Abstract
This study reports an investigative study of individual differences in personality, motivation, challenges, learning styles and strategies, needs and 55 non-English-majors’ engagement in business English language classrooms in a Chinese university, using two-stage surveys. The study finds positive affective factors in personality and motivation, though participants experienced challenges in learning business English vocabulary and improving English skills. Participants used different learning strategies and styles, and required varied helpful strategies for enhancing business English teaching and learning. Participants had high levels of cognitive engagement, behavioral engagement, emotional engagement, enjoyment, focus, and task familiarity in business English learning. Though participants still encountered problems, they reported learning gains in business English vocabulary expansion, improvement in business writing, workplace communication, business knowledge and culture, business reading, problem solving, listening, interest in English and critical thinking skills. This study is providing empirical evidence of individual differences with China’s non-English-major learners in business English learning and how the individual differences relate with engagement and learning outcomes. The study also implies for practice that business English teachers should adapt their teaching approach and strategies to accommodate to individual differences.
References
References
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Bao, D. and Pham, T. (2021). Transforming Pedagogies Through Engagement with¬ Learners, Teachers and Communities. Singapore: Springer Nature Singapore Pte Ltd.
Brown, J.D. (2014). Mixed methods research for TESOL. Edinburgh: Edinburgh University Press.
Carver, C., Jung, D. and Gurzynski-Weiss, L. (2021). 7 Examining Learner Engagement in Relationship to Learning and Communication Mode. In Hiver P, Al-Hoorie A H and Mercer S, Student engagement in the language classroom, Bristol: Multilingual Matters, pp.120-142.
Chan, C.S.C. (2018). Proposing and illustrating a research-informed approach to curriculum development for specific topics in business English. English for Specific Purposes 52 (2018) 27-46. https://doi.org/10.1016/j.esp.2018.07.001.
Chew, S.Y. and Ng, L.L. (2016). The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-to-Face and Online Discussions. Asia-Pacific Edu Res (2016) 25(4):605-613. DOI 10.1007/s40299-016-0288-z.
Chung, W.S. and Leung, M.-T. (2016). Chapter 11 The Structural Relationships Between Foreign Language Speaking Anxiety, Perceived English Competence, English Learning Motivation, Willingness to Communicate, English Learning Engagement and Motivational Intensity in Hong Kong Secondary Students. In M.-T. Leung and L.-M. Tan (eds.), Applied Psychology Readings, Singapore: Springer Nature Singapore Pte Ltd. DOI 10.1007/978-981-10-2796-3_11, pp.147-169.
Csizér, K., Albert, Á. and Piniel, K. (2021). The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students. In Pawlak M. (Ed.). Investigating Individual Learner Differences in Second Language Learning. Switzerland: Springer, pp.1-21.
Dudley-Evans, T. and St John, M.J. (1998). Developments in ESP: A Multi-disciplinary Approach, Cambridge: Cambridge University Press.
Ellis, M. and Johnson, C. (2002). Teaching business English. Shanghai: Shanghai Foreign Language Education Press.
Frendo, E. (2005). How to teach business English. Essex, England: Pearson Education Limited.
Heckhausen, J. and Heckhausen, H. (2018). Chapter 1. Motivation and Action: Introduction and Overview. In Motivation and Action (Third Edition). Switzerland: Springer International Publishing, pp.1-14.
Hiver, P., Al-Hoorie, A.H. and Mercer, S. (2021). Student engagement in the language classroom, Bristol: Multilingual Matters.
Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press.
Keefe, J.W., Monk, J.S., Leqferi, C.A., Languis, M., and Dunn, R. (1989). Learning style profile (LSP). Reston, VA: National Association of Secondary School Principals.
Kim, T.-Y. (2021). Historical Development of English Learning Motivation Research: Cases of Korea and Its Neighboring Countries in East Asia. Singapore: Springer Nature Singapore Pte Ltd.
Larsen, R.J. and Buss, D.M. (2015). Personality Psychology: Domains of knowledge about human nature. Beijing: McGraw-Hill Education and Post & Telecom Press.
Liu, X.G. (2015). Introvert and extrovert personalities and language learning [Xing Ge Nei Wai Xiang yu Wai Yu Xue Xi Yan Jiu Shu Ping]. Inner Mongolia Education [Nei Meng Gu Jiao Yu]. 2015.11, 51-52.
Moreno, J.D., Martínez-Huertas, J., Olmos, R., Jorge-Botana, G., Botella, J. (2021). Can personality traits be measured analyzing written language? A meta-analytic study on computational methods. Personality and Individual Differences 177 (2021), 1-12.
