Abstract
The paper presents research carried out with the purpose to evaluate the results of case study method implementation in the Business English language classroom with undergraduate students of RISEBA University of Business, Arts, and Technology. The research question is whether students who are taught Business English through case studies develop better linguistic competence as well as greater proficiency in both language and business communication skills than students who are taught without the use of case study method.An experiment was conducted on two equal groups during one academic semester. Each group was administered tests devised by the lecturer before and after the experiment. Data were analysed using statistical ANOVA methodology and evidence to support the hypothesis was obtained.The results of statistical analysis confirmed the hypothesis about the advantage of implementation of the case study method in the Business English language classroom.
Highlights
The purpose of the paper is to raise the quality of Business English teaching by relating work done in the Business English classes to school curriculum and by linking it to industry and business of the real world
If students believe that in a language course they do tasks relevant for their future professional communication, they are more motivated to learn. (Donna, 2000). To achieve this aim a case study method was selected as an example of a Task-Based Learning (TBL) approach, which focuses on communicative approach towards problem-solving tasks presented in authentic case studies
The research question was whether students who are taught Business English through the case study method develop better Business English language competencies and Business communication skills than students who are taught through traditional methods
Summary
The purpose of the paper is to raise the quality of Business English teaching by relating work done in the Business English classes to school curriculum and by linking it to industry and business of the real world. The objective of Business English course is to develop and enhance students’ Business English language competences in understanding and participating in a wide range of social or work-related discussions, case studies, interacting in work– or business–related communications, increasing students’ motivation. To achieve this aim a case study method was selected as an example of a Task-Based Learning (TBL) approach, which focuses on communicative approach towards problem-solving tasks presented in authentic case studies. Research methodology in language learning has been described by such authors as Nunan (1992), Donna (1991), Brown and Rodger (2002), Porte (2002), etc. Current research on the effectiveness of the implementation of the case study method in teaching Business English is of limited scope
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