The Best Practice of Inquiry-based ESP Classroom Activities in Improving College Students’ Communicative Competence: A Case Study in Wenzhou University

Abstract

In the 21st century, China is on the way of transforming into an "International
Country". The fast development of economy and the revolutionary educational reform
policy of transiting provincial level (or local universities) into Universities of Applied
Science call for the creation of a new Adaptive Learning System to promote active
learning by students. To adapt to the tremendous change, the college English course in
China has been undergoing significant reform towards English for Liberal Education
(ELE), English for Professional Purposes (EPP), English for Special Purpose (ESP)
and English for Academic Purpose (EAP). In Wenzhou University, ESP has been
carried out since 2009 and the test result shows that students’ English proficiency has
been improved. However, a survey for graduates carried out in Wenzhou University
indicates that a good number of graduates declare that their English are incompetent
for their professional work especially their weak communication competence and
inquiring ability. The purpose of the paper is to introduce the best practice of a new
ESP Classroom teaching design which tries to improve students’ English
communication competence through Inquiry-based active learning. Altogether, 118
students of first–year bachelor majored in Computer Science in Wenzhou University
have taken part in this experiment. The result of the questionnaire survey shows that the
majority of the respondents is satisfied with the remastered course teaching, and
believes that the new format of learning can greatly inspire their learning interests,
gradually improve their communication competence and inquiring ability, and help
them to adapt to the collaborative learning model.