Abstract
This paper illustrates the efficiency of implementing an inquiry-based teaching and learning module on the development of workplace communication competence and collaborative mindset in a college-level English as a Foreign Language context. In particular, the study highlights the 5E constructivist approach as the pedagogical foundation and addresses the effects of project-based learning scenario on students’ engagement and their views in terms of “workplace habits of mind”. The 5E model includes five stages: engagement, exploration, explanation, elaboration, and evaluation. In addition, teaching strategies like academia-industry cooperative teaching, industry field trip, reflective writing, and project-based presentation were incorporated into each instructional phase to emphasize the development of students’ social, collaborative, and problem-solving skills. Both quantitative and qualitative data were collected including students’ perceived effectiveness of engagement activities, weekly reflective journal writing and focus group interviews. The results of the study indicate that the inquiry-based teaching and learning approach had a favorable effect on the development of students’ engagement and hands-on, mind-on skills such as critical thinking, collaboration, and communication.
Highlights
This study proposes an instructional learning cycle that incorporates an inquiry-based teaching and learning pedagogical structure into college level English for specific purpose (ESP) course to determine if students’ collaborative mindset and learning engagement would be promoted
The first part of the results addresses the first and second research questions, how participants engage in the inquiry-based learning design course by providing an overall picture of their perceived usefulness of different activities and the correlation with learning engagement
When it comes to the cultivation of workplace competitive competence and collaborative mindset, the vast of majority of participants reported having achieved a high level of project management skills and problem-solving ability, both with a percentage of 93.8%
Summary
In order to maintain students’ competitiveness in global workforce opportunities, the objectives of English language education at college level has often been considered from an interdisciplinary aspect which emphasizes the written and oral interpersonal communication skills in various social contexts like team-building, problem solving, and conflict resolution. It is often believed by business leaders that soft skills are most important in an employee. In the context of teaching and learning English, in addition to language proficiency in public speaking and presentation skills, the importance of communication competence in the workplace has gained increasing attention in recent years
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