





































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 7, No. 2, August 2024, pp. 65-78  

       https://doi.org/10.12928/eltej.v7i2.11017        http://journal2.uad.ac.id/index.php/eltej/index          eltej@pbi.uad.ac.id  

A work-based approach for improving students’ performance in 

the college general English class 

Yi-Ching Pan  

National Pingtung University, No.4-18, Minsheng Rd., Pingtung City, Pingtung County 900391, Taiwan 

holiday@nptu.edu.tw   

 

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 20 June 2024 

Revised 25 July 2024 

Accepted 2 August 2024 

 Many university students in Taiwan have complained that the general 
English class is not very exciting nor useful for the workplace due to its 
exam-oriented and teacher-centered instruction focus.  Such negative 
impressions often lead to a low motivation toward learning English and 
affect students’ learning outcomes. This study aimed to establish an 
innovative work-based teaching approach and to explore whether it can 
help enhance students’ motivation to learn English, positively impacting 
their overall performances. The work-based teaching approach included 
job-seeking activities involving self-introduction and resume writing, as 
well as product introduction tasks, fostering student participation, 
teacher-student interaction, and balanced summative-and-formative 
assessments. The study recruited 129 second-year university students in 
the general English class for an 18-week course where they were required 
to complete work-based tasks and assessments. A triangulation of 
research methods was employed to collect both qualitative and 
quantitative data from questionnaires, student formative and summative 
assessment, reflection journals, and student interviews. Three major 
findings arise from this study: 1) students’ score gain on TOEIC pre- and 
post-tests was statistically significant; 2) students offered positive views 
on the diverse, interactive, and communicative teaching methods that 
enhanced their understanding and application of workplace English; and 
3) performance assessment played a more important role in increasing 
students’ learning interest and motivation than traditional paper-and-
pencil tests. This study concludes with some pedagogical implications 
and suggestions for future research. 

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Task-based Language Teaching 

Formative Assessment 

Summative Assessment 

Learning Performance 

General English 

 

 

How to Cite: Pan, Y. C. (2024). A work-based approach for improving students’ performance in the college 
general English class. English Language Teaching Educational Journal, 7 (2), 65-78. 
https://doi.org/10.12928/eltej.v7i2.11017   

1. Introduction 

In response to the English graduation threshold set in Taiwan, many universities have implemented 
"General English Courses" that primarily focus on preparing students for the TOEIC exam (Test of 
English for International Communication). However, based on the researcher's teaching experience, 
students often expressed dissatisfaction with the uninteresting and impractical content of these classes, 
which primarily revolved around explaining and practicing TOEIC question types. Additionally, the 
traditional teaching model of "teacher lectures and students listen" contributes to low motivation 
among students when it comes to learning general English.  

With over two-thirds of graduates entering the workforce, the demand for English proficiency in 
the business sector has been steadily increasing in Taiwan, emphasizing the importance of workplace 

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66 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

English skills (104 Job Bank, 2021, Chang, 2017). In light of these considerations, this study aimed 
to develop an English general education course that focuses on practical workplace skills. The course 
employed innovative task-based learning methods, encompassing listening, speaking, reading, and 
writing activities relevant to workplace English. A balanced summative-and-formative assessment 
approach was also incorporated, enabling students to gauge their learning outcomes through 
quantitative assessment methods and experience different learning activities while documenting their 
progress. The ultimate objective was to cultivate students' language skills required in the workplace 
and enhance their future competitiveness. 

This study sought to construct an innovative teaching curriculum for workplace-oriented general 
English class by integrating a balanced summative-and-formative assessment approach, thereby 
enhancing motivation and effectiveness in English learning. The key areas of focus in workplace 
English are oral communication skills, English letter writing ability, and performance in English 
certifications (Lee & Schmidgall, 2020; Tu, 2015). Therefore, to address these workplace demands, 
the study outlined two main objectives: 

Objective 1: Through various contextual task-based instructional activities such as oral 
presentations, group discussions, role-playing, presentation creation, letter writing practice, reading 
workplace-related English news, and English listening training, the aim was to familiarize students 
with real-world workplace English tasks. These tasks encompassed job-seeking activities involving 
self-introduction and resume writing, as well as product introduction tasks, fostering student 
participation, teacher-student interaction 

Objective 2: By implementing a balanced formative assessment approach, which encompasses 
both formative and summative assessments, each accounting for 50% of the classroom assessment 
weight, the study aimed to focus on objective grading, learning processes, and independent learning 
evaluation, thereby improving students' linguistic competence and communicative competence 
(Whyte, 2019). Specifically, 50% of the formative assessment was derived from performing tasks 
such as self-introduction, business-product presentations, and English letter writing, providing 
teachers with qualitative feedback to evaluate students' practical application abilities and monitor their 
learning process development. This approach also trained students in independent learning and 
teamwork skills. The remaining 50% of the summative assessment was based on students' 
performance in simulated English certification exams, incorporating workplace-related vocabulary, 
phrases, or passages encountered during the instructional activities of different contextual tasks. 

