Abstract
<p>In the traditional instructional method used in international trade, teachers provide knowledge to learners by lecturing using slides and setting assignments; however, these methods merely deliver international trade knowledge rather than facilitating student development of relevant skills. To solve these problems, we proposed a simulation-based learning system for international trade, combining international trade-process simulation and business letter writing. We investigated learner opinions toward the system and the quality of business letters by using quantitative and qualitative analyses. Regarding the results, learners perceived that the proposed system improved their knowledge of international trade and business English.</p>
Highlights
The popularity of the Internet has increased the importance of Internet-based teaching and learning
We proposed a simulation-based international trade learning system for both students and teachers, investigated user opinions toward the system, and examined how using the system enhanced the quality of student-generated business letters
Based on the answers to the open-ended questions, students perceived that the system helped them practice writing English business letters and conducting international trade processes
Summary
The popularity of the Internet has increased the importance of Internet-based teaching and learning. This teaching method is similar to the traditional teaching method, allowing learners to conveniently study international trade by using the Internet Such methods enable only a partial understanding of the international trade process; certain institutions have developed international trade classrooms or games to facilitate learning international trade (Houston & Hoyt, 2001; Chiang, 2007). To overcome the limitations of traditional teaching methods, international trade classrooms, and games, we proposed a simulation-based international trade learning system for both students and teachers, allowing students to practice writing English business letters and conducting international trade processes by using the Internet. The findings should serve as a reference for both developers and teachers to improve system designs and the instructional methods used in international trade education
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