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CHAPTER 4
RESEARCH FINDINGS: QUANTITATIVE RESULTS
This chapter presents the quantitative results obtained from the two
questionnaires distributed to the MBA students and IMBA students in the academic years of 2008 and 2009. The findings of these two quantitative surveys are used to examine the similarities and differences regarding the four research questions between the two programs. The profiles of the respondents will be illustrated first, followed by MBA and IMBA students’ perceptions of the curriculum design, teachers’
instructional practices, material selection, evaluation measures, students’ EAP needs, and students’ self-evaluated abilities. Descriptive statistical results derived from the two questionnaires and analyzed by the SPSS for Windows software will be reported.
Profiles of the Respondents
The quantitative results were collected from 83 out of 90 MBA students (93.3%) and 15 out of 15 IMBA students (100%). For the MBA students, students’ background information and their experiences of EMCs in the MBA programs were probed into (see Appendix A, Part I, Sections A & B). However, since all the courses in the IMBA programs were conducted in English, except for the course Business Research Method, only IMBA students’ background information was presented in this part (see
Appendix B, Part I).
Table 4.1 provides information on MBA and IMBA students’ background information, which was addressed in Part I of the two questionnaires, through
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Students’ Background Information: MBA (N=83) and IMBA (N=15)
MBA IMBA
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Background Information of MBA Students
There were 90 Taiwanese MBA students in the academic years of 2008 and 2009, 84 questionnaires were collected, and 83 were valid. Of the 83 MBA students, 41%
(n=34) were male, and 59%, female (n=49). The two major age groups were 21-25 years old (n=62, 74.7%) and 26-30 (n=19, 22.9%). Only 2 students (2.4%) were in the 31-35 year-old group. Although all 45 1st-year students had filled out the
questionnaires, only 44 (53%) were valid. One questionnaire was regarded as invalid due to its insincerity shown in the conflicting answers. On the other hand, 39 (47%) valid questionnaires were collected from the 2nd-year MBA students. Over half (n=48, 57.8%) had no work experience; 15 (18.1%) with 1-3 years of work experience; 12 (14.5%) with more than 3 years; and 5 (6%), less than 1 year. In regard to MBA students’ undergraduate majors, 43 (51.8%) majored in business-related fields, 28 (28.9%) in English or applied English, and 9 (10.8%) in engineering. The majors of the rest 7 (8.4%) included education (n=2, 2.4%), and 1 (1.2%) in each of the following five fields: leisure, health, radio and television, hospitality, and sports respectively. A great number (n=68, 81.9%) planned to work after getting the MBA degree; 3 (3.6%) undecided; 1 (1.2%) pursuing domestic studies; 1 (1.2%) pursuing overseas studies; 1 (12%) with other plans. The other plans after graduation illustrated by students included: 8 male students (9.6%) noted that they would be drafted into military service, and one of them (1.2%) particularly specified that he would decide what to do after the military service. Another 1 (1.2%) stated that he needed to fulfill his teacher internship, and 1 (1.2%), housewife. In terms of the language for thesis, 63 (75.9%) stated that Chinese was or would be adopted; 12 (14.5%) English; 8 (9.6%) undecided.
Seven English abilities were listed for students to choose the abilities that they wanted to enhance; multiple answers were allowed. Results showed that speaking
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(n=57, 68.7%) was the ability which MBA students wanted to improve most, followed by listening (n=50, 60.2%), writing (n=37, 44.6%), vocabulary (n=37, 44.6%),
reading (n=33, 39.8%), grammar (n=33, 39.8%), and pronunciation (n=17, 20.5%).
Another 1 (1.2%) remarked that he wanted to improve daily English. In regard to students’ overall interest in English, 17 (20.5%) were extremely interested in English;
46 (55.4%) interested; 19 (22.9%) neutral; 1 (1.2%) extremely uninterested. As to students’ self-perceived general English abilities, no one claimed that their English was very good. However, more than half of the students (n=47, 56.6%) believed that their English ability was fair, followed by good (n=17, 20.5%), poor (n=17, 20.5%), and very poor (n=2, 2.4%). Around half (n=43, 51.8%) considered English important for their graduate studies, followed by extremely important (n=33, 39.8%), and neutral (n=7, 8.4%). Nevertheless, in terms of the importance of English for their future careers, more than half (n=46, 55.4%) considered it extremely important, followed by important (n=31, 37.3%), not sure (n=4, 4.8%), and neutral (n=2, 2.4%).