Mystkowska-Wiertelak, A. (2020). Teachers’ accounts of learners’ engagement and disaffection in the language classroom, The Language Learning Journal, 1-13. DOI: 10.1080/09571736.2020.1800067.
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Pawlak, M. (2021). Investigating Individual Learner Differences in Second Language Learning. Switzerland: Springer.
Pu, K. (2005). Influence of Individual Differences on Language Learning. Journal of Luoyang University, Vol 20, No 1, 123-125.
Rizvanović, N. (2018). Motivation and Personality in Language Aptitude. In S. M. Reiterer (ed.), Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience, English Language Education. Switzerland: Springer International Publishing AG. https://doi.org/10.1007/978-3-319-91917-1_6, pp.101-116.
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Stone, C. and Springer, M. (2019). Interactivity, connectedness and ‘teacher-presence’: Engaging and retaining students online. Australian Journal of Adult Learning, Volume 59, Number 2, 146-169.
Vedel, A. and Poropat, A.E. (2020). Personality and Academic Performance. In V. Zeigler-Hill, T. K. Shackelford (eds.), Encyclopedia of Personality and Individual Differences. Switzerland: Springer Nature AG. https://doi.org/10.1007/978-3-319-24612-3, pp.3529-3534.
Wang, B.H. (2009). Introvert and extrovert learners and the relations with language learning [Xue Xi Zhe Nei Wai Xiang Xing Ge yu Yu Yan Xue Xi de Yan Jiu]. Contemporary Literature [Shi Dai Wen Xue], 2009 (003), 185-187.
Wang, X., Liu, Y.L., Ying, B. and Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology (2021), 1-11. https://doi.org/10.1007/s12144-021-02008-8.
Włosowicz, T.M. (2021). Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon. In Pawlak, M. (Ed.). Investigating Individual Learner Differences in Second Language Learning. Switzerland: Springer, pp.115-150.
Author (2016).
Author (2021).
Yang, M. (2009). Making interdisciplinary subjects relevant to students: an interdisciplinary approach, Teaching in Higher Education, 14:6, 597-606, DOI:10.1080/13562510903315019.
Zhoc, K.C.H., Webster, B.J., King, R.B., Li, J.C.H. and Chung, T.S.H. (2019). Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence. Res High Educ (2019) 60:219–244, https://doi.org/10.1007/s11162-018-9510-6.
Ahmadi-Azad, S., Asadollahfam, H., Zoghi, M. (2020). Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment. System 95 (2020), 1-15.
Bao, D. and Pham, T. (2021). Transforming Pedagogies Through Engagement with¬ Learners, Teachers and Communities. Singapore: Springer Nature Singapore Pte Ltd.
Brown, J.D. (2014). Mixed methods research for TESOL. Edinburgh: Edinburgh University Press.
Carver, C., Jung, D. and Gurzynski-Weiss, L. (2021). 7 Examining Learner Engagement in Relationship to Learning and Communication Mode. In Hiver P, Al-Hoorie A H and Mercer S, Student engagement in the language classroom, Bristol: Multilingual Matters, pp.120-142.
Chan, C.S.C. (2018). Proposing and illustrating a research-informed approach to curriculum development for specific topics in business English. English for Specific Purposes 52 (2018) 27-46. https://doi.org/10.1016/j.esp.2018.07.001.
Chew, S.Y. and Ng, L.L. (2016). The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-to-Face and Online Discussions. Asia-Pacific Edu Res (2016) 25(4):605-613. DOI 10.1007/s40299-016-0288-z.
Chung, W.S. and Leung, M.-T. (2016). Chapter 11 The Structural Relationships Between Foreign Language Speaking Anxiety, Perceived English Competence, English Learning Motivation, Willingness to Communicate, English Learning Engagement and Motivational Intensity in Hong Kong Secondary Students. In M.-T. Leung and L.-M. Tan (eds.), Applied Psychology Readings, Singapore: Springer Nature Singapore Pte Ltd. DOI 10.1007/978-981-10-2796-3_11, pp.147-169.
Csizér, K., Albert, Á. and Piniel, K. (2021). The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students. In Pawlak M. (Ed.). Investigating Individual Learner Differences in Second Language Learning. Switzerland: Springer, pp.1-21.
Dudley-Evans, T. and St John, M.J. (1998). Developments in ESP: A Multi-disciplinary Approach, Cambridge: Cambridge University Press.
Ellis, M. and Johnson, C. (2002). Teaching business English. Shanghai: Shanghai Foreign Language Education Press.
