Applying Problem-Based Approach in Business English Courses for China’s English Majors

To enhance pedagogical innovation, the study reports on an investigative study using surveys and teacher participant observation of 121 English-major undergraduates about using problem-based approach under active learning framework in business English teaching, learning outcomes, and suggestions for...

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Bibliographic Details
Published in:SAGE Open 2022-04, Vol.12 (2)
Main Author: Xie, Qing
Format: Article
Language:English
Subjects:
Active Learning
Business Communication
Business English
Communication Skills
English (Second Language)
Foreign Countries
Instructional Effectiveness
Majors (Students)
Outcomes of Education
Problem Based Learning
Second Language Instruction
Skill Development
Soft Skills
Student Attitudes
Teaching
Undergraduate Students
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Summary:To enhance pedagogical innovation, the study reports on an investigative study using surveys and teacher participant observation of 121 English-major undergraduates about using problem-based approach under active learning framework in business English teaching, learning outcomes, and suggestions for the teaching and learning process to cultivate professional soft skills. Based on quantitative and qualitative data analysis, the study found that the problem-based approach should focus on business English communication skills development. The study also found that participants preferred problems related to recruiting and marketing. The participants commented positively on the effectiveness of the problem-based approach and reported personal gains in soft skills. To refine the problem-based approach, the participants suggested having more diverse problems and activities, more time, and higher-quality group discussion. Follow-up problem-based activities should include more personal reflections, extended practice activities, learning materials, and teacher feedback. The study suggests strategies for implementing problem-based approach applicable for both Chinese and international contexts.
ISSN:2158-2440
2158-2440
DOI:10.1177/21582440221093349