The Effectiveness of Task-Based E-Learning Materials for Business English Course
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Abstract
In today’s globalised and digitally driven world, Business English competence is becoming increasingly vital for students preparing for their professional careers. As a result, it is vital to create effective and engaging strategies for learning customised to their individual needs. This study is part of a research and development study that aims to develop task-based e-learning materials for Business English and evaluate their effectiveness. This study employed a pre-experimental one-group pre-test post-test design. The samples consisted of 35 university students, selected through cluster sampling into intact groups. Research instruments included task based e-learning Business English materials, pre- and post-tests, and questionnaires. The pre-test and post-tests were performance tests and assessed using rubrics. Data were analysed using descriptive statistics and inferential statistics (paired sample t-tests) to test the hypothesis. The study’s findings revealed a considerable improvement in students’ Business English achievement following the adoption of task-based e-learning Business English materials, as compared to their previous performance. It may be concluded that task-based e-learning Business English materials are successful in improving students’ achievement in Business English, with a significant effect size (Hedges’ g = 3.45). The findings of this study provide valuable insights for Business English instructors and material designers, particularly in optimising e-learning and task-based approaches to improve student achievement and satisfaction.
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References
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