Background Information of IMBA Students
The IMBA program was officially established in the academic year of 2009, and 15 Taiwanese students were recruited. Fifteen questionnaires were collected and they were all valid. There were many more female (n=12, 80%) than male (n=3, 20%) recruited. The majority’s age was among 21-25 (n=13, 86.7%), and the remaining, 26-30 years old (n=2, 13.3%). Most students (n=11, 73.3%) had no work experience, 3 (20%) with 1-3 years of work experience, and 1 (6.7%) more than 3 years. In regard to IMBA students’ undergraduate majors, 13 (86.7%) majored in business-related fields, 1 (6.7%) in English, and 1 (6.7%) in German. Similar to the MBA students, a great number (n=13, 86.7%) planned to work after getting the IMBA degree; 1 (6.7%) pursuing overseas studies; 1 (6.7%) undecided. Regarding the language for thesis, the
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language was not restricted to English for the 2009 IMBA students. The initial results indicated that 7 (46.7%) would write their theses in English, 2 (13.3%) in Chinese, and 6 (40%) undecided. However, during the later interviews, 3 IMBA students changed their minds or made the decisions to adopt Chinese to write their theses.
Hence, 6 (40%) stated that English would be used; 5 (33.3%) Chinese, and 4 (26.7%) undecided.
In terms of the seven English abilities which IMBA students wanted to enhance, multiple answers were allowed. Similar to MBA students’ responses, results showed that speaking (n=12, 80%) was the ability that IMBA students wanted to improve most. It was followed by writing (n=10, 66.7%), grammar (n=6, 40%), listening (n=5, 33.3%), vocabulary (n=4, 26.7%), reading (n=3, 20%), and pronunciation (n=2, 13.3%). In regard to students’ overall interest in English, 3 (20%) were extremely interested in English; 11 (73.3%) interested, and 1 (6.7%) neutral. As to students’
self-perceived general English abilities, the same was found for the MBA students. No one claimed that their English was very good. The majority (n=12, 80%) perceived their English abilities as fair, and the remaining 3 (20%) good. In terms of the importance of English for graduate studies, 10 (66.7%) considered it extremely important, and the remaining 5 (33.3%) important. In regard to the importance of English for their future careers, 8 (53.3%) considered it extremely important, and the remaining 7 (46.7%) important.
MBA Students’ Experiences of EMCs
Although MBA students might have taken EMCs during their undergraduate studies, this research only focused on those offered by the graduate programs in Taiwan. The overseas EMCs which students audited were excluded in this section.
There was one required EMC in the MBA program in the academic years of
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2008 and 2009. However, if students had taken the course during their undergraduate studies, credits could be waived and substituted by taking another course in the same domain. Hence, the following issues were probed into. That is, MBA students’
experiences with EMCs during their graduate studies, reasons for taking or not taking EMCs, degree of the satisfaction, and reasons for dissatisfaction towards EMCs taken were investigated. Table 4.2 provided information on MBA students’ experiences of EMCs during their graduate studies in Taiwan.
Table 4.2
MBA Students’ Experiences of EMCs in the MBA Program in Taiwan
Category Items N %
Force for enhancing English abilities 18 21.7%
Interests in course content 16 19.3%
Preference for teacher’s teaching style 9 10.8%
Aid in future studies 2 2.4%
Aid in future career 5 6.0%
Other 0 0.0%
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Unable to comprehend due to insufficient English abilities
31 37.3%
Unable to express or interact in English 50 60.2%
Unable to make oral or written reports 7 8.4%
Boring content 11 13.3%
Teacher’s English (native language, proficiency, accent)
Interested courses not offered in English. 3 3.6%
Fear of unable to handle courses due to insufficient English abilities
2 2.4%
Teachers not native speakers of English 1 1.2%
Other 0 0.0%
Since there was at least one required EMC in the MBA program, most MBA students (n=78, 94.0%) reported having taken EMCs, while 5 (6%) stated otherwise.
