Designing a Problem-Based Learning Environment for ESL Students in Business Communication

1998 ◽  
Vol 61 (2) ◽  
pp. 48-56 ◽  
Author(s):  
Roberta Allen ◽  
Pam Rooney
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Business Communication ◽  
Cross Cultural ◽  
Cultural Work ◽  
Esl Students ◽  
Pedagogical Approach ◽  
Communication Course ◽  
English Speaking ◽  
Upper Level

As the population of students speaking English as a second language increases, our business communication courses have required changes in both content and pedagogical approach. We have taught writing, speaking, and lis teningfrom a problem-solving perspective for many years and now find its emphasis on critical thinking poses different challenges for the ESL students in our courses. Consequently, we have designed a problem-based course struc ture for an upper-level business communication course that allows both ESL and native English-speaking students the opportunity to improve communica tion abilities in cross-cultural work groups.

How Male, Female, and Mixed-Gender Groups Regard Interaction and Leadership Differences in the Business Communication Course

2001 ◽  
Vol 64 (3) ◽  
pp. 43-58 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal ◽  
Karen K. Waner
Keyword(s):  
Interpersonal Communication ◽  
Group Process ◽  
Business Communication ◽  
Communication Styles ◽  
Writing Assignments ◽  
Communication Course ◽  
Good Writing ◽  
Upper Level ◽  
Gender Groups ◽  
Leader Role

Research on leadership and teams suggests that men and women exhibit different leadership and interpersonal communication styles. A review of literature and a survey of students in upper-level business communication courses at Central Mis souri State University provide evidence for five strategies to assist students in deal ing with team-interaction situations: 1. Instruct students in techniques to avoid groupthink and to promote and handle competition 2. Offer students ideas on and methods for reaching agreement in a timely manner 3. Vary the subject of group writing assignments to allow each student to be per ceived as an expert 4. Encourage all students to be active participants in the group process 5. Emphasize the importance of good writing skills to both males and females Finally, further research is needed regarding the "natural leader" role, the role of competition in groups, and the effect of perceptions of tasks as either "feminine" or "masculine."

Competing Values Framework as Decoding Tool: Signature Pedagogy in Teaching Business Communication

2021 ◽  
Vol 84 (1) ◽  
pp. 60-84
Author(s):  
Hoi-Yi Katy Kan ◽  
Norhayati Ismail
Keyword(s):  
Course Design ◽  
Business Communication ◽  
Higher Learning ◽  
Competing Values Framework ◽  
Competing Values ◽  
Pedagogical Approach ◽  
Communication Course ◽  
Signature Pedagogy ◽  
Teaching Business ◽  
Robust Framework

This article explicates the operationalization of a theoretically robust framework in the teaching of business communication at an institute of higher learning. This article reimagines the design of a business communication course that focuses on the coalescence of both decoding and encoding processes of messages as a unified pedagogical approach in teaching business communication. This approach is in contrast with more conventional approaches in designing communication courses, which tend to prioritize one process over the other. Participants in the study acknowledged the instrumentality in the course design in promoting communicative values with real-world impact.

Attribution in high-and low-graded persuasive essays by tertiary students

2010 ◽  
Vol 17 (2) ◽  
pp. 181-206 ◽  
Author(s):  
Sook Hee Lee
Keyword(s):  
Text Analysis ◽  
Systemic Functional Linguistics ◽  
Academic Literacy ◽  
Cross Cultural ◽  
Esl Students ◽  
Functional Linguistics ◽  
Persuasive Essays ◽  
English Speaking ◽  
Literacy Perspectives ◽  
Engagement System

This paper explores cross-cultural and grade-based differences in the use of intertextual resources in persuasive essays written by tertiary students. Expressions of explicit intertextuality are analysed using the model of Attribution, an element of the engagement system formulated within the interpersonal metafunction of Systemic Functional Linguistics. The text analysis, supported by interview results, reveals that while there are some differences in the overall use of Attribution between native English speaking and ESL students, the most significant grade-based differences were found in expressions of Attribution and in the Attribution patterns adopted in the presentation of intersubjective claims supported by evidence. The differences identified are interpreted in terms of dialogic literacy perspectives. Pedagogical implications are discussed in terms of the contribution of the differences to the success of the essays, and the need to support academic literacy.

scholarly journals Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199454
Author(s):  
Bernard Gumah ◽  
Liu Wenbin ◽  
Maxwell Akansina Aziabah
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Self Efficacy ◽  
Moderated Mediation ◽  
Cross Cultural ◽  
Cultural Work ◽  
Adaptation Theory ◽  
Foreign Teachers ◽  
Communication Challenges ◽  
Positive Effect

Leadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style’s effect on self-efficacy through a moderated mediation approach, examined through the lens of the cross-cultural adaptation theory. Path analysis conducted on data from 281 foreign teachers in Chengdu, China, revealed that there is a positive effect of Chinese supervisors’ leadership styles on foreign teacher’s self-efficacy. Leadership style similarly has an influence on the nature of feedback. And the nature of feedback in turn mediates leadership style and self-efficacy. We establish in particular that transactional and transformational leadership styles, through the nature of feedback, influence self-efficacy of foreign teachers. Moreover, the association between the nature of feedback and self-efficacy is moderated by the perceived value of feedback. Employees’ perceptions are also found to be crucial in determining the value of feedback. It is thus imperative for supervisors and managers working with foreigners as subordinates to figure out when and how to provide valuable feedback. We conclude with suggested areas for further research.

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