Business Communication Course Research Articles

Examining University Students' Business English Writing Performance: Frequent Errors and Pitfalls

This study aims to identify the common writing errors made by college students in business English writing and investigate the contributing factors. The study employed a mixed-method approach to comprehensively analyze writing errors in the business English context. The research population comprised college students enrolled in Writing for Business Communication courses at Universitas Sulawesi Barat, with a sample of 100 students majoring in English education. The findings highlighted content errors, organization challenges, vocabulary issues, language use discrepancies, and mechanics errors in their writing. The most common errors encompassed grammatical errors in language use (48%), errors in conveying business messages in content (45%), and document structural errors in organization (38%). Moreover, the study identified several significant factors contributing to these writing errors, including a lack of practice, a limited understanding of business concepts, resource limitations, inadequate feedback, and time constraints. This study underscores the importance of addressing these specific writing challenges in business English education, offering insights for educators to develop targeted strategies and materials. It also contributes to the broader field by highlighting the unique errors within business English writing and emphasizing the need for specialized instruction. Ultimately, this research informs both pedagogical approaches and students' preparation for future careers in the globalized business environment.

Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication

The article discusses the impact of text-generative AI in business communication pedagogy. The onset of open AI, such as ChatGPT, has the potential to transform the way faculty and students approach oral and written professional business communication. Through focus group discussions and netnography, the study employs content analysis to evaluate the strengths, weaknesses, opportunities, and threats (SWOT) of integrating AI in the teaching-learning process of business communication in a postgraduate management program. The article strives to reimagine the pedagogical tools and techniques regarding pre-reading assistance, classroom materials, assignments, evaluation, and other learning aids of business communication courses in response to the developments in text-generative AI.

Entrepreneurial Mindsets & Rhetorical Canons: Enhancing Business Communication Pedagogy via Cross-disciplinary Theory, Praxis

Business and professional communication courses hold special opportunities to contribute to students’ development of entrepreneurial mindsets through the use and extension of classical rhetorical theory and praxis. We situate pedagogical activities within the context of the entrepreneurial venture pitch by using Rhetorical Canons of invention, arrangement, style, memory, and delivery to develop oral discourse while recognizing and developing entrepreneurial mindsets. We utilize elements of entrepreneurial mindset development presented by Kuratko et al. and Daspit et al. to introduce business and professional communication instructors to cognitive, behavioral, and emotional aspects contributing to the establishment of entrepreneurial mindsets.

Overcoming Emotional and Communication Barriers With Performing Arts Strategies: The Case of Puerto Rican Business Students

This article discusses interdisciplinary approaches to help students overcome communication barriers by integrating performing arts in Business Communication courses. Companies emphasize a workforce with solid soft skills to succeed. International Business employs English; thus, practical communication skills in English provide access to jobs in international scenarios. However, in Puerto Rico, second-language speakers of English feel intimidated when speaking it. The emotional barriers students endure while developing intercultural and communication skills in English is a topic worth researching. Performing arts provide strategies to raise body awareness and increase self-confidence. These elements will lead to a confident and effective communicator.

Testing the Sametest-effect in a BSc-level Business Communication Course Examination

Using secondary data, we empirically examine two biasing effects that may arise in the written evaluation of large groups of students. Suppose the students take the examination in consecutive groups, and we wish to avoid the distortion caused by tests of different difficulty. In that case, we can decide to use the same examination questions. However, the danger of the "same test effect" arises, according to which the group writing later can perform better if it receives information from the examinees in the previous round. Using the same examination tests cannot be recommended if that effect is significant. Another related potential phenomenon is the "revealed sameness effect". Accordingly, if the examinees are aware of the repetition of the questions, it significantly increases the scores of the following group. We tested these phenomena using the data of a three-round written examination. A previously published analysis of a larger sample found that the "same test effect" can be expected if the students decide in which round they take the examination. Since it was possible to freely register for the examination rounds for the assessment analyzed in this study, we assume that the "same test effect" will be significant. Based on the literature, we also expected that the "revealed sameness effect" would occur in the third round. The performed linear regression analysis (N=77) only found some weak evidence for the 'revealed sameness effect' but not for the 'same test effect'.

