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Student Perceptions of Program Activities, Resources, and Processes in an Undergraduate Business English Program: A Mixed-Method Study |
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| รหัสดีโอไอ | |
| Creator | Chontichalinee Kaenson |
| Title | Student Perceptions of Program Activities, Resources, and Processes in an Undergraduate Business English Program: A Mixed-Method Study |
| Contributor | Pallapa Lertcharoenwanich, Sasimapon Wongtimarat |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2568 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 3 |
| Journal No. | 3 |
| Page no. | 305-323 |
| Keyword | Business English program, student perceptions, program activities, educational resources, program processes |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/2233 |
| ISSN | 2822-1311 |
| Abstract | Program activities, resources, and processes play a critical role in enhancing student learning experiences, academic development, and professional readiness. Understanding students’ perceptions of these components is essential for improving educational quality in Business English programs. This study examined Business English major students’ perceptions of program activities, resources, and processes at Buriram Rajabhat University. A mixed-methods design was utilized, involving 162 students for the quantitative phase and eight for the qualitative phase. Data collection instruments included a questionnaire and semi-structured interviews. Findings indicated positive perceptions toward program activities, human resources, electronic resources, learning support resources, and processes. Areas requiring improvement were also identified, including internet connectivity, technological equipment, and physical learning spaces. Interview responses reinforced these findings and suggested enhancements such as computer upgrades, increased seating availability, and improved Wi-Fi access. However, the study is limited by its focus on a single program, a small qualitative sample, and reliance on self-reported data, which may affect generalizability. Future research should incorporate multiple institutions, broader participant groups, and triangulated or longitudinal data. Overall, the program was perceived as supportive of academic and personal growth. The results highlight the importance of continuous resource improvement and activity diversification to promote student engagement and satisfaction within language-focused academic programs. |
