Business Communication through Active Learning.

Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive learning would entail increased preparation time. The purpose of this paper is first to demonstrate the need for active learning in the Business Communication classroom taking into consideration that students today must not only acquire competence in a subject, but they must also be able to apply those competencies as they work in their professions. Secondly, the paper will give practical examples of how role-play, peer correction and case studies are applicable in the university classroom in the study of letter, memo, resume writing as well as in the preparation of meetings and job interviews. (Contains 13 references. Appendixes contain a sample instructional letter-writing format; a class exercise on letter-writing form; an example of a problem-solving situation; a mini-lecture on resume/curriculum vitae writing; a form for taking notes during the mini-lecture; and a list of employment interview questions used during a student simulation.) (Author/RS)