A Business English course showed that using smartphones and digital tools for hands-on, experiential tasks can effectively replace traditional paper-based learning while improving student engagement and practical skills.
📊 Quick Facts
| Type | Seminar |
| Author | Dr. Patrick Chi-wai LEE, Assistant Professor, School of Arts and Social Sciences, The Open University of Hong Kong |
| Published | September 17, 2020 |
| Source | Visit Source |
| Location(s) | DEWEY K12 School |
🖼️ Illustrations
📝 Abstract
[Copied from YouTube description] This is a case study, attempting to showcase the implementation of students’ experiential English learning through technology for a 15-week module titled Business English Communication for degree students in a tertiary institution in Hong Kong. This study primarily aims to report on the uses of technology tools covering applications, websites, softwares, etc. for promoting students’ hands-on practices across various topics throughout the module, particularly when compared with traditional learning activities of in-class paper-based English writing and textbook case-study discussion. This study adopted in-class student learning tasks, purposefully embracing the framework of experiential learning (Enfield, 2001; Kolb, 1984). Specifically, given different fundamental module topics including Informative and Persuasive Writing, Diversity in Business, Job Searching, Oral Presentation, etc., students were expected to use their smartphones in class to (i) browse and evaluate existing fund-raising projects from on-line websites (e.g. Kickstarter) for knowing a persuasive message that may drive ones to be a backer to a project, (ii) text the teacher an informative message via Whatsapp for immediate feedback, (iii) examine authentic comments from the public via social media such as Instagram or Pinterest on real business cases, (iv) conduct hands-on trials of personality or aptitude test applications for understanding job searching process, and (v) apply learnt techniques to prepare and present an oral presentation via softwares (e.g. Prezi), etc. In summary, this case study has pointed to the result that students’ experimental English learning through technology can be realised across different module topics, and not necessarily through the traditional paper-based writing tasks and textbook case studies, and the technology tools range from websites, whatsapp, applications to softwares, etc., In addition, the students’ hands-on interactive approach appears to play a role transforming the challenge of students’ distracted use of smartphones into the best use for students’ English learning through technology.