Representation of the “business‐self”: Professionals’ construction of multifaceted identities in written business communication

AbstractThis study explores professionals’ construction of their multifaceted identities as representatives of their corporations in business writing. The self‐mention framework is applied to explore the representation of the “business‐self” which I propose encompasses the projection of individual, collective, and corporate identities. A corpus of 100 CEO's letter to shareholders was examined for the use of personal pronouns and company referential terms and collocation analysis performed to understand the surrounding discourse contexts. The findings reveal a distinct hierarchy of identities; US business professionals communicate with stakeholders by immersing themselves in the identity of the collective and make a concerted effort to project the corporate identity, whereas representation of the individual self is minimal. The study provides important insights into the identity construction work undertaken by professionals in authentic business texts and the findings can help inform English for Specific Purposes (ESP) practitioners of business communication courses in higher education.

Social Media: An Elixir to Boost Student Engagement in Higher Education Learning

The current study aims to evaluate the impact of Facebook integration on student engagement and academic performance on a business communication course taught in an Indian private university in an online teaching environment. A direct relationship was established between Facebook usage in an online learning environment and student engagement—both situational and personal factors. A quantitative data analysis using structured equation modeling was conducted to test the validity of the conceptualized model. The study reports that integration of contemporary social media tools in academia fosters communication, collaboration, and participation in online learning environment to develop discussion-oriented learning and cocreation.

The high of higher education: interactivity its influence and effectiveness on virtual communities

PurposeAmidst the COVID-19 pandemic, education has shifted to online teaching and learning. Interactivity is a crucial tool used to make online education effective. This study empirically examines the role of interactivity in higher education and its influence on students' behavioral outcomes, specifically focusing on soft skills and personality upgradation.Design/methodology/approachA quasi-experimental research design was carried out for post-graduate students undergoing a business communication course from four major institutions. For analysis, t-test, confirmatory factor analysis (CFA) and partial least squares structural equation modeling (PLS-SEM) have been employed. Experimental research has established the causal relationship between interactivity, personality and soft skill upgradation (SSU).FindingsIt was found that the theoretical structural model has a rational model-fit validity. Resultantly, practitioners may use prior knowledge of virtual community (VC) members to enhance web interactivity, thereby increasing social identity and social bonds in a group for more meaningful and effective delivery of online courses.Research limitations/implicationsThe major limitations lie in its context-dependent nature, predominantly influenced by the pandemic-induced mandatory online learning. The study's cross-sectional design also inhibits its ability to assess goal-directed behaviors over time, necessitating further longitudinal research.Originality/valueThe study is one of the pioneering pieces of research that examines the role of pre-defined grouping and enhanced web interactivity in VCs in the context of online learning, especially during the COVID-19 pandemic. Integrating theories of web interactivity, social bond theory (SBT) and social identity theory (SIT) provides a novel understanding of cognitive and social influences that drive meaningful online discussions and their impacts on knowledge enhancement and personality development. Its findings have implications for the design of effective online learning environments and e-learning pedagogy, contributing to the growing domain of information and communication technology (ICT)-enabled education.

English for Exam or Exchange? Tourism Scholars’ Perception of Business Communication Course

This paper attempts to investigate gaps between the course and real-field needs of communication skills in English in the tourism industry. Tourism scholars’ narrated learning experiences and the application of those learning experiences in the workplace were the research data. The analysis of the data results that the present Business Communication course has a positive role in introducing the international-level content needed in the tourism and hospitality industry. The prescribed books and reference materials are of international standard. However, due to the lack of effective pedagogical activities, no provision of practical examination, and lack of link of communication skills to other components of the program, this course has been taken as a general English course by the tourism scholars as though it claims to be English for tourism and hospitality. Therefore, this course needs in-depth scrutiny and revision to address the demand of tourism and hospitality entrepreneurs.

Overcoming oral communication apprehension: A call for a renewed focus on confidence building in business education

This study explored communication apprehension at the beginning and end of a business communication course. Nearly 200 students completed pre-class and post-class assessments of their communication apprehension in speech situations, class discussions, and group discussions. This study showed that a single business communication course significantly reduces oral communication apprehension. Yet, many students still hold communication apprehension at the end of the class. Thus, an approach that is strategic and program long could better address communication apprehension. The confidence gap between women and men is the most striking aspect of this study, with women possessing much more communication apprehension. Business educators should consider interventions to reduce or eliminate this gap.

