PROJECT-BASED LEARNING AND BUSINESS COMMUNICATION SKILLS IN BUSINESS ENGLISH COURSES: STUDENTS’ PERSPECTIVES
DOI:
https://doi.org/10.21009/ishel.v2i1.69785Keywords:
business English, business communication skills, Project-Based Learning, students' perceptions, workplace communicationAbstract
Business communication skills have become essential competencies for university graduates entering the global workforce. However, many Business English courses still emphasize grammar and vocabulary rather than authentic communication practices. This study aimed to explore students' perceptions of the implementation of Project-Based Learning (PBL) in a Business English course and its contribution to the development of business communication skills. A mixed-methods design was employed by collecting quantitative and qualitative data from 100 students through a questionnaire administered via Google Forms and interviews with five students. The questionnaire data were analyzed using descriptive statistics, while the interview data were analyzed thematically using ATLAS.ti. The findings revealed that students perceived previous Business English learning as teacher-centered, grammar-oriented, and offering limited opportunities for authentic communication. In contrast, students viewed Project-Based Learning positively because it promoted authentic business-oriented learning, learner autonomy, learning motivation, self-reflection, and improved business communication skills. The study concludes that Project-Based Learning provides a meaningful learning environment that enhances communication competence and better prepares students for workplace communication. These findings contribute to Business English pedagogy by providing empirical evidence of students' perceptions of Project-Based Learning in higher education. Keywords: should be written under the abstract in bold, italic, and should reflect the substance of the paper as also mentioned in the title.
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Copyright (c) 2026 Wuriy Handayani, Zainal Rafli, Muhammad Kamal bin Abdul Hakim
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