Accurate semantic representation and terminology consistency are essential for intelligent information processing and cross-domain communication in data-driven engineering systems. To address inconsistencies in business English terminology translation, this study proposes a corpus-based analytical framework that integrates parallel corpus construction, statistical feature extraction, contextual analysis, and quantitative consistency evaluation. A bilingual corpus covering multiple business subdomains is established to investigate the distribution characteristics of terminology translation through lexical overlap analysis, frequency-based screening, expert verification, and entropydriven assessment. By combining translation frequency statistics, dominant translation ratios, Shannon–Wiener diversity indices, and cross-domain distribution entropy, the proposed framework systematically reveals registerdependent translation patterns and semantic constraints underlying terminology variation. Experimental analyses demonstrate that terminology consistency is strongly influenced by document type and contextual characteristics, with legal texts exhibiting significantly higher stability than marketing-oriented documents. The proposed methodology provides an effective data-driven solution for semantic standardization, knowledge organization, and adaptive information management. Beyond translation studies, the framework offers methodological references for intelligent semantic alignment, information fusion, and communication-oriented data processing in engineering systems, supporting potential applications in Electromagnetic Waves, Antennas and Propagation where accurate knowledge representation, adaptive information exchange, and heterogeneous data integration are critical.
This study investigates revision behaviors of vocational college students in English writing under two feedback conditions: teacher feedback and peer feedback. Accurate technical writing is also essential in engineering disciplines such as electromagnetic waves, antennas, and propagation, where local language accuracy and global logical coherence directly affect the communication of experimental methods and design results. Although previous research has shown that both forms of feedback can support second-language writing development, relatively limited attention has been paid to how vocational students respond to feedback during revision. To address this gap, the study adopts a small-scale comparative design involving 64 first-year students from a public vocational college in China over an eight-week instructional period. Students completed four practical English writing tasks, and their first drafts, feedback sheets, revised drafts, scores, and interview responses were analyzed. Revisions were coded by level, type, uptake, and textual effect. The findings indicate that teacher feedback produced a higher overall uptake rate and was especially effective in stimulating local revisions involving grammar, vocabulary, sentence structure, and accuracy. Peer feedback generated a larger proportion of global revisions, particularly in idea clarification, paragraph development, coherence, and reader awareness. The study concludes that teacher and peer feedback serve different pedagogical functions and should be combined strategically in process-oriented writing instruction, including technical writing training for electromagnetic engineering students.