A Study on Role of Communication Skills among Management Graduates of Bhopal Region

Any business professional must be able to communicate effectively. Effective communication skills help to build positive relationships among employees in addition to facilitating the sharing of ideas with others. Nonverbal and verbal communication are equally important. As a result, the current study was conducted with the goal of emphasizing the topic's importance to students. The study's goal was to find out how management students perceived the importance of the business communication course. This data was gathered from 100 management students in Bhopal, Madhya Pradesh, who attended both public and private schools. The non-probability convenience sampling method was used to select the sample. The study's research instrument was a five-point Likert scale-based questionnaire. The SPSS version was used to analyze the data. 25. The study's findings suggested that, despite students' awareness of the course's importance, they were not taking full advantage of it. They lacked communication skills, particularly during group activities such as role-playing and group discussions. This is due, in part, to the fact that most business communication students do not speak English as their first language. This demonstrates that students need to focus more on these areas in order to improve their communication skills. This will enable them to stand out during job interviews, business meetings, and public speaking. During business communication classes, students should be encouraged to participate actively in all activities.

Using Adult Learning Theory to Explore Student Perceptions of the Flipped Class Method

Flipped classes have been gaining in popularity in recent years, and yet only a handful of marketing education papers have examined flipped class methods. In a time when creative methods for engaging students online and in-person are critical, this study analyzes open-ended, qualitative student comments from a flipped class course to explore the benefits and drawbacks of this method. This paper will also examine the qualitative student feedback through the lens of adult learning theory (ALT) to see the ways in which student comments overlap with best practices in the adult learning field. Three sections of a business communication course were converted into a flipped class, and qualitative responses from 84 students were analyzed. This research will help fill a much-needed gap in the marketing education literature by providing key insights into flipped class approaches while also connecting them with ALTs, which have heretofore remained under-explored in marketing education.

High Impact Practices in Underserved Communities: Linking Open Educational Resources and Local Non-Profit in Business Communications Course Design

High Impact Practices in Underserved Communities: Linking Open Educational Resources and Local Non-Profit in Business Communications Course Design

Critical Evaluation of the Business English Course at Kohat University of Science and Technology

English being an official language enjoys a prestigious status in Pakistan. It is considered a key to success in almost every field, especially business. Due to the specificity and uniqueness of different contexts in which English is being taught, one may argue that there is a need to develop specific English courses for different groups of English language learners. This study therefore identifies English Language needs of business students at the undergraduate level keeping in view their academic background and target career. Through needs analysis, the study critically evaluates the current ESP course, Business Communication, offered at KUST and addresses the target needs of business students to meet the demand of the modern business world. Although the study is designed to analyze the needs of a specific group of undergraduate students, it may also be helpful in other similar contexts for better course design and teaching practices. Prior to data collection, the literature was reviewed which helped to decide the tools for data collection. Next, questionnaires and semi-structured interviews were selected for conducting needs analysis. The data was collected from students, ESP course instructors, and domain experts. A total of 44 students, two course instructors, and two domain experts were included in the sample of the study. Data analysis and findings conclude that all four major skills (reading, writing, listening, speaking) are very important in business communication. Thus, this study offers valuable implications for course designers and provides a guideline for developing an effective business communication course at the undergraduate level.

The Importance of Instructor Affirming Messages in Business Communication Students’ Writing Apprehension

Through the guidance of social presence theory, this study sought to understand how instructors’ affirming messages and social presence behaviors affect students’ writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students’ writing apprehension in the business communication classroom. Both models also indicate that students’ burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online.

