The exploitation of case studies in learning business english speaking by ulis first year double-major students = Khai thác case studies trong việc học nói Tiếng Anh kinh tế cho sinh viên năm nhất ngành kép Đại học Ngoại Ngữ

• Main Author: Phạm, Thị Vân
• Other Authors: Hoàng, Thị Mỵ
• Format: Undergraduate thesis
• Language: English
• Published: ĐHQGHN - Trường Đại học Ngoại Ngữ 2021
• Subjects: Ngôn ngữ Anh; Kỹ năng nói
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/104386
• Institution: Vietnam National University, Hanoi

Over the years, English has remained potentially a communicative medium and come to aid in daily commercial transactions throughout the globe. Therefore, since people have attempted to master their English proficiency, case study emerges as a beneficial learning method and receives widespread acknowledgement in most schools and universities. The principal objectives of this research were to explore case studies’ contributions to ULIS 1 st year double-major students’ Business Speaking, to determine the most favorite and helpful activities as well as to find out challenges met up by students, then to offer recommendations for further effective case studies. A survey was conducted in which a total of 50 students were invited for the research questionnaire and 10 students for the private intensive interview. It was found that, as perceived by students, among four regular activities, discussion and debating were in the best interest while discussion and presentation were graded as the most beneficial ones. Concerning its advantages, case studies could encourage students to use business vocabulary, actualize the usage of words, improve speaking proficiency and enhance business communication. Unlike the researcher’s initial prediction, however, case studies failed to prove its strong power in facilitating students’ words memorizing and the main difficulties during case studies implementation as investigated mostly derived from subjective elements. Taking into account of students’ difficulties, a number of recommendations were provided notably Be Change Agent, In-group consensus and Language Evaluation Paper. Besides suggestions for students, two-way contract and deeper involvement initiatives for teachers were also offered. Eventually, the researcher would like to call for further researches intensively studying about double-major students’ learning activities.