Most students (n=54, 65.1%) had taken only 1 EMC, followed by 2 EMCs (n=16, 19.3%), 3 EMCs (n=6, 7.2%), 0 EMCs (n=5, 6%), and 4 EMCs (n=2, 2.4%). In other words, the highest number of EMCs taken by the MBA students was four. As to the reasons for taking the EMCs, multiple answers were allowed. The reasons chosen by students were reported according to their ranking in the results. First, the course was a required one (n=74, 89.2%). Second, the course was taken to enhance English
abilities (n=18, 21.7%). Other less important reasons included their interests in content (n=16, 19.3%), interests in English (n=11, 13.3%), personal preference for
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teachers’ teaching styles (n=9, 10.8%), aid in future studies (n=5, 6%), and aid in future careers (n=2, 2.4%).
In terms of students’ satisfaction towards the EMCs taken, 38 (45.8%) indicated feeling neutral. It was followed by 31 (37.3%) satisfied; 6 (7.2%) dissatisfied; 2 (2.4%) extremely satisfied, and 1 (1.2%) extremely dissatisfied. In other words, around 83%
of the MBA students either felt neutral (n=38, 45.8%) towards the EMCs they had taken, or felt satisfied (n=31, 37.3%).
As to the reasons for the dissatisfaction for the EMCs taken, multiple answers were also allowed. The following reasons were listed according to their ranking. First, more than half (n=50, 60.2%) were frustrated by their inability to express their
opinions or interact in English. Second, 31 (37.3%) were discontent with their inability to comprehend the course content. Third, 17 (20.5%) reported that the dissatisfaction was related to the teachers’ English proficiency in terms of whether English being the teachers’ native language, degrees of teachers’ English proficiency, accents, and so forth. Fourth, 11 (13.3%) pointed out the dissatisfaction was caused by the boring content. Fifth, 7 (8.4%) were dissatisfied with their inability to make oral or written reports. Finally, 4 (4.8%) specified their reasons for the dissatisfaction. Two (2.4%) pointed out that comprehensive communication among the teachers and
students could not be established, and that teachers’ English proficiency interfered with their explanation of the content. Another 2 (2.4%) stated that some students could not fully engage in class interaction. In other words, these two students were possibly dissatisfied with the lack of classroom interaction caused by other students with poorer English proficiency.
The reasons why 5 students had not taken the EMCs during their graduate studies in Taiwan included (1) the courses they were interested in were not offered in English (n=3, 3.6%), (2) they were afraid of not being able to handle such courses due
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to their incapability in English (n=2, 2.4%), and (3) the teacher was not a native speaker of English (n=1, 1.2%).
Findings of Research Question One:
Perceptions of Academic Curriculum Design
The following sections present the MBA and IMBA students’ perceptions of the academic curriculum design (see Appendixes A & B, Part II). There were 15 questions for MBA students, and 9 for IMBA students. The questions were basically the same for both groups of the students. However, due to the different nature of the two programs, Questions 2 to 7 regarding students’ choices of the MOI for the courses (if possible), the reasons, and issues relating EMCs in the academic curriculum design were addressed to MBA students only. Also, items in Q. 15 concerning English extracurricular support from the school level were slightly different for the two programs, as shown in Table 4.3:
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Students’ Perceptions of Academic Curriculum Design: MBA (N=83) and IMBA (N=15)
MBA IMBA
Questions & Items N % N %
Q.1 Do you think the MBA/IMBA curriculum design should include nurturing English abilities?
Yes 75 90.4% 11 73.3%
No 6 7.2% 2 13.3%
No opinion 2 2.4% 2 13.3%
Q.2 Do you think the MBA courses should all be conducted in English?
Yes 5 6.0% -- --
No 29 34.9% -- --
No opinion 7 8.4% -- --
Depends on content. Please illustrate. 42 50.6% -- -- Q.3 If you could choose between an English-medium or a Chinese-medium course offered for
the same course, which one would you choose?
