Using Case Study Approach in Business English Courses for China's English Major Undergraduates

Autor/in	Xie, Qing
Titel	Using Case Study Approach in Business English Courses for China's English Major Undergraduates
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Qing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00458-0
Schlagwörter	Case Method (Teaching Technique); Business English; Undergraduate Students; Majors (Students); Foreign Countries; Theory Practice Relationship; Simulation; Instructional Effectiveness; Difficulty Level; Communicative Competence (Languages); Workplace Literacy; Audiovisual Aids; China + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Ausland; Theorie-Praxis-Beziehung; Simulation program; Simulationsprogramm; Unterrichtserfolg; Schwierigkeitsgrad; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Audiovisuelles Medium
Abstract	This study reports an investigative study of using case study approach in business English teaching in the Chinese university context. The research instruments used were survey questionnaires containing both ratings and open-ended questions, which were administered to 127 English major undergraduates at the beginning and end of the "Business English" course. The study results showed that the case study approach was challenging, due to the participants' perceived difficulty in putting theory into practice, insufficient vocabulary, difficulty in understanding and analyzing cases and limited communication skills in presentation and writing. The preferred business English cases ranged from business communication cases such as negotiation, writing, conference to cases relevant to business functions such as marketing, import and export. It is suggested that the case study approach should integrate communicative methodologies. Workplace simulations, case introduction and analysis, role plays in the classrooms and workplace placements with external support should also be used to make connections to the workplace. Audiovisual materials and memorizing dialogues and conversations were the preferred learning methods. Moreover, case introductions, company information and video clips should be provided in the classroom. Internships, field trips and data collection and other learning practices are suggested for post-course practice. Participants' familiar company cases are the most impressive and they have improved business communicative competence comprehensively. The results of the study may inform business English teaching and the theory and practice of curriculum development in both Chinese and international settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01