The Impact of the Problem-Solution Pattern Instruction and Collaborative Revision on Business Writing in Blended Learning
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The increasing volume of international business in Korea has contributed to the pedagogical needs of the business writing skill, particularly in terms of developing the content and organization. This case study explores the impact of the problem-solution pattern instruction (PSPI), i.e. the situation, problem, change and action (SPCA) pattern and collaborative revision on the enhancement of content and organization of business writing in blended learning. Three managers of an airline company in Korea participated in the study. Their writing assignments, field notes, reflective journals, and semi-structured interviews were collected for the analysis of the influence of the SPCA pattern and collaborative revision on their business writing. The major findings were as follows. First, the SPCA pattern was found to contribute to the development of business writing in terms of lexical signals, causal semantic relations, and grammatical category. Second, collaborative revision had a positive influence on the development of business writing by the participants’ language functions and scaffolding strategies. In addition, blended learning was found to provide the environment for improving the quality of business writing. The results indicated that employing the PSPI and collaborative revision in blended learning is necessary for teaching business writing.
Abstract
The increasing volume of international business in Korea has contributed to the pedagogical needs of the business writing skill, particularly in terms of developing the content and organization. This case study explores the impact of the problem-solution pattern instruction (PSPI), i.e. the situation, problem, change and action (SPCA) pattern and collaborative revision on the enhancement of content and organization of business writing in blended learning. Three managers of an airline company in Korea participated in the study. Their writing assignments, field notes, reflective journals, and semi-structured interviews were collected for the analysis of the influence of the SPCA pattern and collaborative revision on their business writing. The major findings were as follows. First, the SPCA pattern was found to contribute to the development of business writing in terms of lexical signals, causal semantic relations, and grammatical category. Second, collaborative revision had a positive influence on the development of business writing by the participants’ language functions and scaffolding strategies. In addition, blended learning was found to provide the environment for improving the quality of business writing. The results indicated that employing the PSPI and collaborative revision in blended learning is necessary for teaching business writing.
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