Abstract
This paper is aimed at laying foundation for the application of Data-Driven Learning (DDL) in the Master of Business Administration (MBA) English teaching and furthers its development and improvement in different contexts. Therefore, the paper attempts to illustrate the pilot application of an innovative teaching method, DDL, in Business English (BE) teaching for the MBA program. The survey, by using questionnaire and analysis of the data, reveals the positive effects of the DDL application in the MBA program and some disadvantageous aspects which require improvement.
Highlights
Business English (BE) is booming in China with China’s economy growing dramatically and its becoming more integrated into the international community
Master of Business Administration (MBA) students are of the following characteristics: first, they have been exposed to the conventional language teaching method for many years and it is quite challenging for them to accept another method; second, most of the students seldom have opportunities to use English in their work and daily life; third, they are mature adults who have been in the work field for many years and they are mature and have a clear idea about their needs
From the statistics we have found and analyzed, we can safely come to the conclusion that the application of Data-Driven Learning (DDL) in the MBA program is innovative, and comparatively successful
Summary
Business English (BE) is booming in China with China’s economy growing dramatically and its becoming more integrated into the international community. In a non-English speaking country like China, MBA students do not have many opportunities practicing BE outside of class. They usually acquire vocabulary, study sentence structures and grammatical rules, and practice the four skills, only in the CBEC. Constructing effective BE course is a vital step for MBA program to go internationalized (China National MBA Education Supervisory Committee, 2011). It illustrates the new requirements for the courses in MBA programs, except for the BE course. Vol 3, No 1; 2013 practice, emphasizing authenticity and interaction
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