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Applying Problem-Based Approach in Business English Courses for China’s English Majors

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  • Qing Xie

Abstract

To enhance pedagogical innovation, the study reports on an investigative study using surveys and teacher participant observation of 121 English-major undergraduates about using problem-based approach under active learning framework in business English teaching, learning outcomes, and suggestions for the teaching and learning process to cultivate professional soft skills. Based on quantitative and qualitative data analysis, the study found that the problem-based approach should focus on business English communication skills development. The study also found that participants preferred problems related to recruiting and marketing. The participants commented positively on the effectiveness of the problem-based approach and reported personal gains in soft skills. To refine the problem-based approach, the participants suggested having more diverse problems and activities, more time, and higher-quality group discussion. Follow-up problem-based activities should include more personal reflections, extended practice activities, learning materials, and teacher feedback. The study suggests strategies for implementing problem-based approach applicable for both Chinese and international contexts.

Suggested Citation

  • Qing Xie, 2022. "Applying Problem-Based Approach in Business English Courses for China’s English Majors," SAGE Open, , vol. 12(2), pages 21582440221, May.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221093349
    DOI: 10.1177/21582440221093349
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    References listed on IDEAS

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    1. Diego Mendez-Carbajo, 2020. "Active learning with FRED data," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 87-94, January.
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