Abdel Latif, D. (2025). Using Project-Based Learning to Improve English for Specific Purposes Students' Business Writing, Negotiation,and Persuasion Skills. Journal of Research in Curriculum Instruction and Educational Technology, 11(1), 99-158. doi: 10.21608/jrciet.2025.404427
Dr. Omnia Latif Ibrahim Abdel Latif. "Using Project-Based Learning to Improve English for Specific Purposes Students' Business Writing, Negotiation,and Persuasion Skills". Journal of Research in Curriculum Instruction and Educational Technology, 11, 1, 2025, 99-158. doi: 10.21608/jrciet.2025.404427
Abdel Latif, D. (2025). 'Using Project-Based Learning to Improve English for Specific Purposes Students' Business Writing, Negotiation,and Persuasion Skills', Journal of Research in Curriculum Instruction and Educational Technology, 11(1), pp. 99-158. doi: 10.21608/jrciet.2025.404427
Abdel Latif, D. Using Project-Based Learning to Improve English for Specific Purposes Students' Business Writing, Negotiation,and Persuasion Skills. Journal of Research in Curriculum Instruction and Educational Technology, 2025; 11(1): 99-158. doi: 10.21608/jrciet.2025.404427
Using Project-Based Learning to Improve English for Specific Purposes Students' Business Writing, Negotiation,and Persuasion Skills
Associate Professor of TEFL at Curriculum & Instruction Dept. Faculty of Education, Minia University
Abstract
Abstract
T
his study is intended to measure the effect of using project-based learning (PBL) to improve English for specific purposes (ESP) students' business writing, negotiation, and persuasion skills. A quasi-experimental pre-post control group design was employed to achieve the study objectives. Ninety second-year students from the Sadat Academy for Management Sciences (Minia Branch) were randomly selected during the second semester of the 2022-2023 academic year. These students were divided into two intact groups of (45) students each. The experimental group underwent training via a project-based learning program to improve their business writing, negotiation, and persuasion skills. In contrast, the control group received regular instruction. Three instruments were used to achieve the study’s goals: a needs assessment questionnaire to identify the essential ESP business writing, negotiation, and persuasion skills, a business writing skills test, and a negotiation and persuasion skills test. Data analysis using a t-test revealed that the experimental group significantly outperformed the post-test performance of the control group. The study presents results, new recommendations, and further suggestions for upcoming research.
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