Project-Based Learning And Its Effects On Developing Writing Skills In Business English Students

Nowadays probably more than ever, communication has reached an unprecedented level. Regardless the shape of it, face to face or written, communication seems to be the key to success in every domain of activity. Businesses want to go global and employers look for employees who master communication skills in English, especially writing skills since every company wants to convey its idea, message, concept to employees, partners, contractors all over the world. Business English writing is a compulsory skill to be mastered by Business English students, yet there is little progress in acquiring writing skills perhaps because it is perceived as being unattractive. Students perceive writing tasks as difficult ones as writing itself is a difficult skill to master. It is argued that project-based learning seems to be the solution to the problem. The present study wants to discuss the effect of Project-Based learning on developing writing skills for students at the University of Oradea, Faculty of Economics and their perception of Project-Based learning in Business English. It is based on mixed-methods research including a systematic literature review and semi-structured interviews, in the qualitative phase, as an instrument for data collection, aiming to find out the students’ perspective towards the use of Project-Based methods in developing writing skills in Business English. The sample of the study consists of 50 students at the Faculty of Economic Sciences, University of Oradea, first and second year of Bachelor’s Degree. The students have been asked 5 questions on their opinions towards Project-Based learning in Business English. The results show that students perceive Project-Based learning as a great tool for improving their writing skills, favoring the improvement in vocabulary, organization of material, grammar and content writing. Project-Based learning enhances the students’ critical thinking and creative thinking along with vocabulary and grammatical knowledge. Project-Based learning also proved to be a motivator for learners to engage in writing as they had become accustomed to individual learning environments where active participation is needed, in all stages of the process, to avoid falling behind. In order to gain a deeper and broader comprehension of the effects of project-based learning, on students’ writing skills, further studies will be done