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Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 34-48 (2021) (2021)
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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 Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected 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 students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.
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Keyword:
Education; efl; English language; english writing; inductive; L; PE1-3729; tangible; teaching
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URL: https://doi.org/10.12928/eltej.v4i1.3227
https://doaj.org/article/b6c398c180f844bca1571dd37d63dc1a
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| 2 |
Investigating writing difficulties in essay writing: Tertiary students’ perspectives
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 61-73 (2021) (2021)
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| 3 |
Views of Turkish EFL teacher trainees toward technology-integrated PBL practices
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 74-86 (2021) (2021)
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| 4 |
English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 99-112 (2021) (2021)
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| 5 |
Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 125-137 (2021) (2021)
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| 6 |
Does class participation predict academic achievement? A mixed-method study
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 148-160 (2021) (2021)
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| 7 |
Critical thinking, literature and teachers’ instructional activities: An Indonesian case of community service program for English teachers
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 138-147 (2021) (2021)
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| 8 |
Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 113-124 (2021) (2021)
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| 9 |
Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 87-98 (2021) (2021)
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| 10 |
Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 15-24 (2021) (2021)
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| 11 |
EFL students’ perspectives on the employment of language learning strategies
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 49-60 (2021) (2021)
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| 12 |
Integrated task on students’ writing quality: Is it more effective?
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 25-33 (2021) (2021)
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| 13 |
The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 1-14 (2021) (2021)
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| 14 |
Interweaving Conceptual and Substantial Problems of Writing Instruction: Socio Reflective on Exploring Hortatory and Analytical Exposition
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In: English Language Teaching Educational Journal, Vol 3, Iss 1, Pp 26-40 (2020) (2020)
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| 15 |
English Scholarly Publishing Activities in the Industrial Revolution 4.0: What, Why, and How?
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In: English Language Teaching Educational Journal, Vol 3, Iss 1, Pp 52-63 (2020) (2020)
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| 16 |
Integrating Literary Works as the Local Content of ELT Materials for Undergraduate Students
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 133-141 (2020) (2020)
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| 17 |
The Correlation between Self – Esteem and Student’s Reading Comprehension
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In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 70-78 (2020) (2020)
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| 18 |
Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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| 19 |
Understanding EFL Teachers’ Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky
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In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 50-61 (2020) (2020)
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| 20 |
The Implementation of Visual, Auditory, Kinesthetic (VAK) Learning Model in Improving Students’ Achievement in Writing Descriptive Texts
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 142-149 (2020) (2020)
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