Enhancing students critical thinking skills in writing by promoting ESP-based language learning environment

Pg Ahmad Hasanuddin; Zamrin Md Zin; Noor Azlin Yamin; Harjinder Kaur a/p Balbir Singh; Zuriah Sulaiman; Mohamad Maulana Magiman; Hishamuddin Salim; Mohd Faeiz Pauzi

doi:10.53730/ijhs.v6nS1.8221

Authors

Pg Ahmad Hasanuddin Universiti Kebangsaan Malaysia, Malaysia and Ministry of Defence, Brunei Darussalam
Zamrin Md Zin Universiti Pendidikan Sultan Idris, Malaysia
Noor Azlin Yamin Universiti Tun Hussein Onn Malaysia, Malaysia
Harjinder Kaur a/p Balbir Singh Segi University, Kota Damansara, Malaysia
Zuriah Sulaiman Kolej Matrikulasi Perlis, Malaysia
Mohamad Maulana Magiman Universiti Putra Malaysia, Bintulu, Sarawak, Malaysia
Hishamuddin Salim Universiti Sultan Zainal Abidin, Terengganu, Malaysia
Mohd Faeiz Pauzi Universiti Sultan Zainal Abidin, Terengganu, Malaysia

Keywords:

Higher education institutions, flipped school rooms, E-textbooks, students majoring in economics, teaching effectiveness related English

Abstract

"Flipped classroom" business English classes are required at most universities that teach economics, and this study will investigate how these classes help students learn critical thinking skills and improve their academic performance, as well as what students think of this model. A multimedia textbook titled "English for Business" enhances the learning environment. This was an exploratory investigation that used a range of methodologies. The study examined children's critical thinking and academic progress (learning outcomes). Surveys of students' critical thinking abilities and placement assessments were utilized to acquire statistical data. The Cronbach alpha coefficients were used to evaluate the critical thinking test outcomes, and the aggregated data was analyzed using SPSS AMOS statistical software. The study revealed that teaching ESP and Business English to Economics students via the "flipped schoolroom" technique can enrich both the learners' and instructors' education experiences. Because students are held responsible for their progress, this method develops critical thinking skills and academic accomplishment by using a variety of teaching methods. A student-centered approach replaces the teacher-centered approach in the preceding paradigm.

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References

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