Chinese-medium (jump to Q. 4) 64 77.1% -- --
English-medium (jump to Q. 5) 19 22.9% -- --
Q. 4 Why would you choose the Chinese-medium course? (Multiple answers allowed) I can understand the content better. 58 69.9% -- --
Q. 5 Why would you choose the EMC? (Multiple answers allowed)
I am interested in English. 8 9.6% -- --
I can force myself to improve my English. 15 18.1% -- -- MBA courses are supposed to be in
English.
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Q. 6 Do you approve of the MBA program listing EMCs as required courses?
Yes 29 34.9% -- --
No 11 13.3% -- --
No opinion 11 13.3% -- --
Depends on content. Please illustrate. 32 38.6% -- -- Q. 7 Do you think there should be more EMCs in the MBA program?
Yes 41 49.4% -- --
No 6 7.2% -- --
No opinion 19 22.9% -- --
Depends on content. Please illustrate. 17 20.5% -- -- Q. 8 Have you ever taken courses related to research methods during undergraduate studies?
Yes 38 45.8% 6 40.0%
No 45 54.2% 9 60.0%
Q. 9 Which semester is best for taking the course Business Research Method?
1st semester in the first year 20 24.1% 2 13.3%
2nd semester in the first year 49 59.0% 11 73.3%
1st semester in the second year 14 16.9% 2 13.3%
Q. 10 Do you think that Business Research Method should be conducted in English?
Yes 1 1.2% 2 13.3%
No 80 96.4% 12 80.0%
No opinion 2 2.4% 1 6.7%
Q. 11 Do you agree that the MBA/IMBA program intends to nurture students’ English academic abilities?
Q. 12 Do you think the MBA/IMBA graduation regulations serve to enhance the English academic abilities?
Yes 61 73.5% 15 100.0%
No 22 26.5% 0 0.0%
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Table 4.3 (continued)
MBA IMBA
Questions & Items N % N %
Q. 13 Do you think the MBA/IMBA program should set an English threshold for graduation?
Yes 71 85.5% 14 93.3%
No. Please illustrate. 4 4.8% 0 0.0%
No opinion 8 9.6% 1 6.7%
Q. 14 If the university intended to offer English courses for MBA/IMBA students, which ones do you think are needed? (Multiple answers allowed)
English conversation 58 69.9% 7 46.7%
Presentation skills 62 74.7% 10 66.7%
Negotiation skills 45 54.2% 8 53.3%
Reading for academic purposes 36 43.4% 2 13.3%
Listening for academic purposes 32 38.6% 3 20.0%
Writing for academic purposes 25 30.1% 8 53.3%
E-mail writing 26 31.3% 3 20.0%
Letter writing for business purposes 45 54.2% 8 53.3%
Resume/Autobiography writing 36 43.4% 7 46.7%
Pronunciation 21 25.3% 0 0.0%
Grammar and rhetoric 26 31.3% 4 26.7%
Other 2 2.4% 0 0.0%
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Q. 15 Besides official English courses, what English extracurricular support do you want the university to provide? (Multiple answers allowed)
Conversation/writing practices with foreign students
46 55.4% 11 73.3%
Conversation/writing practices with senior undergraduate/graduate English majors
Extracurricular activities with foreign students
34 41.0% 5 33.3%
English Clinic 27 32.5% 1 6.7%
TOEIC or English proficiency test information
MBA Students’ Perceptions of Academic Curriculum As the table showed, there were 15 questions concerning MBA students’
perceptions of the academic curriculum in this section. For Q. 1 “Do you think the MBA curriculum design should include nurturing English abilities?” 75 students (90.4%) stated yes; 6 (7.2%) no; 2 (2.4%) no opinion. For Q. 2 “Do you think the MBA courses should all be conducted in English?” around half (n=42, 50.6%) noted that it depended on the kind of course. It was followed by 29 (34.9%) reported no; 7 (8.4%) no opinion; 5 (6%) yes.