Barriers in Open Education Resources: A Review of OSEL Bin Application Using Technology Acceptance Model (TAM)

Open education resources (OER) have emerged as an innovative platform that is expected to aid teaching and learning process, particularly in online or distance learning. Despite the promises, OER adoption in educational institutions has been less than encouraging. In fact, there are numerous barriers to it, many of which come from within the OER user community itself. As a result of these barriers, students have been discouraged from using the OER platform. Therefore, the study was undertaken to examine the barriers in OER application by the students. The study also intended to assess the practicality of OSeL Bin which is an application developed to assist the OER. The study involved Universiti Teknologi MARA students who were particularly enrolled in a business communication course. It was to empirically determine how well this application supported their teaching and learning, especially in completing assignments, both with and without OSeL Bin. The results showed several OER hurdles such as capabilities, exposure, and support systems within the educational institutions themselves that restricted and discouraged the students from utilising OER in their teaching and learning. Positive feedbacks regarding OSeL Bin's effectiveness were obtained, particularly in completing the students’ assignments on time. These were reported via the use of TAM Model by looking at the application’s ease of use that contributed to the initial intention of using and finally implementing the OSeL Bin into the students’ teaching and learning processes.

Student Struggle with Career-oriented Assignments: An Analysis of Résumés and Cover Letters

Résumé and cover letter formats have altered with the many digital platforms available (e.g., LinkedIn). However, constructing one’s identity as an ideal candidate is still the main goal for career-oriented documents and should be the focus of related lessons. The classroom activity system mediates the résumés and cover letters students create in business and technical communication courses. Students write these assignments for teachers, who are outside of professional activity systems. Because students are not immersed in the professional contexts for which they write these career-oriented assignments, they have difficulty constructing effective identities for being ideal candidates for assumed positions. Although résumés and cover letters are ubiquitous assignments for professional communication courses, little research has looked at how students struggle with composing a professional identity. Most résumé research analyzes materials submitted to employers after applicants leave school. The author reviews student texts in this genre and argues that career-oriented assignments are actually a classroom-specific genre with little connection to the assumed professional contexts to which students aspire. The author concludes that students should focus on more immediate attainable goals rather than future career goals many years away.

Feature on Teaching: Bringing an Entrepreneurial Lens to the Business Communication Course

Instructors face myriad competing demands for topical coverage in their courses, while navigating pressure to teach in varied modalities and meet employers’ expectations for graduates. Starting from a Scholarship of Teaching and Learning framework, this article contributes to the bridging-the-gap literature by addressing local employers’ needs and proposing an entrepreneurship-based approach to business communication curriculum.

Adapting Western-Based Management and Business Communication Courses to Global Environments: Expatriate Professor Perspectives

Objectives: The present study examines an under-researched issue – the transferability and adaptations of Western-based (mainly US) business and management communication courses to the global environments. This paper investigates whether and how the Western expatriate professors adapted their US-delivered modes to accommodate the global communication environments regarding language, culture, and contexts. Methods: The present study is exploratory research using qualitative methodology. Ten expert Western professors who taught in Hong Kong, Japan, Mainland China, India, United Arab Emirates, Egypt, and Singapore were invited to participate in the research. The data were gathered through a triangulation method, including objectifying interviewing and the written responses to open-ended questions. Results: The findings demonstrate that the instructional material and teaching style used in the US or UK could serve as the framework for Asian and Middle Eastern teaching but that adaptations need to be made for language, culture, and context differences in and among Asian and Middle Eastern countries. Notably, the English competency of the students determines the quantity of teaching material that could be presented. Conclusions: Findings suggest that multifaceted adaptations, including language, culture, and context factors, are critical to the success of transforming US-based business and management courses to the global business communication environment. The paper concludes by identifying five emerging themes in an expanding business communication theory and an internationalized business communication classroom genre. Implications and suggestions for future research are also provided.

Exploration and Practice of BOPPPS Model in Enhancing Effective Teaching --Taking Business Communication as an Example

Aiming to assess the potential of the BOPPPS Model in enhancing effective teaching, the paper initially provides a comprehensive overview of Effective Teaching and BOPPPS Model, discussing their theoretical underpinnings and practical implications. It then demonstrates its application in Business Communication course by analyzing the challenges of course teaching and detailing a sample lesson design. It is found that the BOPPPS Model can significantly enhance effective teaching by setting clear teaching objectives, providing pre and post assessments, promoting participatory learning and recapping with a short summary. This study underscores the potential of the BOPPPS model as a highly effective and flexible teaching tool in Business Communication course teaching, and hopefully it will provide a reference for the teaching of other subjects.