Applying Vocational Education and Training Pedagogy in Business English Courses for China's English Major Undergraduates

Autor/in	Xie, Qing
Titel	Applying Vocational Education and Training Pedagogy in Business English Courses for China's English Major Undergraduates
Quelle	In: Education & Training, 63 (2021) 2, S.292-312 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Qing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-07-2020-0183
Schlagwörter	Foreign Countries; Teaching Methods; Instructional Innovation; Majors (Students); Second Language Learning; Second Language Instruction; English (Second Language); Vocational Education; Business English; Undergraduate Students; Learning Motivation; Outcomes of Education; Student Attitudes; Preferences; Job Skills; Education Work Relationship; International Trade; Writing (Composition); China + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausbildung; Berufsbildung; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Schülerverhalten; Produktive Fertigkeit; Trade; International relations; Handel; Internationale Beziehungen; Schreibübung
Abstract	Purpose: In light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants. Design/methodology/approach: The study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context. Findings: The study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit. Originality/value: Informed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01