Introduction: To present technical content clearly and effectively for global users of English, engineering students need to learn how. About the case: Technical communication classes in Spain and the US engaged in an international telecollaborative project between cross-cultural virtual teams in which students in Spain developed oral presentations that were then peer-reviewed by counterparts in the US. Situating the case: Research on international professional communication and, more specifically, virtual exchange is rapidly growing to explore how instructors can help students gain key competencies such as audience awareness, intercultural sensitivity, and an understanding of English as a lingua franca. Approach/methods: As part of the Trans-Atlantic & Pacific Project network, this project focused on spoken communication. Data were analyzed from feedback forms used by US students to evaluate oral presentations, and on prelearning and postlearning reports completed by students in Spain, as well as from class discussions accompanying the project. Results/discussion: Through reflections on pragmatic strategies that facilitate exchange and collaboration in English as a lingua franca, the engineering students became more fully aware of the importance of rhetorical and linguistic factors that affect meaning-making for engineers internationally. Conclusion: Results suggest that students who participate in transnational virtual exchange projects integrate their desire to acquire knowledge with an awareness of the importance of sharing knowledge through mindful and inclusive communication practices. Technical and engineering communication instructors from different countries can heighten their students’ audience awareness, and cultural and language sensitivities through such projects.

中文翻译：

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工程师着眼于技术交流：跨大西洋和太平洋项目对口头报告的同行评审

介绍： 为了向全球英语使用者清晰有效地展示技术内容，工程专业的学生需要学习如何做。 关于此案： 西班牙和美国的技术交流班参与了跨文化虚拟团队之间的国际远程协作项目，西班牙学生在其中进行口头陈述，然后由美国同行进行同行评审。 案情： 关于国际专业交流，尤其是虚拟交流的研究正在迅速发展，以探索教师如何帮助学生获得关键能力，例如听众意识，跨文化敏感性以及对英语作为通用语言的理解。 方法/方法：作为跨大西洋和太平洋项目网络的一部分，该项目专注于口头交流。分析数据来自美国学生用来评估口头陈述的反馈表，以及西班牙学生完成的学习前和学习后报告，以及项目随附的课堂讨论。结果/讨论： 通过对务实策略的思考，这些策略促进了英语作为通用语言的交流与合作，工程专业的学生们更加充分地意识到了影响国际工程师的意义制定的修辞学和语言因素的重要性。 结论：结果表明，参加跨国虚拟交流项目的学生将获得知识的愿望与通过正念和包容性的交流做法共享知识的重要性相结合。来自不同国家/地区的技术和工程交流讲师可以通过此类项目提高学生的听众意识以及文化和语言敏感性。