Fostering Students' Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design

Autor/in	Chen, Rosa Huiju
Titel	Fostering Students' Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design
Quelle	In: Education Sciences, 11 (2021), Artikel 17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Communication Skills; Interpersonal Competence; Problem Solving; Cooperation; Teamwork; 21st Century Skills; Work Environment; Active Learning; Student Projects; Inquiry; Constructivism (Learning); Instructional Design; Instructional Effectiveness; English for Science and Technology; Second Language Learning; Second Language Instruction; Reflection; Undergraduate Students; Student Satisfaction; Public Colleges; Learner Engagement; National Surveys; Student Surveys; Career Development; Foreign Countries; Taiwan; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Kommunikationsstil; Interpersonale Kompetenz; Problemlösen; Co-operation; Kooperation; Arbeitsmilieu; Aktives Lernen; Schulprojekt; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Technisches Englisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerbefragung; Berufsentwicklung; Ausland
Abstract	This paper illustrates the efficiency of implementing an inquiry-based teaching and learning module on the development of workplace communication competence and collaborative mindset in a college-level English as a Foreign Language context. In particular, the study highlights the 5E constructivist approach as the pedagogical foundation and addresses the effects of project-based learning scenario on students' engagement and their views in terms of "workplace habits of mind". The 5E model includes five stages: engagement, exploration, explanation, elaboration, and evaluation. In addition, teaching strategies like academia-industry cooperative teaching, industry field trip, reflective writing, and project-based presentation were incorporated into each instructional phase to emphasize the development of students' social, collaborative, and problem-solving skills. Both quantitative and qualitative data were collected including students' perceived effectiveness of engagement activities, weekly reflective journal writing and focus group interviews. The results of the study indicate that the inquiry-based teaching and learning approach had a favorable effect on the development of students' engagement and hands-on, mind-on skills such as critical thinking, collaboration, and communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01