The development of an online case-based collaborative learning module for Business English Communication course

Abstract

The objectives of this research and development (R&D) study were to construct, develop and evaluate an online Case-based Collaborative Learning (CBCL) module for a business English for communication course as well as to evaluate the effectiveness of the online CBCL module. The subjects of the study were 22 students from the Faculty of Business, Rajamangala Institute of Technology Lanna, Lampang Campus, (RMUTLL), Lampang, Thailand. Before taking the course, the students’ language proficiency was assessed using the Business English Communicative Achievement (BECA) test and it was reassessed after 18 weeks of study. Moreover, the students’ performance was observed regarding their development in terms of business English communication together with their professional behavior and it was evaluated using portfolio assessment. Apart from the test and students’ portfolio, the instruments included, for example, a questionnaire on the students’ attitude towards the CBL method, the CL settings and a questionnaire on critical thinking skills enhancement. Quantitative data were analyzed via analysis of arithmetic means, t-test dependent sample, the effect size (ES) on students’ gained scores and level of effectiveness index (E1/E2). Qualitative data were investigated using the content analysis of test takers’ written documents, and the semi-structured interview. The findings suggested that the developed module was effective since the students’ listening and reading skills had improved. This showed the effectiveness of implementing the module for the Business Communication for Global World (BCGW), a business English communication course in language learning and teaching. Also, it was possible to conclude that the students were able to write and speak better English after taking the course. They were able to gain the critical thinking skills since they performed noticeably well in the following activities which required critical thinking skills, namely, organizing or structuring their ideas into categories, logically presenting their ideas and employing the reading strategies they have learned from the course as well as doing referencing. Additionally, the findings confirmed the quality of the BCGW course since all of the students viewed the BCGW course as a ‘good’ language course but it some parts needed further revision such as looking more closely at the type of font being used together with the range of interactive activities. Interestingly, the results of the interviews indicated that the students believed that their language skills had improved and they had positive attitudes towards the CBL method and the CL settings. However, based on the value of effectiveness index (E1/E2), it suggested that the BCGW course especially the BECA test needed further revision. These findings revealed that the underlying success or the effectiveness of the BCGW course could be explained by the concept of scaffolding, ongoing changes or adjustments, the use of L1 or mother tongue, a small class size, students’ personal attributes, for example, great effort and persistence, and blended learning settings. With further development and research, the concept of scaffolding, acknowledgment of the students’ backgrounds and technology issues were highly recommended.