<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Aiming at the problems existing in traditional business English teaching, this study, based on the OBE teaching concept, creates a business English teaching model consisting of two aspects, namely, the teacher-led PDCA major cycle of enhancing learning outcomes output and the student-led PDCA minor cycle of learning management. On this basis, the College of Foreign Languages of a university is taken as an example for practical application, and the PDCA+OBE business English teaching quality evaluation system is established. For the interval number judgment matrix, the interval number judgment matrix is decomposed. Then, the sorting weight vector of the interval number judgment matrix is calculated using the characteristic root method. The results show that reading (P = 0.005), listening (P = 0.032), speaking (P = 0.037), and translation skills improve significantly after PDCA+OEB business English teaching. In the quality evaluation, the teaching method has the most significant influence on the quality of business English teaching, and its weight reaches 0.323. Followed by teaching attitude, and its weight reaches 0.274. In conclusion, the PDCA+OBE business English teaching classroom can significantly improve the quality and effectiveness of teaching, and the students’ satisfaction is high.</p>
</abstract>

Aiming at the problems existing in traditional business English teaching, this study, based on the OBE teaching concept, creates a business English teaching model consisting of two aspects, namely, the teacher-led PDCA major cycle of enhancing learning outcomes output and the student-led PDCA minor cycle of learning management. On this basis, the College of Foreign Languages of a university is taken as an example for practical application, and the PDCA+OBE business English teaching quality evaluation system is established. For the interval number judgment matrix, the interval number judgment matrix is decomposed. Then, the sorting weight vector of the interval number judgment matrix is calculated using the characteristic root method. The results show that reading (P = 0.005), listening (P = 0.032), speaking (P = 0.037), and translation skills improve significantly after PDCA+OEB business English teaching. In the quality evaluation, the teaching method has the most significant influence on the quality of business English teaching, and its weight reaches 0.323. Followed by teaching attitude, and its weight reaches 0.274. In conclusion, the PDCA+OBE business English teaching classroom can significantly improve the quality and effectiveness of teaching, and the students’ satisfaction is high.

The application of OBE fused with PDCA teaching model in teaching business English

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

Aiming at the problems existing in traditional business English teaching, this study, based on the OBE teaching concept, creates a business English teaching...

The application of OBE fused with PDCA teaching model in teaching business English

Publié en ligne: 22 mai 2024

Pages: -

Reçu: 24 janv. 2024

Accepté: 03 avr. 2024

DOI: https://doi.org/10.2478/amns-2024-1165

Mots clés
PDCA+OBE, Quality evaluation system, Business English teaching, Number of intervals

© 2024 Guihong Huang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The application of OBE fused with PDCA teaching model in teaching business English

Publié en ligne: 22 mai 2024

Pages: -

Reçu: 24 janv. 2024

Accepté: 03 avr. 2024

DOI: https://doi.org/10.2478/amns-2024-1165

Mots clésPDCA+OBE, Quality evaluation system, Business English teaching, Number of intervals

© 2024 Guihong Huang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
PDCA+OBE, Quality evaluation system, Business English teaching, Number of intervals