2. Literature Review 

The purpose of this study was to investigate the development of an innovative teaching curriculum 
for workplace-oriented general English, incorporating a balanced approach that combines both 
summative and formative assessments. This literature review aims to provide relevant information 
pertaining to the aforementioned research objectives. 

2.1. Current Condition of English Teaching in Taiwan Universities  

In recent years, there have been notable reforms in the English curriculum planning of many 
universities in Taiwan. English has been incorporated as a core course in general education. However, 
the establishment of English graduation thresholds has led to an increased emphasis on test-oriented 
English courses (Chen & Li, 2015). This focus on test preparation is also observed in the "English for 
Sophomore Students" and "Advanced English for Sophomore Students" courses offered in the 
technical and vocational education system of universities. Educators in Taiwan, according to Liu and 
Liu (2022), have emphasized the importance of vocational education by recommending that 
curriculum planning should prioritize practicality and industry relevance. They argue that 
incorporating real-world applications and aligning the curriculum with current industry standards and 
demands will better prepare students for the workforce. This approach ensures that students acquire 
the necessary skills and knowledge that are directly applicable to their future careers, thus enhancing 
their employability and the overall effectiveness of vocational education programs. 

2.2. General English vs. Workplace English 

Scholars argue that linking English graduation requirements and proficiency tests with the 
effectiveness of university English instruction limits the recognition of global competitiveness and 
narrows the scope of university English education. Consequently, it is suggested that English 



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education in Taiwan should gradually transition from traditional English for General Purposes (EGP) 
to English for Specific Purposes (ESP). Research has highlighted English for Occupational Purposes 
(EOP) as a viable approach for vocational English education (Chang et al., 2013; Zou et al., 2016). 

ESP is divided into two main categories: English for Academic Purposes (EAP) and English for 
Occupational Purposes (EOP) (Dudley-Evans & St. John, 1998). EAP focuses on academic English 
skills needed for professional disciplines, such as note-taking, literature review, classroom discussion, 
presentation skills, academic writing, and scholarly communication. In contrast, EOP concentrates on 
teaching language skills specific to certain fields, using real-life scenarios or workplace materials to 
provide students with simulated real-world language environments, including technical English, 
workplace English, business English, and English for presentations. This specialized training equips 
students with the English proficiency required for various professional domains and aligns with 
international job market needs. For the purposes of this study, EOP will be utilized to address 
workplace English. 

However, the promotion of EOP courses has been hindered by several challenges. Firstly, there is 
a scarcity of English teachers with professional backgrounds and expertise in the workplace. Secondly, 
students often lack proficiency in professional English vocabulary (Lai, 2005). To address these 
limitations, an alternative approach is to narrow the focus to workplace English, which centers on 
practical communication skills relevant to general workplace contexts. This approach can be 
considered when designing the curriculum for general English courses (English Career, 2012). 
Considering the insufficient professional English vocabulary proficiency among students in our 
university's technical and vocational education system, this research project aims to transform the 
previous "Advanced English for Sophomore Students" course, which predominantly focused on test 
preparation and followed a teacher-centered instructional approach, into a student-centered 
"workplace-oriented general English" course that adopts a practical and applied approach. 

2.3. Task-Based Instruction 

A number of studies (Alisoy, 2024; Dolidze et al., 2022; Xie, 2022) propose that task-based 
teaching methods are effective for teaching workplace English within professional contexts. This 
approach emphasizes learner-centered completion of specific English learning tasks in relevant 
contexts. In this research project, we aim to combine the task-based instructional models proposed by 
Willis (1996) and Wang Shuyi (2006) as the core framework for our workplace-oriented general 
English innovative teaching curriculum. 

Willis (1996) suggested three stages for task-based instruction: (1) Pre-task stage, where teachers 
introduce vocabulary and syntax related to the task to help students prepare; (2) Task cycle stage, 
where students work individually or in groups to complete oral or written reports; and (3) Language 
focus stage, where teachers and students jointly analyze language-related issues that arise during the 
task stage, such as vocabulary, phrases, or sentence structures, to enhance students' language 
proficiency. However, studies have shown that explicit, direct, and systematic instruction can greatly 
benefit students in the language learning process. Wang (2006) modified Willis's model by moving 
the language focus stage to the second stage and introducing a fourth stage, resulting in the following 
stages: (1) Task preparation stage, (2) Language enhancement stage, (3) Task execution stage, and (4) 
Teacher feedback and language reinforcement stage. 

However, neither Willis (1996) nor Wang (2006) explicitly addressed the assessment or feedback 
mechanisms in their task execution stages, and they primarily focused on the learning process rather 
than the learning product. Therefore, in this research, we integrate Willis's and Wang 's models and 
make modifications to include the following stages: (1) Task preparation stage, (2) Language 
enhancement stage, (3) Task implementation stage, and (4) Balanced summative-and-formative 
assessment and feedback stage. Through various contextual task-based instructional activities and a 
balanced formative assessment approach, our aim is not only to help students understand their learning 
outcomes through quantitative assessment methods but also to provide them with feedback and 
reinforcement during the learning process. This approach will enhance students' motivation, 
engagement, and overall learning outcomes. 

