The purpose of this article is to investigate how students perceived the effect of an action-based/action learning (AL) approach used in a course called Global Business Project (GBP) in their learning of a foreign language and culture. A total of 112 students’ descriptive data and responses from GBP course evaluations over the past three years (2011–2013) were examined. Quantitative data indicated that the majority of students held positive beliefs that their language proficiency and cultural competence had improved as a result of the AL experience in this course. The findings also suggested that students’ degree of satisfaction was significantly associated with their learning experience, and was increased with a faculty language mentor. Based on the results, recommendations are provided for curriculum developers, decisionmakers, and language educators to consider incorporating the AL approach into their curriculum.
"Action-Based Learning for Language Proficiency and Cross-Cultural Competence: Learners’ Perspectives,"
Global Business Languages: Vol. 19
Available at: https://docs.lib.purdue.edu/gbl/vol19/iss1/8