Frendo, E. (2005). How to teach business English. Essex, England: Pearson Education Limited.
Heckhausen, J. and Heckhausen, H. (2018). Chapter 1. Motivation and Action: Introduction and Overview. In Motivation and Action (Third Edition). Switzerland: Springer International Publishing, pp.1-14.
Hiver, P., Al-Hoorie, A.H. and Mercer, S. (2021). Student engagement in the language classroom, Bristol: Multilingual Matters.
Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press.
Keefe, J.W., Monk, J.S., Leqferi, C.A., Languis, M., and Dunn, R. (1989). Learning style profile (LSP). Reston, VA: National Association of Secondary School Principals.
Kim, T.-Y. (2021). Historical Development of English Learning Motivation Research: Cases of Korea and Its Neighboring Countries in East Asia. Singapore: Springer Nature Singapore Pte Ltd.
Larsen, R.J. and Buss, D.M. (2015). Personality Psychology: Domains of knowledge about human nature. Beijing: McGraw-Hill Education and Post & Telecom Press.
Liu, X.G. (2015). Introvert and extrovert personalities and language learning [Xing Ge Nei Wai Xiang yu Wai Yu Xue Xi Yan Jiu Shu Ping]. Inner Mongolia Education [Nei Meng Gu Jiao Yu]. 2015.11, 51-52.
Moreno, J.D., Martínez-Huertas, J., Olmos, R., Jorge-Botana, G., Botella, J. (2021). Can personality traits be measured analyzing written language? A meta-analytic study on computational methods. Personality and Individual Differences 177 (2021), 1-12.
Mystkowska-Wiertelak, A. (2020). Teachers’ accounts of learners’ engagement and disaffection in the language classroom, The Language Learning Journal, 1-13. DOI: 10.1080/09571736.2020.1800067.
Oxford, R. (1989). Strategy inventory for language learning. Alexandria, VA: Oxford Associates.
Oxford, R.L. (1993). Style Analysis Survey (SAS): Assessing your own learning and working styles. In J. R. Reid (Ed.), Learning styles in the ESL/EFL classroom. Boston, MA: Heinle & Heinle. Appendix A., pp. 208–217.
Pawlak, M. (2021). Investigating Individual Learner Differences in Second Language Learning. Switzerland: Springer.
Pu, K. (2005). Influence of Individual Differences on Language Learning. Journal of Luoyang University, Vol 20, No 1, 123-125.
Rizvanović, N. (2018). Motivation and Personality in Language Aptitude. In S. M. Reiterer (ed.), Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience, English Language Education. Switzerland: Springer International Publishing AG. https://doi.org/10.1007/978-3-319-91917-1_6, pp.101-116.
Steingart, I., Freedman, N., Grand, S. and Buchwald, C. (1975). Personality organization and language behavior: The imprint of psychological differentiation on language behavior in varying communication conditions. Journal of Psycholinguistic Research, Vol. 4, No. 3, 241-255.
Stone, C. and Springer, M. (2019). Interactivity, connectedness and ‘teacher-presence’: Engaging and retaining students online. Australian Journal of Adult Learning, Volume 59, Number 2, 146-169.
Vedel, A. and Poropat, A.E. (2020). Personality and Academic Performance. In V. Zeigler-Hill, T. K. Shackelford (eds.), Encyclopedia of Personality and Individual Differences. Switzerland: Springer Nature AG. https://doi.org/10.1007/978-3-319-24612-3, pp.3529-3534.
Wang, B.H. (2009). Introvert and extrovert learners and the relations with language learning [Xue Xi Zhe Nei Wai Xiang Xing Ge yu Yu Yan Xue Xi de Yan Jiu]. Contemporary Literature [Shi Dai Wen Xue], 2009 (003), 185-187.
Wang, X., Liu, Y.L., Ying, B. and Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology (2021), 1-11. https://doi.org/10.1007/s12144-021-02008-8.
Włosowicz, T.M. (2021). Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon. In Pawlak, M. (Ed.). Investigating Individual Learner Differences in Second Language Learning. Switzerland: Springer, pp.115-150.
Author (2016).
Author (2021).
Yang, M. (2009). Making interdisciplinary subjects relevant to students: an interdisciplinary approach, Teaching in Higher Education, 14:6, 597-606, DOI:10.1080/13562510903315019.
Zhoc, K.C.H., Webster, B.J., King, R.B., Li, J.C.H. and Chung, T.S.H. (2019). Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence. Res High Educ (2019) 60:219–244, https://doi.org/10.1007/s11162-018-9510-6.
Copyright (c) 2024 Qing Xie
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