2.4. Balanced Summative-and-Formative Assessment Model 

Classroom assessment serves two main purposes: summative assessment and formative 
assessment. Summative assessment involves traditional objective paper-and-pencil tests to evaluate 



68 English Language Teaching Educational Journal   ISSN 2621-6485 

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students' learning outcomes. This type of assessment prioritizes transparency, fairness, and 
quantification, providing evidence for decision-making processes, such as grading, admission criteria, 
or graduation thresholds. School-based exams and national entrance exams are examples of 
summative assessment (McMillan, 2013; Ishaq et al., 2020).  

On the other hand, formative assessment utilizes various methods, including recitation, reading 
aloud, teacher-student questioning, group exercises/discussions, assignments, oral presentations or 
demonstrations, role-playing, and portfolio assessment. Its primary goal is to understand students' 
ability levels and learning processes, enabling teachers to gather feedback for instructional 
adjustments, such as pacing or teaching methods (McMillan, 2013). Formative assessment also allows 
students to identify and improve their weaknesses based on teachers' feedback, ultimately supporting 
the learning process (Black & Wiliam, 2003; Hanna & Dettmer, 2004; Ismail et al., 2022). Moreover, 
formative assessment can incorporate self-assessment or peer assessment methods, promoting 
metacognitive skills development, such as reflection on one's own learning, and fostering independent 
learning habits or abilities (Black & Wiliam, 2003; Hanna & Dettmer, 2004; Fukuda et al., 2022).  

Traditionally, assessment methods have heavily focused on summative assessment, emphasizing 
objective scores. However, in the past few decades, scholars such as Birenbaum, et al. (2015). Gipps 
and Cummings (2003), Earl (2003), Earl and Katz (2005), and Stiggins (2005), Jansson., & Löfgren 
(2022), have recognized the importance of diverse assessment purposes and have advocated for 
formative assessment as a core approach. They aim to gain a deeper understanding of students' 
learning processes and enhance teaching effectiveness through this type of assessment. However, in 
an education environment that places significant emphasis on grades in Taiwan, it is worth exploring 
whether an assessment mechanism primarily based on the concept of "formative assessment" can truly 
benefit students. 

Therefore, this study proposed a concept of balanced summative-and-formative assessment, where 
formative assessment and summative assessment each account for 50% of the classroom assessment 
weight. The aim of this balanced model was to not only enable students to understand their learning 
outcomes through quantitative assessment methods but also provide qualitative assessment methods 
to facilitate different learning activities and enhance students' learning motivation. Ultimately, the goal 
was to improve overall learning outcomes. 

3. Research Questions 

To address the two objectives, here are the two research questions for this study.   

1. To what extent, does a workplace-oriented general English innovative teaching course 
improve students' motivation to learn English? 

2. To what extent, does a workplace-oriented general English innovative teaching course 
enhance students' English learning effectiveness? 

4. Methodology 

4.1. Research Design and Instruments 

The purpose of this study was to investigate the construction of a workplace-oriented general 
English innovative teaching course, which includes diverse task-based learning methods, practical 
exercises in workplace-related listening, speaking, reading, and writing skills, and a balanced 
summative-and-formative assessment approach. The aim was to explore the impact of this course on 
students' English learning willingness and effectiveness.  

The study aimed to investigate the impact of an 18-week innovative general English teaching 
course designed specifically for workplace contexts. The course incorporated diverse task-based 
learning methods, practical exercises focusing on workplace-related listening, speaking, reading, and 
writing skills and a balanced summative-and-formative assessment approach.  

To evaluate the effectiveness of this course, a mixed-methods approach was employed. 
Quantitative data were collected through pre- and post-course tests to measure improvements in 
students' language skills across the four key areas: listening, speaking, reading, and writing. These 
tests included both standardized and custom-designed assessments tailored to the course content. 



ISSN 2621-6485 English Language Teaching Educational Journal 69 
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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

In addition to quantitative measures, qualitative data were gathered to provide deeper insights into 
students' experiences and attitudes. The following research instruments were used for data collection 
and analysis: 

1) Learning satisfaction survey 

This survey employed a five-point scale questionnaire designed by the researcher to assess the 
extent to which the "workplace-oriented general English innovative teaching course" enhances 
students' satisfaction and effectiveness in learning. The questionnaire  

covers various aspects, including the design of instructional materials, teaching activities, task-
based learning content, task outcome assessment methods, and summative assessment methods. Its 
purpose was to determine if these components meet students' learning needs, enhance their interest 
and motivation to learn English, and encourage their investment of time and effort in completing 
learning tasks, ultimately improving their learning effectiveness.  

