Embedding an Experiential Learning Project in a Business English Speaking Course

The growing impact of English as a lingua franca (ELF) highlight the ever demanding importance of English proficiency in the globalized business world. Fluent English communicative ability has often become a crucial employment requirement in many global business enterprises (Jenkins, 2008). However, empirical research exploring the learning experiences and practices of the Business English major in colleges remains scant. Utilizing experiential learning as the main thread of an English speaking class to enhance students' knowledge, motivation, and career development is even less explored. This study integrated project-based experiential learning activities into a ＂Business English Speaking＂ course with the participants being student volunteers at a Floral Exposition. Qualitative and quantitative data from their 68 reflective journals as well as seven semi-structured interviews were utilized to explore the outcomes. The skills learned and the perceptions formed were summarized. The students improved their business skills, cultivated the work ethics, reflected on this learning journey, and experienced one of the future possible career paths first-hand. The results demonstrated that Business English teaching would benefit from incorporating experiential and project-based learning to motivate students and ease school-to-career transitions.

關鍵字

Business English Teaching ； Career Education ； Experiential Learning ； Project-based Learning

並列摘要

英語作為通用語（ELF）日益增長的影響凸顯了英語熟練度在全球化商業世界中的重要性。流利的英語溝通能力是國際企業的聘用要件（Jenkins, 2008）。探究英語學習經驗和大學商務英語教學的實證研究仍然很少。以體驗學習為主體的英語口說課程俾利於增進學生的專業知識、學習動機和引導職涯發展的研究仍少被探討。本文結合了體驗式學習和專題式學習活動於實務性的英語口說課程中。參與者在花卉博覽會，提供志工服務。從68篇反思日誌的質化和量化資料以及7次半結構化訪談中探索結果，總結經由積極體驗所學到的技能和形成的看法：學生學到商業技能及培養工作倫理，反思英語學習歷程，並第一手體驗未來可能的職涯發展。證實了結合體驗式學習及專題式學習有助於商務英語教學，也能提升學生學習動機和適應學校和職場間的銜接。

並列關鍵字

商務英語教學；職業教育；體驗式學習；專題式學習

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