Evaluation of a Business English Class through the Analysis of University Students’ Perceptions
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The purpose of this study was to explore university students’ perceptions and an evaluation of aBusiness English class offered to them. Drawing on the result of the needs analysis, the classwas designed to help them acquire communicative competence and language skills. A total of 62students at a local university in Busan participated in the study. The data were collected througha questionnaire consisting of 21 closed and 7 open-ended questions, and student interviews. Results of the analysis showed that the students believed they needed to improve their speakingmost because they believed it was important for their future job performance. In addition, thestudents were satisfied with activities and tasks they carried out during class including learningsentence patterns and structures related to business, practicing speaking through situationalconversations, writing an English resume and a cover letter, and doing English presentations asgroup work. Among them, especially, learning sentence patterns and structures and working ontheir English resume and cover letter elicited the most positive reactions from them due to theirusefulness. However, the students expressed their dissatisfaction with the large class size andworking as a group for the presentation. More pedagogical implications were suggested.
Abstract
The purpose of this study was to explore university students’ perceptions and an evaluation of aBusiness English class offered to them. Drawing on the result of the needs analysis, the classwas designed to help them acquire communicative competence and language skills. A total of 62students at a local university in Busan participated in the study. The data were collected througha questionnaire consisting of 21 closed and 7 open-ended questions, and student interviews. Results of the analysis showed that the students believed they needed to improve their speakingmost because they believed it was important for their future job performance. In addition, thestudents were satisfied with activities and tasks they carried out during class including learningsentence patterns and structures related to business, practicing speaking through situationalconversations, writing an English resume and a cover letter, and doing English presentations asgroup work. Among them, especially, learning sentence patterns and structures and working ontheir English resume and cover letter elicited the most positive reactions from them due to theirusefulness. However, the students expressed their dissatisfaction with the large class size andworking as a group for the presentation. More pedagogical implications were suggested.
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