2) Learning process reflection journal 

 Through qualitative learning process records, students' opinions regarding English workplace-
themed tasks and the summative TOEIC assessment were captured. These records explored the extent 
of language skill acquisition, learning difficulties encountered, the impact of individual and group 
tasks on learning, and the objectivity and fairness of assessment criteria. 

3) Workplace-themed task in quantitative and qualitative assessment forms  

The assessment of workplace-themed tasks involved both quantitative evaluation of assessment 
scores and qualitative feedback. The quantitative assessment provided scores based on predefined 
criteria, while the qualitative feedback offered additional insights and comments on students' 
performance. 

4) Pre-test and post-test scores 

Pre-test and post-test assessments conducted in the first and eighteenth weeks, respectively, 
allowed for a comparison of scores. By analyzing the differences between the two sets of scores, the 
researchers can gain a deeper understanding of the learning effectiveness of the students throughout 
the course. 

5) Student semi-structured interviews 

Student semi-structured interviews were conducted with a total of 9 students, who were recruited 
based on their majors. For each of the three majors, three students were recruited, labeled S1-S9. The 
aim was to collect further explanations and examples that could help in better interpreting the findings.  

4.2. Course Design & Participants 

 The course in this study was an advanced general English course for sophomores, a mandatory 
2-credit course in the general education curriculum. The course content focuses on English learning 
and application in workplace-related topics. Following the school's curriculum schedule, the first week 
of the course introduces and conducts pre-tests, the final week includes post-tests, and the remaining 
sixteen weeks follow the research framework of this course (see Figure 1) to engage in workplace 
English-themed task-based teaching activities. 

Students' English workplace-oriented practical works include: (1) video resumes, (2) group 
presentations for commercial promotions, and (3) business correspondence. By incorporating 
workplace applications into the design of general English courses through various innovative teaching 
methods, the teacher transforms students into users rather than passive learners. In addition, students 
were required to take online TOEIC quizzes every two weeks during the course.  

Participants included 129 university students majoring in accounting, international trade, and 
business administration. Of these, 37 participants were male and 92 were female. Among them, 110 
students completed both the pre- and post-tests, while the scores of 19 students were excluded due to 
missing either the pre-test or post-test. 

  



70 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fig. 1. An Innovative Work-Based Approach for the College General English Class  

5. Finding and Discussions 

The two research questions of this study mainly yielded the following findings: 

5.1. To what extent, does the workplace-oriented general English innovative teaching course 

increase students' motivation to learn English? 

Based on the findings presented in Tables 1 and 2, it is evident that the workplace-oriented general 
English innovative teaching course has several positive impacts on students' learning. The course 
content is considered to be of moderate difficulty and practicality, effectively enhancing students' 
understanding of future workplace English requirements and improving their relevant workplace 
English skills. The incorporation of diverse learning activities, including classroom Q&A, group 
exercises, resume writing, business presentations, and guest lectures by foreign teachers, contributes 
to enhancing students' interest and motivation in learning English. Additionally, specialized tasks such 
as resume writing and business English presentations serve as effective means to assess students' 
English proficiency, as indicated by the high agreement percentages (exceeding 90%) in items 1-8. 
Furthermore, through student feedback at the interviews, students acknowledged the diverse and 
interactive teaching methods of the course, find the classes lively and engaging, enhance their 
understanding and application of workplace English, and improve their English proficiency. For 
example, the interviewee labelled S1 indicated “I feel that the teacher is very dedicated in class and 
interacts with us. This creates an active atmosphere during class.” Another example was expressed by 
another interviewee S2, “There is a lot of interaction in class, and English communication skills also 
improve. It is a good teaching method for the course.… I feel that by completing the assignments 
assigned by the teacher, I have gained an understanding of how English is used in the workplace.” 
One more interviewee, S3 wrote, “it is different from the previous methods of learning English, more 
efficient, and yields greater results… Learning how to deliver presentations in English has provided 
me with an opportunity to enhance my skills.” The interviewee, S4 indicated that resume writing 
improves my English skills. Similarly, the interviewee, S5 said, the skills about how to design and 
write the English resume have benefited me the most.  

However, it is noteworthy that around one-third of the students express uncertainty or disagreement 
regarding the preparation for the online TOEIC listening and reading test, as well as related workplace 
vocabulary and phrase quizzes in a summative paper-based assessment, in terms of whether they can 
enhance their interest or motivation in learning. For example, one interviewee, S8, frowned that “I 

Task preparation 

stage 

Language 
enhancement 

stage 

Task 
Implementation 

stage 

Balanced 
summative-
formative 

assessment 

⚫Material 
preparation 

⚫Course delivery 
⚫Diverse 

teaching 

activities 

 

⚫Diverse learning 
activities 

⚫Task-based 
learning sheets 

⚫Reflective 
learning  

 

⚫Task instructions 
⚫Task assignment 
⚫Task outcomes 
⚫Reflective 

learning  

 

⚫Qualitative 
feedback 

⚫Quantitative 
grades/scores 

⚫Reinforcing 
learning 

 

