Impact of Facilitation Skills on Improving English Language Proficiency of Business Administration Students
DOI:
https://doi.org/10.15503/jecs2026.1.739.762Keywords:
facilitation skills, self-efficacy, learning outcome, activity learning, interactive strategiesAbstract
Aim. The study examines the impact of a facilitative-based teaching on the fundamental language aspects of listening, speaking, reading, and writing. It also examines its impact on key emotional components, including learners’ confidence, engagement, attitude, and satisfaction.
Method. The study employs a quasi-experimental framework that includes experimental pre- and post-assessment control groups. The treatment was administered over a period of 15 weeks, encompassing 80 undergraduate business administration students. Participants were divided into two groups: one had undergone the learning process using a facilitation-based teaching approach and a control group had undergone a conventional teacher-centred learning process. Data was collected through the EF Standard English Test (EF SET) to measure proficiency across all four language domains, and a structured Likert-scale questionnaire to assess confidence, engagement, attitude, and satisfaction.
Results. The study's results demonstrated that the adoption of facilitation-based teaching leads to significant enhancements in both receptive (listening and reading) and productive (speaking and writing) language abilities compared to the control group, underscoring the effectiveness of the approach. Additionally, participants in the experimental group reported increased self-confidence, increased motivation, and greater overall satisfaction with their learning experiences through a facilitation-based approach.
Conclusion. The results substantiate the claim that facilitation-based pedagogy is empirically validated for improving language proficiency and emotional involvement in learners, thereby bearing significant implications for curriculum development, educator training, ongoing professional growth, and future inquiries in the realm of English language instruction.
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Copyright (c) 2026 Sohaib Alam, Rumzi Tausif, Anam Shams, Mohammad Usama
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