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Action Research on Cooperative Learning of Business English Writing

Received: 14 November 2019    Accepted: 23 November 2019    Published: 4 December 2019
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Abstract

Business English Writing is a compulsory course for English majors in Beijing Wuzi University. It is a practical course for students to internalize what they have learned in other Business Reading courses and turn it into business English articles. So cooperative learning method is introduced in this course to help students smoothly finish the writing process. Also, cooperative learning can help students to be more actively involved in learning, increase their learning motivation, improve their self-learning and creative thinking ability, so it has been applied broadly in English Teaching. However, there is seldom study that has been done on Business English Writing from the perspective of action research. This action research focused on how to apply cooperative learning in Business English Writing courses by comparing the learning results (ideas of the composition and length of the composition) of two classes, one is implemented with cooperative learning while the other is not. The comparison revealed that students were positive to cooperative learning and obtained more writing skills by learning in cooperative groups. In the last part, this paper summarized advantages and limitations of the experiment, and provided suggestions on how to improve cooperative learning in Business English Writing course to have a better learning outcome.

DOI 10.11648/j.ss.20190806.15
Published in Social Sciences (Volume 8, Issue 6, December 2019)
Page(s) 333-337
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Cooperative Learning, Business English Writing, Action Research

References
[1] Anderson, J. R. 2005. Cognitive psychology and its implications [M]. New York: Worth Publishers.
[2] Ruggiero, V. R. 2001. The Art of Thinking: A Guide to Critical and Creative Thought [M]. 6th ed. New York: Addison Wesley Longman Inc.
[3] Sweigart, W. 1991. Classroom Talk, Knowledge Development, and Writing [J]. Research in the Teaching of English, 25 (4): 469-496.
[4] Jiang L, 2015, Action Research on teaching reform on course Business Introduction [J]. Forestry Education in China. (33): 61-63.
[5] Peng, XJ, 2016, Action Research on Cooperative Learning in Business English Writing, [J]. Journal of HUBEI Correspondence University, Vol 29, No. 24, 169-171.
[6] Tin, T. B. 2000. Writing, Knowledge Construction and Idea Framing [J]. RELC Journal, 31 (1): 96-115.
[7] Li, DY, 2017, Action Research on Explorable Dicussion Group, [J]. English Teachers, Vol 17, No. 18, 130-134.
[8] Xiang, CY, 2016, Action Research on Cooperative Group Learning about the Business English Professional Curriculum, [J]. Journal of HUBEI Correspondence University, Vol 29, No. 4, 135-136.
[9] Mercer, N., Dawes, L., Wegerif, R. and Sams, C. 2004. Reasoning as a scientist: ways of helping children to use language to learn science [J]. British Educational Research Journal, 30 (3): 359-378.
[10] Butler, J. A. and Britt, M. A. 2011. Investigating instruction for improving revision of argumentative essays [J]. Written Communication, 28 (1): 70-96.
[11] Weng, JL, 2016, Action Research and its Application on Business English Teaching, [J]. Modern Foreign Language Research, (3): 40-44.
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[13] Langan, J. 2014. College writing skills [M]. Beijing: Foreign Language Teaching and Research Press.
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  • @article{10.11648/j.ss.20190806.15,
      author = {Ling Zhang},
      title = {Action Research on Cooperative Learning of Business English Writing},
      journal = {Social Sciences},
      volume = {8},
      number = {6},
      pages = {333-337},
      doi = {10.11648/j.ss.20190806.15},
      url = {https://doi.org/10.11648/j.ss.20190806.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20190806.15},
      abstract = {Business English Writing is a compulsory course for English majors in Beijing Wuzi University. It is a practical course for students to internalize what they have learned in other Business Reading courses and turn it into business English articles. So cooperative learning method is introduced in this course to help students smoothly finish the writing process. Also, cooperative learning can help students to be more actively involved in learning, increase their learning motivation, improve their self-learning and creative thinking ability, so it has been applied broadly in English Teaching. However, there is seldom study that has been done on Business English Writing from the perspective of action research. This action research focused on how to apply cooperative learning in Business English Writing courses by comparing the learning results (ideas of the composition and length of the composition) of two classes, one is implemented with cooperative learning while the other is not. The comparison revealed that students were positive to cooperative learning and obtained more writing skills by learning in cooperative groups. In the last part, this paper summarized advantages and limitations of the experiment, and provided suggestions on how to improve cooperative learning in Business English Writing course to have a better learning outcome.},
     year = {2019}
    }
    

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    AB  - Business English Writing is a compulsory course for English majors in Beijing Wuzi University. It is a practical course for students to internalize what they have learned in other Business Reading courses and turn it into business English articles. So cooperative learning method is introduced in this course to help students smoothly finish the writing process. Also, cooperative learning can help students to be more actively involved in learning, increase their learning motivation, improve their self-learning and creative thinking ability, so it has been applied broadly in English Teaching. However, there is seldom study that has been done on Business English Writing from the perspective of action research. This action research focused on how to apply cooperative learning in Business English Writing courses by comparing the learning results (ideas of the composition and length of the composition) of two classes, one is implemented with cooperative learning while the other is not. The comparison revealed that students were positive to cooperative learning and obtained more writing skills by learning in cooperative groups. In the last part, this paper summarized advantages and limitations of the experiment, and provided suggestions on how to improve cooperative learning in Business English Writing course to have a better learning outcome.
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Author Information
  • Department of Foreign Languages and Cultures, Beijing Wuzi University, Beijing, China

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