  Increasing learning motivation    

 Improving learning effectiveness   



ISSN 2621-6485 English Language Teaching Educational Journal 71 
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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

don't have much motivation to actively learn English because I haven't seen much improvement. 
Maybe I have learned a few more words, but shortly after taking the exam, I forget them.” Another 
interviewee, S9, revealed, “I believe that exams do not necessarily reflect a person's true English 
abilities because I feel that I may be weaker in vocabulary but stronger in speaking skills.” The 
researcher's classroom observations suggested that this hesitation may stem from the extensive scope 
of the TOEIC written test, where the immediate effectiveness of preparation efforts may not be 
apparent, thereby diminishing students' interest in learning. Additionally, the predominant teacher-
centered instruction and exam-oriented English learning approach in the Taiwanese educational 
system pose challenges in sparking students' enthusiasm for learning. Therefore, English educators 
should further explore the application of scenario-based summative paper-based assessments to 
address these concerns and more effectively engage students. Nevertheless, there are suggestions from 
the students for improvement, such as enhancing the operation and review mechanism of the TOEIC 
online testing system used for summative assessments and reducing the frequency of quizzes.  

The study shows that the workplace-oriented general English innovative teaching course 
significantly increases students' motivation to learn English and improves their practical English skills 
for the workplace. The course content, which includes diverse and interactive methods like classroom 
Q&A, group exercises, resume writing, business presentations, and guest lectures, is considered 
moderately challenging and practical. These activities effectively enhance students' understanding of 
workplace English and keep them engaged. High levels of agreement in the survey responses support 
these positive impacts. 

Student feedback further emphasizes the course's success. For example, students appreciated the 
interactive and engaging teaching methods, with many noting improvements in their English 
communication skills and practical abilities, such as delivering presentations and writing resumes. 
However, some students expressed concerns about the effectiveness of preparing for the TOEIC test 
and related quizzes, which they felt did not enhance their interest or motivation. This hesitation may 
stem from the traditional teacher-centered and exam-oriented approach prevalent in Taiwan's 
educational system. 

To address these concerns, it is recommended that educators explore scenario-based assessments 
that are more engaging and reflective of real-world applications. Additionally, improving the TOEIC 
online testing system and reducing quiz frequency could help maintain student interest. Overall, while 
the course has successfully increased students' interest in learning and improved their business English 
skills, future assessments should focus on meaningful and practical learning experiences to sustain 
motivation. 

Table 1.  Learning satisfaction survey for an innovative work-based approach 

Question Items(N=129) Mean SD 

Agree 

& 

Strongly Agree 

Not 

sure 

Disagree 

& 

Strongly 

Disagree 
This course helps enhance my relevant workplace 

English skills, such as understanding English resume 

writing, English business presentations, English oral 

communication, and workplace English vocabulary. 

4.6 0.498 100% 0% 0% 

The overall design of this workplace-oriented advanced 

English course is appropriate. 4.5 0.560 96.9% 3.1% 0% 

The workplace English teaching materials in this course 

are practical and help me understand the future demands 

of workplace English. 
4.5 0.586 95.3% 4.7% 0% 

The diverse task-based English learning activities in this 

course contribute to improving my workplace English 

proficiency. 
4.4 0.558 96.9% 3.1% 0% 

The diverse task-based learning activities (classroom 

Q&A, group exercises, resume writing, business 

presentations, lectures by foreign teachers) enhance my 

interest and motivation in learning English. 

4.5 0.586 95.3% 4.7% 0.9% 



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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

Question Items(N=129) Mean SD 

Agree 

& 

Strongly Agree 

Not 

sure 

Disagree 

& 

Strongly 

Disagree 
I believe that I have actively participated in this course. 

4.4 0.597 94.6% 5.4% 0% 

The difficulty level of the workplace English teaching 

materials in this course is moderate. 4.4 0.640 91.5% 8.5% 0.9% 

The course's assignments (such as resume writing, 

business presentations) can assess my English 

proficiency. 

4.3 0.639 90.7% 9.3% 0% 

The written exam in this course can assess my English 

proficiency. 4.0 0.815 77.6% 19.3% 3.1% 

Preparing for listening and reading exams enhances my 

English abilities. 4.1 0.723 82.2% 17% 0.8% 

Preparing for listening and reading exams enhances my 

interest and motivation in learning English. 3.9 0.826 72.1% 24% 3.9% 

Table 2.  Student feedback from the open-ended questions in the learning satisfaction survey 

 

Teaching methods & contents 

32% 

There is a lot of interaction and communication in English learning activities, making it 

enjoyable and not boring. (9) 
12% 

The course is diverse and innovative. (3) 
4% 

Resume writing improves English skills. (3) 
4% 

Vocabulary learning courses are interesting, lively, and rich. (2) 
3% 

The course pace is somewhat fast, and some students may need time to adapt and catch 

up. (2) 
3% 

The project assignments spark students' interest and enhance their abilities. (2) 
3% 

