English Digital Dictionary for Teaching Technical Vocabulary for Engineering Students Based on Iot

The research is aimed to assist both English teachers and students to learn English for Specific Purposes. Furthermore, it aims mainly to facilitate the students of Politeknik Negeri Jakarta (State Polytechnics of Jakarta), in learning technical English vocabulary. This research was conducted because students find some obstacles in memorizing technical vocabulary which are very commonly used in their workshops or laboratories. Not only that, they have to understand manual books for laboratory and workshop, such as: “pile”, “bench”, et cetera. The research’s result is the tool called Smart Talk, which can be used for practicing their vocabulary memory without using their handphones. This tool was using microcontroller ESP32. The tool is handy and flexible because it is easy to be carried anywhere. The students. As a result, the students are found one of the ways to overcome their problems of memorizing vocabulary. The tool is about 15cm long, 10 cm wide and 7 cm high. It consists of the screen, the speaker and the button. The significant difference with other tools is the Smart Talk has sound. This makes the tool more interesting comparing with other tools. The screen is for displaying the explanation, the button is for turning on and off and the speaker is the sound. Hopefully, the tool will motivate them to study and automatically they get good score in this subject.

English Digital Dictionary, Smart Talk, Technical Vocabulary, IoT, ESP

1. Arifudin, Ayu Arisna., & Anggraeni, Reskyani. (2025). The Impact of IoT-Based Learning on English Proficiency in Civil Engineering Education. Journal of English Language and Education. https://doi.org/10.31004/jele.v10i6.1509 [Google Scholar] [Crossref]

2. Dong, Wangjin., Pan, Daohua., & Kim, Soonbae. (2024). Exploring the Integration of IoT and Generative AI in English Language Education: Smart Tools for Personalized Learning Experiences. 82(05): 02397. Journal of Computational Science. DOI:10.1016/j.jocs.2024.102397 [Google Scholar] [Crossref]

3. Dudley-Evans, T., & St John, M. J. 1998. Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press. [Google Scholar] [Crossref]

4. John, Davies. 1996. Communication for Engineering Students. London. Longman Group Limited [Google Scholar] [Crossref]

5. Hutchinson, Tom and Allan. (1987). English for Specific Purposes: A Learning Centre Approach. Cambridge University Press [Google Scholar] [Crossref]

6. Kew, S. N., et al. (2021). A Systematic Review on Internet of Things in Language Practice. [Google Scholar] [Crossref]

7. Li, Z. (2025). Bridging pedagogy and technology: a generative AI and IoT approach to transformative English language education. Humanities and Social Sciences Communications, 12, 1879. [Google Scholar] [Crossref]

8. Li, Huizhen. (2022). Application of an Internet of Things Oriented Network Education Platform in English Language Teaching. Advances in Multimedia. DOI: https://doi.org/10.1155/2022/9651028 [Google Scholar] [Crossref]

9. Ma, et al. (2022). A Study on the Quality Improvement of Language Teaching in the IoT Environment. Wireless Communications and Mobile Computing. https://doi.org/10.1155/2022/2368229 [Google Scholar] [Crossref]

10. Tian, Jiangli., & Liu, Zhongjie. (2026). Design of a personalized English learning recommendation system based on AI and IoT. Discover Internet of Things, 6, 85. [Google Scholar] [Crossref]

11. Louis, Trimble. (1985). English for Science and Technology. Cambridge. Cambridge University [Google Scholar] [Crossref]

12. Nateghian, N. (2024). English language needs of Iranian students of civil engineering: Are the courses aligned with workplace needs? English for Specific Purposes, 76, 122–135. https://doi.org/10.1016/j.esp.2024.08.002 [Google Scholar] [Crossref]

13. Meiristiani, N., & Ekawati, Y. N. (2018). Needs analysis of mechanical engineering students in learning English for specific purposes. Research and Innovation in Language Learning, 1(3), 153–166. https://doi.org/10.33603/rill.v1i3.1297 [Google Scholar] [Crossref]