Applying vocational education and training pedagogy in business English courses for China's English major undergraduates

Abstract

PurposeIn light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.Design/methodology/approachThe study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.FindingsThe study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.Originality/valueInformed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.

Virtual Reality in Vocational Training: A Study Demonstrating the Potential of a VR-based Vehicle Painting Simulator for Skills Acquisition in Apprenticeship Training

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“…Moreover, VR training provides a safe environment with minimal exposure to dangerous situations and no danger to damage expensive tools and machinery (Conges et al, 2020;Li et al, 2017). Altogether, VR technology has become popular in recent years and its effectiveness for vocational training has been demonstrated (e.g., Xie, 2021). Thus, VR offers a unique solution to address various shortcomings in the development of vocational skills.…”

“…Xie (2021) comprehensively reviewed a set of VR skills trainings and distinguished between the following domains: first responder training, medical training, military training, transportation, workforce training, and interpersonal skills training.…”

A deeper understanding of student preferences for in-class video use: a segmentation analyses of needs, group differences and preference clusters

“…Differences in preference can be attributed to the types of learning outcomes. Instructional videos are more effective at delivering skill-based learning outcomes (Xie, 2021). Students will probably prefer more instructional videos used in courses that deliver skills than theoretical knowledge.…”

Learner’s perception of task difficulties in technology-mediated task-based language teaching

“…They also stated that technology-mediated in TBLT can be compared as an alternative approach to the traditional method. Another key point is that TBLT draws attention from some researchers to implement it into English for specific purposes (ESP), (Alibakhshi & Labbafi, 2021;Asmali, 2018;Bayram & Canaran, 2020;Malicka, Gilabert-Guerrero, & Norris, 2019;Rahmati & Izadpanah, 2021;Xie, 2021). All the scholars mentioned above agreed that task-based language teaching could help learners gain receptive and productive skills.…”