The business presentations are unique. (1) 
1% 

The group discussion time is too short. (1) 
1% 

Feedback from the foreign teacher in English improves listening skills. (1) 1% 

Enhancement of language 

skills for the workplace 

32% 

Enhancing business English skills (13) 
18% 

Improving vocabulary, speaking, and grammar abilities.(10) 
14% 

Assessment methods 

18% 

Frequent issues with the TOEIC system. (3) 
4% 

TOEIC design does not align with human nature, such as the inability to clarify one's 

own incorrect questions, skipping questions, and mandatory answers. (3) 
4% 

Vocabulary quizzes encourage students to memorize words. (2) 3% 

Excessive exams that hinder long-term retention. (2) 3% 

Reduced pressure in presentations, but uneven distribution of individual work and unfair 

grading. (2) 
3% 

Abundance of assignments. (1) 1% 

Miscellaneous 

 

 

15% 

Serious and dedicated teaching. (4) 
5% 

Personal factors, such as individuals being unable to participate in the complete course, 

difficulties in memorizing English vocabulary, and lack of seriousness in class.(4) 
5% 

Desiring course content that includes daily conversations and TOEIC practice 

questions.(3) 
4% 

Hoping to gain knowledge in advanced workplace English, for example, exhibition 

English.(1) 
1% 

Enhancement of motivation 

and interest 

3% 

Increasing enthusiasm for learning English. (2) 

3% 



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5.2. To what extent, does the workplace-oriented general English innovative teaching course 

improve students' English learning effectiveness? 

According to Table 3, the average scores of students who participated in the pre-test and post-test 
for the TOEIC listening section were 158.23 and 178.05, respectively. For the reading section, the 
average scores were 117.64 and 148.05, respectively. The average scores for the overall test were 
275.86 before the course and 326.09 after the course. The "significance (two-tailed)" values were all 
p<0.05, indicating significant improvements in listening, reading, and overall scores.  

Furthermore, the average score for the completion of video resume writing, business presentations 
for commercial products, and email correspondence in the course was 79.47 out of 100, as shown in 
Table 4.  

Students’ feedback from their reflection journals could be categorized into three parts: 1) the 
enhancement of English proficiency, 2) business-related knowledge, and 3) the enhancement of 
confidence. Table 5 details the examples for the three parts. These scores and students’ 
aforementioned feedback demonstrate that the course has improved English learning effectiveness. 
However, it is worth noting that according to the "TOEIC Score and English Proficiency Conversion 
Table" provided on the official TOEIC website, a total average score of 326.09 only corresponds to 
the ability to engage in simple general daily conversations and is insufficient for continuous 
discussions or English-based work. Therefore, prior to the business workplace project tasks, this 
project familiarizes students with vocabulary and phrases related to the tasks through reading or 
listening activities. It also strengthens vocabulary practice and grammar analysis to enhance students' 
language skills for task application, which contributes to improving their performance in resume 
writing and business presentations (average score = 79.47 as shown in Table 4). For example, students 
reflected in their learning reflections, "For the part of making PowerPoint slides and writing text 
documents, the teacher provided templates and informed us of areas that needed revision and  

modification in each class," "The teacher also gave us templates to follow; otherwise, we wouldn't 
know where to start. The teacher also helps us correct mistakes in wording and grammar," "The 
teacher allocates time for us to discuss and helps us with revisions," "Before the presentation, the 
teacher lets us practice and corrects our pronunciation errors and appropriate intonation."  In addition, 
Table 5 shows students’ feedback on formative assessment tasks, indicating their enhancement of 
English proficiency, professional knowledge and confidence through the process of completing the 
three formative assessment tasks.  

Table 3.  Students’ scores on summative assessment 

Major 

 

Gender 

 

Pre-Posttest 

(N=110) 

Mean SD T  df Sig.  

1 2 3 1 2 Pre-listening 158.23 59.987 -4.312 109 .000 

35 30 40 29 81 Post-listening 178.05 57.955 

Pre-reading 117.64 71.117 -4.823 109 .000 

Post-reading 148.05 64.439 

Pre-total score 275.86 117.943 -5.865 109 .000 

     Post-total score 326.09 112.546    
a. Major: 1=International trade, 2= Business Administration, 3=Accounting 

b. Gender: 1=male, 2=female 

Table 4.  Students’ scores on formative assessment (1 video resume, 1 group presentation, 1 business email) 

Major Gender 
Assessment 

(N=129) 
Mean SD 

1 2 3 1 2 

Performance 79.473 6.628 

45 44 40 37 92 

c. Major: 1=International trade, 2= Business Administration, 3=Accounting 

d. Gender: 1=male, 2=female 

 



74 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

Table 5.  Students’ feedback from reflection journals on three formative assessment tasks 

E
n

h
a
n

c
e
m

e
n

t o
f E

n
g
lish

 p
ro

ficien
c
y

 

Increased vocabulary in English 
It feels like I have taken a step closer to English, getting to know more unfamiliar English words and understanding 

how to use them. 

