Inductive Teaching Approaches in Business English Writing in an EFL Context: Paper-Based and Product-Based Instructions

Autor/in	Rungwaraphong, Piyawan
Titel	Inductive Teaching Approaches in Business English Writing in an EFL Context: Paper-Based and Product-Based Instructions
Quelle	In: English Language Teaching Educational Journal, 4 (2021) 1, S.34-48 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rungwaraphong, Piyawan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2621-6485
Schlagwörter	Teaching Methods; Business English; Second Language Learning; Second Language Instruction; English (Second Language); Writing Instruction; Majors (Students); Grounded Theory; Foreign Countries; Scores; Grammar; College Students; Comparative Analysis; Writing Evaluation; Thailand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; Second Language; Englisch als Zweitsprache; Schreibunterricht; Ausland; Grammatik; Collegestudent
Abstract	The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring in a Business English program at a Thai university participated in this study. The students were randomly divided into two groups and put into either the PPI or PDI training module. The researcher collected data from direct observations, focused-group discussions, and students' writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory, while cross-examination was utilized for students' writing scores. The study results indicate that the fundamental dichotomies between both approaches include tangibility, authenticity, and contextuality. Students' difficulties in formulating grammar and writing rules on their own and students' perception of learning as a burden were found as challenges in both modules. The findings also indicate that both the PPI and PDI modules trigger classroom dynamics and a positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally, this study's findings are beneficial for instructors seeking innovative instructional methodology to improve their Business English writing teaching. The study has contributed to the field of teaching Business English writing. The study's findings have helpful implications for lecturers of Business English writing, who are looking for a teaching approach that enables them to create opportunities for students to learn in authentic, professional environments, contexts, and cultures cast in real-life business situations. (As Provided).
Anmerkungen	Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01