Instructor Evaluation of Business Student Writing: Does Language Play a Role?

McDonough, Kim; Uludag, Pakize; Neumann, Heike B.

doi:10.1177/23294906211012398

Cited by 4 publications

(2 citation statements)

References 45 publications

(83 reference statements)

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“…However, the problem was the use of this English language to produce a professional resumé, which can surely help them recruited in future. McDonough, Uludag, and Neumann (2021) referred to the necessity of learners' exposure to resumé components because it helps raise their awareness of how to present their educational and work experience information in a professional and concise way.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Jama

Alnefaie

2022

5019

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This study investigated the effectiveness of providing instruction to EFL students by analyzing important components of writing a professional resumé. Through this qualitative research, a comparison between two different undergraduate groups at different universities was carried out. The first group, considered the instructed group, received instruction on how to write resumé through pursuing a professional writing course. The second group, called a non-instructed group, was not exposed to professional writing, nor to any instruction on how to write a professional resumé. In this study, sampled data was used as the research method to investigate the research question. Findings revealed the importance of providing instruction to learners because the first group outperformed the other group based on the specific components of writing a resumé taught to them. It was also evident that a formal learning of professional writing helps learners to shape their experiences and integrate them with their language background, to create a professional resumé that can attract readers’ attention.

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Section: Discussionmentioning

confidence: 99%

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Jama

Alnefaie

2022

5019

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“…When it comes to the use of student work for research purposes, researchers (and instructors) have not settled on a common sampling technique nor common sample sizes, particularly in pedagogical and programmatic qualitative studies. For example, in the last few years in this journal, research was published that examined two group presentations (Baker & Baker, 2023) and 77 final case study critiques (McDonough et al., 2021). Even when using the same artifact as the sample, there can be a wide range in the number used in analysis; for example, when looking at student reflections, Sharma (2021) examined 117, while Schieber and Robles (2019) analyzed 27.…”

Section: Methodological Approachmentioning

confidence: 99%

Back to the Basics: Uncovering the Rhetoric Student Learning Outcome

Melonçon,

Griffith,

Gubala

et al. 2023

Business and Professional Communication Quarterly

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Using an evaluative approach within a professional communication service course, we used student documents and instructor feedback to uncover how students and instructors were understanding the rhetoric student learning outcome (SLO). Because rhetoric is central to the course, our driving questions were, Can we locate language that actualizes the rhetoric SLO in student documents? How does faculty feedback articulate the rhetoric SLO to facilitate effective revision? Overall, we found that whether identifying rhetoric in student documents or instructor feedback, the interpretation was varied and opens up room in pedagogical practices. We offer three implications for teaching: enhancing attention to teaching rhetoric, improving assignment design, and focusing on professional development for faculty.

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Limitations of ELP Tests in Predicting Academic Achievement in the Middle East: A Case Study of the University of Sharjah’s EFL Students Majoring in Business

Ben Douissa,

Besbes

2024

Business and Professional Communication Quarterly

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This article discusses the limitations of language proficiency tests in predicting academic performance among business students at the University of Sharjah. It focuses on EFL students who had been instructed in Arabic before joining the university. Using a regression analysis model, the article demonstrates that students’ weakness in writing proficiency cannot be predicted by standardized tests such as the TOEFL and the IELTS. The proposed method uses several alternative variables that can more resourcefully investigate such weakness. The study ended with germane recommendations to EFL teachers and syllabus designers for the enhancement of writing proficiency among this category of students.

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Instructor Evaluation of Business Student Writing: Does Language Play a Role?

Cited by 4 publications

References 45 publications

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Back to the Basics: Uncovering the Rhetoric Student Learning Outcome

Limitations of ELP Tests in Predicting Academic Achievement in the Middle East: A Case Study of the University of Sharjah’s EFL Students Majoring in Business

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