Developing a SPIAM Instructional Model for Academic English in Engineering Graduate Education: A Case Study of a Shanghai University

Grounded in the educational objectives for engineering master’s students at a Shanghai university and informed by current research in academic English pedagogy domestically and internationally, this study systematically examines the academic English learning needs and existing challenges among engineering graduate students. It proposes the SPIAM instructional model, anchored in three core principles: disciplinary integration, competency orientation, and technology empowerment. The model synthesizes multimodal teaching resources and emphasizes the convergence of academic English with engineering practices. Through task-driven approaches, project-based learning, and intercultural competence development, it establishes a tripartite pedagogical system connecting classroom instruction, practical application, and scientific research. Empirical analysis validates the model’s efficacy in enhancing students’ academic writing proficiency, research literacy, and international competitiveness, offering theoretical and practical insights for academic English curriculum reform in comparable engineering programs.

Keywords: Engineering Master’s Students, Academic English, Spiam Instructional Model, Disciplinary Integration.