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|Two Stay Two Stray 對EFL學習者在商用英語之成效：口語成果、人際溝通能力、學習觀點
|Two Stay Two Stray on Business English among EFL Learners: Speaking Outcomes, Interpersonal Competence, and Perceptions
LIU, HSIU-YING;CHEN, HSIEH-JUN
|Two Stay Two Stray;口語成果;人際溝通能力;商務英語;合作學習
Two Stay Two Stray;speaking outcomes;interpersonal communication competence;Business English;cooperative learning
|使用合作學習對學生的認知和社會情感發展有許多優勢的報告，從早期教育到高等教育層次都有，包括來自不同文化背景、種族、社會經濟和不同能力水平的學生。大部分學生在演講時不太有動力且害羞，這是因為環境不支持每天使用英語對話所導致的。因此，教師需要能夠管理課堂上所有學生之間的互動，以確保所有學生都有平等的參與機會。學生也需要學習在課堂上彼此之間的互動方式，特別是在商務英語課程中，學生還需要提升他們的溝通能力，因為在真實的商務工作中，作為未來的員工，學生將與團隊合作進行項目、與客戶會面並進行演講。本研究旨在探討作為一種合作學習形式的「Two Stay Two Stray」對商務英語語境下口語成果、人際溝通能力和英語學習者的學習觀點所產生的影響。 參與者是亞洲大學外國語文學系的52名大二學生，他們選修了《共通專業英語文：社科簡報英文-高級》課程。學生進行兩項商用英語專案，每項專案為期五週。在案例1中，學生需要在四個場地中選擇一個理想的場地來舉辦會議活動。此專案為兩人小組合作，學生需要展示他們解決問題的能力來應對所給的挑戰。學生簡報由商業案例背景資訊開始，接著學生簡介四個場地選項並評估其優劣勢，最後提出最適合的選項。根據他們在第一個商業案例中的口語表現，學生被分為高成就組和低成就組。在第二個專案期間，首先使用「Two Stay Two Stray」將學生分成四人一組，進行主題討論後，兩名學生移動到另一個組別分享他們的想法和資訊，而另外兩名學生則留在原組別並歡迎來自另一組的兩名訪客。留在原組別的兩名學生負責將工作、資訊和知識分發給加入他們組別的兩名學生，最後，學生回到原組別再次討論他們的工作結果，並作出結論和最終報告。收集了多種數據來源，包括學生在前測（案例研究1：組織會議）和後測（案例研究2：選擇總經理）中的表現，他們對人際溝通能力問卷的回答，以及在反思日誌中的反思。 研究結果顯示，這兩個組別在口語成果和人際溝通能力方面表現出色。具體而言，低成就組在接受「Two Stay Two Stray」後的口語成果顯著提高，前測（平均值=76.50，標準差=3.76），後測（平均值=83.46，標準差=2.68），而高成就組在口語表現方面沒有顯著差異，後測為（平均值=86.03，標準差=3.21），前測為（平均值=85.96，標準差=2.79）。在人際溝通能力方面，兩個組別在支持方面有顯著差異，高成就組（平均值=2.92，標準差=1.16），低成就組（平均值=3.61，標準差=0.75），低成就組在人際溝通能力方面表現優於高成就組，但整體結果兩個組別在人際溝通能力方面沒有顯著差異。根據學生對問卷的回答，學生對「Two Stay Two Stray」此方法大多感到滿意並且有動力，他們提到他們可以與同伴和其他組別的同學分享特定案例的想法和思考。這些研究發現對商務英語語境下的英語學習者教師具有重要的教學意義，包括提升口語成果、發展人際溝通能力以及促進對創新教學方法的積極感知。總體而言，該研究提供了實證證據，支持「Two Stay Two Stray」在促進英語作為外語學習者的語言學習方面的有效性。該研究的發現對語言教學領域的研究和實踐都有重要意義，尤其是在商務英語教學的背景下，作為一種創新的教學方法。
The benefits associated with the utilization of cooperative learning in the realm of students' cognitive and socio-emotional development have been extensively documented, spanning across educational tiers ranging from early childhood education to tertiary education. These advantages have been observed among students hailing from diverse cultural backgrounds and ethnicities, varied socioeconomic statuses, as well as a broad spectrum of aptitude levels. A significant amount of students exhibit reduced motivation and reticence when it comes to expressing themselves in English during presentations. This phenomenon can be attributed to the absence of an English-speaking environment in their daily lives. Consequently, it is incumbent upon educators to proficiently facilitate interactions both among students and with the entire class, thereby ensuring equitable participation opportunities for all. Moreover, students must acquire a clear understanding of the expected norms governing their interpersonal engagements within the classroom setting, particularly within the domain of Business English. This will equip them with the necessary communication skills to navigate real-world professional scenarios, such as collaborative projects, client meetings, and delivering presentations. In light of these considerations, the present study aimed to investigate the impact of the Two Stay Two Stray approach, a form of cooperative learning, on speaking performance, interpersonal communication competence, and perceptions among English as a Foreign Language (EFL) learners, within the specific context of Business English. The participants were 52 English-major sophomores from the Department of Foreign Languages and Literature at Asia University, who were enrolled in the English General Specific Purpose: English Presentation for Social Science course. The