Using Simulation in Business English Courses for China’s English Majors

Abstract

This study reports on an investigate study about using simulation in business English teaching with 66 English-major advanced learners, using two-stage surveys. This study addresses the three research questions focusing on the needs and challenges, effectiveness and learning outcomes and suggestions for improvement of simulation in business English teaching. The study found that participants most favored employment related simulation and workplace scenarios. They preferred both Chinese and global corporate simulation cases, as well as unique industrial and familiar cases. The lack of language skills, knowledge, thinking skills, practice skills, and mentality could be the challenges for simulation. The majority of the participants agreed that simulation activities were effective and had positive impact. Through simulation, participants could acquire writing skills, corporate and business knowledge, and business vocabulary knowledge. Participants were concerned about the simulation process and the roles to play. Lack of adequate language, knowledge, experience, and social skills, inappropriate grouping and timing could be unproductive factors for simulation. On the other hand, more interactions, presentation, expanded language and knowledge, and linking with practice could be facilitating factors for simulation. For improvement, participants suggested adding more case content and context, having longer preparation time and better grouping, as well as clearer simulation instructions. This study provides empirical evidences for refining the simulation approach in business English courses from China’s English majors’ perspectives. The study has important implications for business English simulation teaching design and implementations in both Chinese and international contexts.