Abstract
Simulation technique could be effective if it is cleverly manipulated and incorporated in a project-based learning context. This current study aims to explore students’ learning experience in a project-based simulated business context. The participants were 51 second and third year students who took Business English as an elective course at a private university in central Taiwan. In the project, the participants modeled an episode in a reality TV show, The Apprentice, and tried to plan their projects of selling beverages to the students on campus using English. The students were engaged in the whole process from initial project planning to the final oral report of presenting their selling strategies. The results from the participants’ questionnaire responses and interview data revealed that they felt the course was more motivating, interactive and practical than traditional business course. It is also suggested that this simulated business project provide students with opportunities for social interaction and a psychologically safe team environment to work collaboratively, which both contributed the development in synergistic knowledge.
Highlights
In traditional business English classes, it is difficult to meet the needs of both teachers and students in enhancing the communicative and pragmatic skills that students lack, such as being confident in various business contexts while performing face-to-face communication or being able to impress clients using persuasive language. Wolfe and Luethge (2003) contend that simulation techniques are effective in business education, which offers rewarding experiences and promotes the integration of theory and practice
It is suggested that this simulated business project provide students with opportunities for social interaction and a psychologically safe team environment to work collaboratively, which both contributed the development in synergistic knowledge
According to Bransford et al (2000), pedagogical content knowledge (PCK) is: Expert teachers know the structure of their disciplines, and this knowledge provides them with cognitive roadmaps that guide the assignments they give students, the assessments they use to gauge students’ progress, and the questions they ask in the give and take of classroom life
Summary
In traditional business English classes, it is difficult to meet the needs of both teachers and students in enhancing the communicative and pragmatic skills that students lack, such as being confident in various business contexts while performing face-to-face communication or being able to impress clients using persuasive language. Wolfe and Luethge (2003) contend that simulation techniques are effective in business education, which offers rewarding experiences and promotes the integration of theory and practice. As Eisner (2011) noted, students are assigned to conduct a project simulating a task in which the job candidates worked as a team to tackle on-the-spot business challenges, which allows them to negotiate in English using teamwork and promotes innovation and leadership skills. This study intended to help students to learn the business language skills in the course and develop further learning through applying and manipulating the content knowledge This kind of innovative authentic learning by incorporating features of real-life scenarios into schoolwork may generate challenges for both instructors and students, it may promote deeper learning and bring numerous benefits. The research question is: what are student perceptions of the business simulation?
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