For Q. 3 “If you could chose between an English-medium or a Chinese-medium
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course offered for the same course, which one would you choose?” 64 (77.1%) chose Chinese-medium courses, and 19 (22.9%) English-medium. Q. 4 “Why would you choose the Chinese-medium course?” inquired MBA students’ reasons for selecting Chinese-medium courses over EMCs. Multiple answers were allowed. Almost 70%
(n=58) reported that understanding the content was their main concern. It was
followed by in-class interaction (n=51, 61.4%). About one-third of the MBA students (n=26, 31.3%) were concerned about exam scores, while another one-third (n=26, 31.3%) indicated that they had no confidence in their English. Finally, 8.4% (n=7) expressed their preference over specific teacher’s teaching style.
On the other hand, among the 19 MBA students who chose EMCs over Chinese courses, reasons were inquired through Q. 5 “Why would you choose the EMC?”
Multiple answers were allowed. Most students (n=15, 18.1%) stated that they wanted to force themselves to improve their English; 9 (10.8%) thought it would help in their future careers; 8 (9.6%) were interested in English; 6 (7.2%) considered it helpful for future studies; 4 (4.8%) believed that MBA courses were supposed to be conducted in English; 3 (3.6%) liked to follow the teachers with specific teaching styles. Finally, 1 student (1.2%) specified that “Because I have an English background, and if I am able to preview the materials, I can treat this opportunity [attending EMCs] as an
alternative learning experience.”
For Q. 6 “Do you approve of the MBA program listing EMCs as required
courses?” 32 (38.6%) felt that it depended on the course nature; 29 (34.9%) approved;
11 (13.3%) did not approve; another 11 (13.3%) had no opinion.
For Q. 7 “Do you think there should be more EMCs in the MBA program?” 41 (49.4%) reported yes; 19 (22.9%) no opinion; 17 (20.5%) depends on content; 6 (7.2%) no.
Questions 8 to 10 were related to MBA students’ experiences and opinions for
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the course of research methods. For Q. 8 “Have you ever taken courses related to research methods during undergraduate studies?” 45 (54.2%) reported no, and 38 (45.8%) yes. For Q. 9 “Which semester is best for taking the course Business Research Method?” 49 (59%) chose 2nd semester in the first year; 20 (24.1%) 1st semester in the first year; 14 (16.9%) 1st semester in the second year. For Q. 10 “Do you think that Business Research Method should be conducted in English?” almost all (n=80, 96.4%) stated no; 2 (2.4%) no opinion, and 1 (1.2%) yes.
For Q. 11 “Do you agree that the MBA program intends to nurture students’
English academic abilities?” 36 (43.4%) agreed. It was followed by 25 (30.1%) felt neutral; 16 (19.3%) disagreed; 5 (6%) strongly agreed; 1 (1.2%) strongly disagreed. In other words, 73.5% of the MBA students either agreed (n=36, 43.4%) or felt neutral (n=25, 30.1%) regarding the program’s intention of nurturing students’ English academic abilities. For Q. 12 “Do you think the MBA graduation regulations serve to enhance the English academic abilities?” 61 (73.3%) stated yes, and 22 (26.5%) no.
For Q. 13 “Do you think the MBA program should set an English threshold for graduation?” 71 (85.5%) reported yes; 8 (9.6%) no opinion; 4 (4.8%) no. Three students also expressed their reasons for not agreeing with the establishment of the English threshold. One (1.2%) stated that alternative ways could be adopted instead of enforcing the English threshold. Another (1.2%) believed that the nurturing of the language abilities should come from students’ autonomy for learning the language, especially for graduate students. Still another (1.2%) simply stated that he was worried about not being able to graduate.
