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This study investigates how Online Writing Lab (OWL) resources affect students’ technical writing development. A mixed-method design with 58 master’s students compared an experimental group (n=28) to a control group (n=30). Pearson results show a statistically significant improvement in technical writing performance, indicating OWL’s effectiveness and its positive impact on attitudes and motivation toward further self-study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-prospective-agricultural-engineers-technical-writing-skills-using-online-writing-lab-abstract/589276/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-prospective-agricultural-engineers-technical-writing-skills-using-online-writing-lab-abstract/589276.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study about technical writing?","Question",{"text":112,"@type":113},"The study examines how Online Writing Lab (OWL) resources influence the development of prospective agricultural engineers’ technical writing skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students grouped for the research?",{"text":117,"@type":113},"A mixed research design formed two groups by preference: an experimental group of 28 students and a control group of 30 students.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about OWL’s effectiveness?",{"text":121,"@type":113},"Pearson’s analysis shows a statistically significant difference between groups, indicating OWL resources positively support students’ technical writing performance and motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589276,1792166899,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","DEVELOPMENT OF PROSPECTIVE AGRICULTURAL ENGINEERS’TECHNICAL WRITING SKILLS USING ONLINE WRITING LAB  \nOlha Chaikovska,1  \nAssociate Professor, PhD in Philology, Department of Foreign Languages  \nHigher Educational Institution “Podillia State University”  \n[olgachaikovskaya@ukr.net](olgachaikovskaya@ukr.net)[ ](olgachaikovskaya@ukr.net)[ORCID](ORCID: 0000-0001-9161-4574)[: 0000-0001-9161-4574](ORCID: 0000-0001-9161-4574)  \nIryna Humeniuk,2  \nAssociate Professor, PhD in Philology,  \nHead of the Department of Foreign Languages Higher Educational Institution “Podillia State University”  \n[irynahumenyuk79@gmail.com](irynahumenyuk79@gmail.com)[ ](irynahumenyuk79@gmail.com)[ORCID](ORCID: 0000-0002-7905-9771)[: 0000-0002-7905-9771](ORCID: 0000-0002-7905-9771)  \nAnastasiia Trofymenko,3  \nAssociate Professor, PhD in Education,  \nHead of the Department of Foreign Languages Kamianets-Podilskyi Ivan Ohiienko National University [trofimenko2006@gmail.com](trofimenko2006@gmail.com)  \n[ORCID](ORCID: 0000-0003-3347-4635)[: 0000-0003-3347-4635](ORCID: 0000-0003-3347-4635)  \nAbstract. Technical writing skills allow prospective professionals to be competitive engineers, be effective at the workplace, reach high positions, and gain self-confidence in Agricultural Engineering. Therefore, technical writing is an integral part of English for Specific Purposes communication of prospective agricultural engineers. The current study aims to examine the influence of Online Writing Lab (OWL) resources on the development of students’ technical writing skills. To achieve the outlined aim, a mixed research design was employed, which involved 58 Masters of Podillia State University. Two groups were formed based on students’preferences: experimental (n=28) and control (n=30). The Pearson criterion was used to process the results, which indicated that there was a statistically significant difference between the experimental and control groups in terms of their technical writing performances. The study has shown that using OWL resources positively influences the development of Master’s technical writing skills. OWL can be considered an effective tool for teaching students technical writing. It engages and motivates the students in technical writing skills and further self-study. Additionally, the  \n1 Corresponding author, responsible for responsible for conceptualization, methodology, validation, investigation, resources, data curation, writing an original draft, review and editing, supervision, project administration.  \n2 Co-author, responsible for conceptualization, methodology, validation, formal analysis, investigation, resources, data curation, writing an original draft, review and editing, visualization.  \n3 Co-author, responsible for conceptualization, methodology, validation, investigation, resources, data curation, writing an original draft, review and editing, visualization.  \nstudy revealed that the majority of the students have positive attitudes toward the use of OWL resources in the learning process.  \nKeywords: technical writing skills; agricultural engineers, Online Writing Lab; Business English Course; the field of Agricultural Engineering.  \n1. INTRODUCTION  \nBusiness activity of prospective professionals in agricultural engineering requires skills and abilities in foreign language writing. Technical writing skills are necessary for clear communication, knowledge transfer, accuracy, and compliance in engineering. Teaching the students verbal and non-verbal communication in a professional context is the primary goal of ESP for Masters. Both oral and written engineering communication skills belong to soft skills and are in high demand by employers. According to Rus (2015), technical writing activities “are not engineering students’ favourite activities” (Rus, 2015, p. 1110) . The students often underrate the importance of writing skills (Lievens, 2012) and prefer to focus on mathematical and practical work instead of on written work (Beer & McMurr","cbCaifuKrVPbNeyz","https://ap.wps.com/l/cbCaifuKrVPbNeyz","pdf",333556,"English","# Abstract\n## Keywords\n## 1. INTRODUCTION","[{\"question\":\"What is the purpose of the study about technical writing?\",\"answer\":\"The study examines how Online Writing Lab (OWL) resources influence the development of prospective agricultural engineers’ technical writing skills.\"},{\"question\":\"How were students grouped for the research?\",\"answer\":\"A mixed research design formed two groups by preference: an experimental group of 28 students and a control group of 30 students.\"},{\"question\":\"What do the results indicate about OWL’s effectiveness?\",\"answer\":\"Pearson’s analysis shows a statistically significant difference between groups, indicating OWL resources positively support students’ technical writing performance and motivation.\"}]","DEVELOPMENT OF PROSPECTIVE AGRICULTURAL ENGINEERS’ TECHNICAL WRITING SKILLS USING ONLINE WRITING LAB - Abstract | PDF",1792066883,25]