Improving Business English Learners' Self-Efficacy for Oral Communicative Competence through Project-Based Learning

Abstract

This quasi-experimental study examined the effectiveness of Project-Based Learning (PBL) as a teaching strategy for enhancing the self-efficacy of oral communicative competence among Chinese Business English learners. The participants consisted of 62 Business English students enrolled in a Listening and Speaking course at a private college in China, who were purposefully selected for the study. The intervention involved a 16-week instructional period utilizing PBL as the core teaching strategy. Data were collected through a self-efficacy questionnaire on oral communicative competence, administered as both pre-test and post-test, along with semi-structured student interviews conducted after the intervention. Quantitative data were analyzed using t-tests, while qualitative data underwent thematic analysis. The findings indicated a significant improvement in learners’ self-efficacy in oral communicative competence and demonstrated positive student perceptions of PBL as a supportive method for building confidence. The study concludes that PBL is an effective instructional strategy for enhancing oral communicative self-efficacy in Business English contexts. It is recommended that PBL be adopted as a pedagogical approach in English language instruction aimed at fostering learner confidence and communicative competence.