In terms of Q. 14 “If the university intended to offer English courses for MBA students, which ones do you think are needed?” Multiple answers were allowed. Table 4.4 showed the ranking of MBA students’ preference:
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Table 4.4
Ranking of MBA Students’ Preference for English-Related Courses
Rank English Courses N %
1 Presentation skills 62 74.7%
2 English conversation 58 69.9%
3 Negotiation skills 45 54.2%
3 Letter writing for business purposes 45 54.2%
4 Resume/Autobiography writing 36 43.4%
4 Reading for academic purposes 36 43.4%
5 Listening for academic purposes 32 38.6%
6 Grammar and rhetoric 26 31.3%
6 E-mail writing 26 31.3%
7 Writing for academic purposes 25 30.1%
8 Pronunciation 21 25.3%
9 Other 2 2.4%
The ranking showed that more than 50% of the MBA students valued the course of presentation skills (n=62, 74.7%), followed by English conversation (n=58, 69.9%), negotiation skills (n=45, 54.2%), and letter writing for business (n=45, 54.2%). The top three courses rated by the MBA students were all related to speaking.
In regard to Q. 15 “Besides official English courses, what English
extracurricular support do you want the university to provide? (including theextra support which could be offered or had already been offered to MBA students),” multiple answers were also allowed. Table 4.5 showed the ranking of MBA students’
suggestions:
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Table 4.5
Ranking of MBA Students’ Suggested English Extracurricular Support
Rank Extracurricular Support N %
1 TOEIC or English proficiency test information 62 74.7%
2 Conversation/writing practices with foreign teachers 57 68.7%
3 Software for self study 50 60.2%
4 Conversation/writing practices with foreign students 46 55.4%
5 Business journal or magazine reading 41 49.4%
6 Extracurricular activities with foreign students 34 41.0%
7 English Clinic 27 32.5%
8 Certificates for taking EMCs 24 28.9%
9 Conversation/writing practices with senior undergraduate/graduate English majors
19 22.9%
9 English TA for every EMC 19 22.9%
10 Other 1 1.2%
As shown in the table, over half of the students were most concerned with TOEIC or other English proficiency test information (n=62, 74.7%), conversation or writing practices with foreign teachers (n=57, 68.7%), software for self study (n=50, 60.2%), and conversation/writing practices with foreign students (n=46, 55.4%).
IMBA Students’ Perceptions of Academic Curriculum
Due to the different nature and possible needs between the MBA and IMBA programs in terms of the MOI, nine questions (Q. 1 & Qs. 8-15) were addressed to IMBA students. Most of the questions were identical to those for the MBA students.
However, since all courses were conducted in English in the IMBA program, except for Business Research Method, Qs. 2 to 7 regarding IMBA students’ choices of the MOI were not addressed. As mentioned above, items in Q. 15 concerning English extracurricular support from the school level were slightly different from those for MBA students.
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Results of IMBA students’ responses for Q. 1 & Qs. 8-11 were similar to those of MBAs’. However, for Q. 12 “Do you think the IMBA graduation regulations serve to enhance the English academic abilities?” all 15 (100%) IMBA students stated yes.
For Q. 13 “Do you think the IMBA program should set an English threshold for graduation?” 14 (93.3%) reported yes, and 1 (6.7%) no opinion.
In terms of Q. 14 regarding English-related courses which could be offered to the IMBA students, Table 4.6 showed the ranking of IMBA students’ preference:
Table 4.6
Ranking of IMBA Students’ Preference for English-Related Courses
Rank English Courses N %
1 Presentation skills 10 66.7%
2 Negotiation skills 8 53.3%
2 Writing for academic purposes 8 53.3%
2 Letter writing for business purposes 8 53.3%
3 English conversation 7 46.7%
3 Resume/Autobiography writing 7 46.7%
4 Grammar and rhetoric 4 26.7%
5 Listening for academic purposes 3 20.0%
5 E-mail writing 3 20.0%
6 Reading for academic purposes 2 13.3%
7 Pronunciation 0 0.0%
7 Other 0 0.0%
A comparison of MBA and IMBA students’ rankings showed that the course of presentation skills was most valued by the two groups of students. Courses such as negotiation skills and letter writing for business purposes were valued by more than half of the MBA and IMBA students. However, IMBA students indicated more needs for EAP writing, while MBA students displayed their preference for English
A comparison of MBA and IMBA students’ rankings showed that the course of presentation skills was most valued by the two groups of students. Courses such as negotiation skills and letter writing for business purposes were valued by more than half of the MBA and IMBA students. However, IMBA students indicated more needs for EAP writing, while MBA students displayed their preference for English