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https://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1/Wang+2014.pdf

'2+1' Chinese business students' methods of case-study group discussion in British university seminars

The pressing need to bridge the gap between workplace communicative needs and curriculum development of business English courses has been documented in the literature. Through a questionnaire surve...

Communicative Needs in the Workplace and Curriculum Development of Business English Courses in Hong Kong.

Jump on the band wagon : English language and communication needs among event management professionals

This article presents an innovative adaptation of the case method to teaching English for specific academic purposes. Widespread in its traditional form in various content disciplines, the case method bears the potential for truly student-centred language instruction. The current application transforms learners from case analysts to case authors and directors, thus strengthening their personal proactive engagement with authentic industry experiences. In the academic years of 2012 and 2013, two student year groups (N = 45) delivered a total of 23 case meetings based on or remotely derived from real-life meetings they were faced with during their industrial internships in aeronautics. The author evaluated the case teaching scenarios through a questionnaire, students' case study records (CSRs) and in-class observations of the case meetings. In the questionnaire survey, students perceived a noticeable impact on their spoken interaction skills from the case meetings and subject-specific vocabulary learning fro...

Case meetings for teaching English for specific academic purposes in a tertiary aeronautical engineering programme

This research aims to conduct a comparison study of the effectiveness of different CBI (content-based instruction) methods delivered to ESL students of business studies in order to investigate the interactions between different aspects of academic literacies, identify the strengths and weaknesses of different CBI methods, explore students’ perceptions and learning experience of the CBI programme under different types of instructions, and provide some pedagogical implications for CBI programmes.
Some EAP (English for Academic Purposes) courses were criticised for their overemphasis on the general ‘academic core’ rather than the disciplinary generic feature, in spite of using subject content as a vehicle of language. By contrast, numerous immersion programmes which adopted the sheltered model were also accused of insufficient language development and difficulty in applying theory to problem-solving, though language learning was considered subconscious acquisition. The latest movement of learner-centred and task-based teaching was claimed to be the most effective instructional approach, because it may fill the gap between language instruction and discipline instruction, promote the advancement of critical and analytical thinking, and facilitate the development of diverse academic abilities in a holistic and collaborative manner. Consequently, language, disciplinary knowledge and problem-solving skills have become three major academic domains and their interrelationships are worthy of investigation.
The basic strategy for this research includes delivering three different CBI methods to three groups, administering eight hybrid post-tests after each teaching session to examine students’ academic learning outcomes, and holding three blocks of semi-structured interviews to explore students’ learning experiences with different CBI interventions. The post-tests results were analysed using correlation test and MANOVA. Thematic content analysis was used to analyse the interview data.

Language, discipline or task? : a comparison study of the effectiveness of different methods for delivering content-based instructions to EFL students of Business Studies

i As markets become increasingly global, the demand for managers with language skills and cultural sensitivity will grow. One way for the language teaching community to respond to this challenge is by redefining the goals of English for business purposes and rethinking the use of the case method. Since the early 1980s, the study of English for business purposes has attracted growing interest. Business now outranks engineering as the most popular field of study among international students in the U.S. (Zikopoulos, 1990). In the 1990s, interest in international business and economics is bound to increase with the advent of the European Community, liberalization of East European economies, and expansion of U.S. commercial ties with Asia. With these dramatic developments and the opportunities they present to the language teaching community, it is important to take a fresh look at the subdiscipline of English language teaching known as English for specific purposes (ESP) for business, or ESP-B, including a reassessment of the case method-no single theme has been more prominent in discussions of curriculum and methodology for business English. Judging by professional and commercial publications, there is widespread agreement that this method borrowed from graduate business schools is the most appropriate pedagogical model for ESP-B. The consensus on this point is so strong that two basic assumptions are seldom challenged: that the purposes of ESP-B and MBA (Master of Business Administration) programs are essentially similar and therefore the same methodology and curriculum are appropriate, and that the case method is a rigidly defined procedure requiring a specific kind of case text and discussion.

https://onlinelibrary.wiley.com/doi/pdf/10.2307/3587095

Business English and the Case Method: A Reassessment

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Business English and the Case Method: A Reassessment