Using task-based approach in business English courses for English-majors at a Chinese university

Abstract

Using two-stage surveys, this study investigates 145 China’s English major students’ business communication learning needs, the effectiveness of the task-based approach, and how business English teachers improve task-based approach in business English courses. The results showed that English major students had greater needs of learning output skills of speaking, translation and interpreting than other skills. They expressed specific needs in developing business English reading, writing, speaking and listening skills, using learning resources, learning business cases, business knowledge, language knowledge and simulation tasks. Based on learner needs, a task-based teaching approach was designed and implemented. Most of the participants considered the task-based teaching approach as effective. The most important learning outcomes they reported were relevant to improvements in motivation, learning strategies, confidence, cooperation and business knowledge. Learner autonomy was the greatest improved competence. The largest learning gains were in business knowledge and corporate information. To improve the task-based approach, the participants suggested integrating the business knowledge framework, more instructions on language knowledge and Business English Certificate (BEC) exam preparation, more practice and simulation, oral communication, multimedia resources and pedagogical innovation. For post-course practice, the participants suggested professional lectures, internship, simulation and BEC exam preparation.