A Quantitative Analysis to Enhancing Business English Negotiation Writing Skills in Curriculum Cycle Model and Genre Approach
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Abstract
Purpose: Effective business negotiation writing is crucial for fostering successful international transactions. This study explores the efficacy of a curriculum cycle model and genre theory in improving Chinese university students' proficiency in business English negotiation writing. The research investigates the impact of the curriculum cycle model on students' writing abilities, perceptions, and preferences through a quantitative approach. Research Design, Data, and Methodology: Quantitative data analysis examines 108 sophomore students' pre-test and post-test writing performances. The population for this study is the undergraduate students majoring in English, Wuchang University of Technology, Wuhan, China. The research methodology involve regression, including coefficient, t-value, p-value, and confidence Interval (CI). Results: Quantitative analysis of pre-test and post-test scores for students reveals a statistically significant relationship between initial proficiency (measured by pre-test scores) and post-training performance, with each unit increase in pre-test score associated with a 0.612-unit increase in post-test score. Participation in the training program led to an average 0.198-unit higher post-test score, indicating its positive impact on skill development. Conclusions: Through collaboration and continuous improvement, educators can ensure that business communication courses remain relevant and impactful, equipping students with the skills and knowledge they need to thrive in the global marketplace.
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