Leveraging Problem-Based Learning via Virtual Environments to Enhance Business Students’ English and Motivation

Abstract

This study investigates leveraging a problem-based learning (PBL) approach via virtual environments (VEs) to enhance English reading and writing skills and motivation among business students. The random sample consisted of 60 students in the Customer Service Section of the Applied College. The students were divided into two groups: the experimental group, which was exposed to the PBL approach via the Blackboard system, and the control group, which received traditional instruction. The authors used a quasi-experimental design, a pre-post-test, and a motivation scale. A T-test was used to compare the two groups at the post-test. The findings revealed substantial differences between the experimental and control groups in English for business students (reading comprehension and writing). Additionally, there was a momentous variance between the two groups on the motivational scale. The study proved that using the PBL approach with the VEs positively influenced students’ English for business and motivation. The study has some recommendations for future research, including evaluating virtual learning platforms, conducting longitudinal studies, and incorporating qualitative measures to enhance English language learning opportunities.