THE EFFECTS OF (PBL) PROJECT-BASED LEARNING ON BUSINESS ENGLISH WRITING AMONG UNIVERSITY STUDENTS IN ENGLISH EDUCATION PROGRAMS

Abstract

The study checks the influence of using Project-Based Learning (PBL) on the business English writing skills of students enrolled in English courses. An emphasis on traditional methods sometimes leaves learners short of the experience needed for today’s workplace writing. An assessment using a descriptive design looked at students’ views and accomplishments after 12 PBL sessions. Pre/post writing assessments were given and a 22-item survey on a Likert scale was completed by 107 students. Areas measured were writing clarity, structure, vocabulary, tone, grammar, confidence and preparation for communication in the workplace. SPSS analysis supported by the survey results show that PBL made students better at writing clearly, in a well-ordered manner and professionally. Many students claimed that their language skills, understanding of grammar and confidence in writing had improved. The research demonstrates that using PBL can greatly improve writing skills in business English. Official recommendations suggest using real situations, structuring lessons, working together and online tools in teaching business English.