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- ISSN: 2382-6282 (Print); 2972-3108 (Online)
- Abbreviated Title: Int. J. Lang. Lit. Linguist.
- Frequency: Bimonthly
- DOI: 10.18178/IJLLL
- Editor-in-Chief: Dr. Jason Miin-Hwa Lim
- Managing Editor: Jennifer X. Zeng
- Indexed by: CNKI, Google Scholar, Crossref,
- E-mail: ijlll_Editor@126.com
IJLLL 2016 Vol.2(4): 178-184 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2016.2.4.91
DOI: 10.18178/IJLLL.2016.2.4.91
Implementing Role-Play Video Project into Business English Course: A Case Study of Multidisciplinary Students
Wasana Phasomyard
Abstract—This paper aims to investigate the EFL undergraduates’ satisfaction towards their role-play video project. The assignment was designed to implement the task-based approach into the Business English classroom as an end-of-course assessment. Descriptive statistics and qualitative analysis were then gathered to evaluate the students’ satisfaction with the task and their preferences for creative learning project. The findings demonstrate that the strategies for activating language out of class by getting learners to involve in role-play video can enhance them to gain much more confidence in speaking skills. In addition to student learning experience, the result shows the students raise awareness in terms of cooperative learning in the authentic business context. In light of the findings, this case study of multidisciplinary students in Thailand reinforces how well task-based learning activities can promote language skills and working skills in Business English course.
Index Terms—Role-play video, task-based language teaching, business English.
Wasana Phasomyard is with Kasetsart University, Thailand (e-mail: pun.wasana@gmail.com).
Index Terms—Role-play video, task-based language teaching, business English.
Wasana Phasomyard is with Kasetsart University, Thailand (e-mail: pun.wasana@gmail.com).
Cite:Wasana Phasomyard, "Implementing Role-Play Video Project into Business English Course: A Case Study of Multidisciplinary Students," International Journal of Languages, Literature and Linguistics vol. 2, no. 4, pp. 178-184, 2016.