Implementation and Effectiveness Evaluation of Project-Based Learning in Business English Courses

Dan Xia

doi:10.54691/cfdzhx69

Authors

Dan Xia

DOI:

https://doi.org/10.54691/cfdzhx69

Keywords:

Project-Based Learning, Business English, Student Engagement, Effectiveness Evaluation.

Abstract

This paper explores the implementation and effectiveness of Project-Based Learning (PBL) in Business English courses, focusing on the course design, project selection and planning, student engagement strategies, and the evaluation of results. The study aims to assess how PBL can enhance students' language skills and business acumen, preparing them for the challenges of the global business environment. The course design incorporates real-world business scenarios to engage students and develop their practical skills, while the project selection and planning phase ensures that projects are relevant and educational. Student engagement strategies, such as interactive activities and the use of technology, are employed to maintain high levels of participation and motivation. The effectiveness evaluation, which includes both quantitative and qualitative data, reveals that PBL fosters a deeper understanding of business concepts and improves language skills through practical application. Despite challenges in time management and equal participation, the study concludes that PBL is a valuable pedagogical approach in Business English education, equipping students with the necessary competencies for success in the global business world.

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