In this assignment, I learned how to write a correct address in English and also gained knowledge of many 

workplace-related English words and specialized terms. 

Improved speaking skills 
The teacher required us to introduce ourselves and record it, which made me practice it many, many times. Through 

this, I learned where to pause, where to emphasize intonation to make it engaging, and how to pronounce certain 

words. 

By mastering English grammar, I had the opportunity to practice the pronunciation of English words. I also learned 

how to communicate with classmates and teachers and how to seek appropriate help and listen to others' advice 

when facing difficulties. 

Improved understanding of English grammar concepts. 
I learned how to create a simple English resume, use precise English vocabulary, and handle verb tenses in English 

word grammar. 

Through this, I learned many grammar aspects that are useful when writing a resume. The additional explanations 

provided by the teacher were also very beneficial to me. 

Familiar with content organization and writing 
Although it takes more time to translate language from my familiar native language into English, and initially there 

were many words I didn't know how to pronounce, after practicing multiple times, it didn't seem as difficult 

anymore. I also learned how to create an English resume. 

While working on the assignment, I found it challenging but not impossible. It just required me to spend more time 

researching and translating than others. Upon completion, I felt a small sense of accomplishment. 

Enhanced overall English proficiency 
Through researching numerous unfamiliar industry terms and different resume formats, I not only worked with 

written documents but also incorporated speaking practice. I practiced introducing myself and describing my work 

experience multiple times, which made my speaking ability more fluent. 

I learned how to handle situations in English, both advancing and withdrawing gracefully. This will help me remain 

composed during future job interviews. 

E
n

h
a
n

c
e
m

e
n

t o
f w

o
r
k

-p
la

c
e
 k

n
o
w

led
g
e
 

Enhanced business knowledge through resume writing 
This assignment allowed me to present a more accurate representation and reduce the occurrence of colloquial 

sentences. It provided an opportunity for students before entering the workforce to create a complete English 

resume. 

I learned how to effectively showcase my strengths in a formatted manner on a resume, making it easy for others to 

understand at a glance. 

Understood if my experience aligns with the requirements of the workplace 
While writing my English job application resume, I discovered whether my experiences were sufficient and if they 

would be beneficial for my future career development. 

It made me realize the areas I need to strengthen in the future so that my resume doesn't appear empty or lacking. 

Established future career direction 
I gained a general understanding of the questions interviewers might ask, and I can now prepare answers in advance 

to face any future interviews. 

Through the process of completing this assignment, I pondered this question more seriously, which helped me 

determine my career goals for the future. Additionally, I aspire to achieve more than just becoming an accountant or 

bookkeeper in my learning journey. 

E
n

h
a
n

c
e
m

e
n

t 

o
f c

o
n

fid
e
n

c
e
 

 

Boosted self-confidence. 
Speaking in English is a significant challenge, but overcoming this challenge can greatly boost my self-confidence. 

Describing how my unique qualities and experiences make me competent for the job and showcasing my versatility 

can help build my self-confidence. 

 

 



ISSN 2621-6485 English Language Teaching Educational Journal 75 
 Vol. 7, No. 2, August 2024, pp. 65-78 

 Pan, Y. C (A work-based approach for improving students’ performance.....) 

This study revealed significant improvements in students' English skills through a comprehensive 
learning assignment. Students reported a notable increase in their vocabulary, allowing them to 
understand and use new words more effectively. Practical tasks, like writing correct addresses and 
learning workplace-related terms, bridged the gap between academic learning and real-world 
application. Additionally, repeated practice in recording self-introductions greatly enhanced their 
speaking skills, helping them master intonation, pauses, and pronunciation. This regular practice, 
combined with a better understanding of grammar, significantly boosted their verbal communication 
abilities. The assignment also deepened students' understanding of English grammar, especially in 
creating resumes. They learned to use precise vocabulary and handle verb tenses accurately, with the 
teacher's explanations being particularly beneficial. Translating from their native language to English 
and organizing content for resumes improved their writing skills, despite initial challenges. Over time, 
they became more comfortable with the process, achieving a sense of accomplishment through 
persistence. Researching industry terms and practicing resume writing further enhanced their overall 
English proficiency, making them more fluent in both written and spoken contexts.  Beyond language 
skills, the assignment provided valuable business knowledge and boosted self-confidence. Students 
learned to present themselves accurately and professionally in resumes, avoiding colloquial language. 
This self-assessment helped them understand if their experiences aligned with workplace requirements 
and identify areas needing improvement. Reflecting on their career goals and preparing for interviews 
clarified their aspirations and set clear objectives. Overcoming the challenge of speaking in English 
significantly increased their confidence, enabling them to describe their strengths and experiences 
effectively. Overall, the assignment had a profound impact, preparing students for future career 
challenges and enhancing their language proficiency.  

