The Role Of Linguo-Psychological Factors In Developing Reflective Training In Engineering Education

Abstract

Engineering education has long recognized the centrality of reflection for design thinking, safety culture, and ethical responsibility, yet foreign and professional language development for engineers frequently remains detached from reflective routines and from the linguo-psychological variables that govern learning trajectories. This article examines how linguo-psychological factors—motivation and self-efficacy, cognitive and metacognitive regulation, affective states such as anxiety and enjoyment, attention and working memory constraints, discourse identity and agency, and social-pragmatic orientation—shape the efficacy of reflective training embedded in engineering curricula. The study’s aim is to articulate a theoretically grounded and practically implementable model of reflective training that integrates language development with engineering tasks, while deliberately calibrating these factors to optimize transfer, retention, and professional identity formation. Methodologically, the paper employs a design-based research approach: it synthesizes insights from applied linguistics, educational psychology, and engineering pedagogy, and it translates them into a semester-long intervention framework centered on authentic engineering genres, dialogic feedback, and portfolio-based assessment. The results section describes the functioning of the model in terms of learning processes: how reflective prompts orchestrate metacognitive monitoring, how genre-based discourse practice reconfigures self-efficacy beliefs, how scaffolded interaction reduces debilitative anxiety while preserving productive challenge, and how evidence-seeking habits typical of engineering become linguistic routines for accuracy, hedging, and audience design. The discussion highlights implications for instructor roles, assessment design, and program accreditation, arguing that linguo-psychological calibration is not an accessory but the enabling mechanism of reflective training. The conclusion identifies directions for curriculum policy, teacher development, and longitudinal quality assurance, positioning linguo-psychology-aware reflection as a lever for forming communicatively competent engineers who reason transparently under uncertainty.