students were engaged in two business case projects, with each one lasting for five weeks. In case 1, the student was assigned a project to select the ideal venue among four available options for hosting a conference event. The task involved a pair-work presentation where the students had to demonstrate their problem-solving skills by addressing the given challenge. The presentation began by providing the background information of the case, followed by introducing the four options and assessing their respective advantages and disadvantages. Ultimately, the students had to propose a suitable solution. Based on their oral performance on the first business case, the students were divided into high achievers and low achievers, with each group consisting of 26 students. During Case 2 where Two Stay Two Stray was used, the teacher divided the students into a group of four, including two high achievers and two low achievers. The students first stayed in their group to discuss the business case. Then two students in each group moved to another group to share their ideas and information, while the other two students remained in their group and welcomed two visitors from another group for interaction. Finally, all of the students moved back to their original groups and discussed the results of their work again, and made the conclusion as well as the final report. Multiple sources of data were collected, including the students’ performance on the pre-test (Case 1, Organizing a Conference) and the post-test (Case 2, Selecting a General Manager), their responses to the Interpersonal Communication Competence questionnaire, and their reflections are shown in the reflective journal. The results of the study showed that the low achiever group demonstrated significant improvement in their speaking outcomes after receiving Two Stay Two Stray approach while comparing the pre-test (M = 76.50, SD = 3.76) and the post-test (M = 83.46, SD = 2.68). However, the high achievers did not make a significant improvement in their speaking performances in comparing the pre-test (M = 86.03, SD = 3.21) and the post-test (M = 85.96, SD = 2.79). For Interpersonal Communication Competence, significant differences were only observed in supportiveness between the two groups, with the low achievers responding significantly higher (M = 3.61, SD = 0.75) than the high achievers (M = 2.92, SD = 1.16). No significant differences were found in terms of self-disclosure, empathy, social relaxation, assertiveness, alter-centrism, interaction management, expressiveness, immediacy, and environmental control. Based on the student’s responses to the reflective journal, most of the students were satisfied and motivated about the use of Two Stay Two Stray approach as they mentioned they could share their ideas and thoughts about the cases given with their peers and other group peers during the Two Stay Two Stray Approach. These findings have important pedagogical implications for teachers of EFL learners in the context of Business English, including the potential to enhance speaking outcomes, develop interpersonal communication competence, and promote positive perceptions of innovative teaching methods. Overall, the study provides empirical evidence to support the effectiveness of the Two Stay Two Stray Approach in promoting language learning among EFL learners. The findings of the study have implications for both research and practice in the field of language teaching, particularly in the context of Business English instruction as an innovative teaching approach in the classroom.
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