency. PLS-SEM results show a moderate explained variance (R²=0.526), acceptable predictive relevance (Q²=0.316), and small effect sizes, with assessment emerging as the most influential predictor and method of delivery not significant. English proficiency complements content and assessment effects, supporting its embedded role within ESP-oriented instruction. The TCPM can guide instructors and curriculum planners to emphasize authentic, work-related communicative experiences and competency-based assessment to enhance employability. Potential future research directions include: implementation studies of TCPM in MVC to evaluate learning and employability outcomes; longitudinal and experimental designs to test causality and sustainability; triangulation with industry supervisors’ assessments; and investigations into institutional supports that enable effective delivery methods.

• Sample limited to English language instructors in Malaysian Vocational Colleges; findings may not generalize to other TVET contexts, disciplines, or countries.
• Cross-sectional, self-report survey design limits causal inference and may introduce perception biases.
• Measurement caveats: initial teaching competency construct showed very high CR (>0.95) suggesting potential redundancy; several items were removed due to low loadings or cross-loadings, which may narrow construct breadth.
• PLS-SEM chosen for exploratory purposes and limited sample size; results should be interpreted accordingly.
• The method of delivery construct’s nonsignificance may reflect contextual constraints (e.g., instructor workload, traditional pedagogy), not necessarily the ineffectiveness of the methods themselves.
• Datasets are not publicly available due to confidentiality, limiting external verification.