6. Pedagogical Implications and Conclusions 

The purpose of this study was to develop an English general education course that emphasizes 
practical workplace skills and examine its impact on students' learning motivation and effectiveness. 
The study involved 129 sophomore students enrolled at a university in the southern region of the 
country. Over the course of 18 weeks, the students were required to complete workplace-themed tasks 
and participate in summative assessments related to English in the workplace. The researcher, who 
also served as the English instructor, employed a variety of qualitative and quantitative research tools, 
including student questionnaires, formative and summative assessment scores, reflection journals, and 
student interviews. The findings revealed several significant outcomes: 

Improved TOEIC Scores: There was a noticeable improvement in students' TOEIC scores before 
and after the course, indicating a positive impact on their overall English proficiency. 

Enhanced Teaching Methods: Students acknowledged the course's diverse interactive teaching 
methods, which created a lively and engaging atmosphere. They reported enhanced understanding and 
application of workplace English, as well as improved English language skills. 

Effective Practical Assessments: Practical assessments were found to be more effective in increasing 
students' learning interest and motivation compared to traditional paper-based tests. 

Here are the pedagogical implications drawn from the aforementioned findings.  

Increased Learning Motivation and Interest: The innovative work-based approach effectively 
increased students' interest and motivation in learning English. Diverse and interactive teaching 
methods, such as classroom Q&A, group exercises, resume writing, business presentations, and guest 
lectures, created a lively and engaging atmosphere. Specialized tasks like resume writing and business 
presentations were particularly effective in assessing students' English proficiency and practical 
application abilities. 

Balanced Assessment Approach: The study demonstrated that a balanced summative-and-formative 
assessment approach can significantly improve students' learning outcomes. This approach not only 
provided quantitative assessment methods to gauge learning outcomes but also offered qualitative 
feedback to support different learning activities and enhance motivation. 

Need for Course Adjustments: The study highlighted the need to address students' concerns about 
the preparation for online TOEIC listening and reading tests and related workplace vocabulary 



76 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Pan, Y. C (A work-based approach for improving students’ performance.....) 

quizzes. English educators should explore scenario-based summative assessments to make the 
learning process more engaging and relevant to students. 

Course Design Recommendations: Future courses should consider reducing the number of students 
per class and increasing the learning hours to ensure efficient and high-quality completion of tasks. 
Integrating diverse English learning activities into summative assessments can further enhance 
students' learning interest and improve their English language learning outcomes. 

 Overall, the study highlights the positive impact of the innovative course on students' learning 
motivation and effectiveness in acquiring practical workplace English skills. The findings provide 
valuable insights for the design and implementation of similar courses in the future. This course has 
achieved its teaching goal of increasing students' interest in learning while also enhancing their 
English business skills through practical opportunities such as resume preparation and presentations. 
However, for future summative paper-based assessments, it is necessary to consider designing a mode 
that can enhance students' interest and motivation, avoiding the perception that preparing for English 
is solely for test performance without substantial gains. By implementing the recommendations from 
this study, future courses can continue to improve and adapt to better meet the needs of students, 
ultimately enhancing their English language proficiency and workplace readiness. 

 

Acknowledgment 

The researcher extends sincere gratitude to Taiwan MOE Teaching Practice Research Program for 
the research grants provided. The deepest appreciation is reserved for the experts for their invaluable 
comments, support, and guidance. Their time and thoughtful input significantly contributed to 
enhancing this study to its fullest potential. Additionally, heartfelt thanks are extended to the 
participants, whose dedicated efforts and energy were instrumental in the success of this study. With 
their kind cooperation, the project was completed successfully. 

Declarations 

Author contribution : The researcher is the only author and therefore accountable for the 
entirety of the manuscript's writing process.  

Funding statement : The research is funded under the MOE Teaching Practice Research 
Program, Taiwan, Republic of China. 

Conflict of interest : The author declares no conflict of interest. 

Ethics Declaration : The author acknowledges that this study adheres to ethical research 
standards set by the university and that the necessary permissions 
were obtained from the relevant institution for data collection. The 
author supports the English Language Teaching Educational Journal 
(ELTEJ) in maintaining high standards of personal conduct and 
practicing honesty in all our professional practices and endeavors. 

 

Additional information : No additional information is available for this paper. 

 

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	1. Introduction
	2. Literature Review
	2.1. Current Condition of English Teaching in Taiwan Universities
	2.2. General English vs. Workplace English
	2.3. Task-Based Instruction
	2.4. Balanced Summative-and-Formative Assessment Model

	3. Research Questions
	4. Methodology
	4.1. Research Design and Instruments
	1) Learning satisfaction survey
	2) Learning process reflection journal
	3) Workplace-themed task in quantitative and qualitative assessment forms
	4) Pre-test and post-test scores
	5) Student semi-structured interviews

	4.2. Course Design & Participants

	5. Finding and Discussions
	5.1. To what extent, does the workplace-oriented general English innovative teaching course increase students' motivation to learn English?
	5.2. To what extent, does the workplace-oriented general English innovative teaching course improve students' English learning effectiveness?

	6. Pedagogical Implications and Conclusions
	Declarations


