Student Perceptions of Program Activities, Resources, and Processes in an Undergraduate Business English Program: A Mixed-Method Study
DOI:
https://doi.org/10.14456/bej.2025.20Keywords:
Business English program, student perceptions, program activities, educational resources, program processesAbstract
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.
References
Aman, M., Ali, S., Hussain, H., & Rehman, A. (2023). Students’ perceptions of online learning and academic support services in higher education. Journal of Educational Research and Practice, 13(2), 45-59.
Arifin, E., Fuady, A., & Kuswarno, E. (2017). Factor analysis that affects university student perception in Untirta about existence of region regulation in Serang City. Jurnal Penelitian Komunikasi dan Opini Publik, 21(1), 88-101.
Biggs, J. (1999). Teaching for quality learning at university. Open University Press.
Bonwell, C. C., & Eison, J. A. (2000). Active learning: Creating excitement in the classroom. ERIC Clearinghouse on Higher Education.
Bota, A., & Tulbure, C. (2017). Students’ and teachers’ perceptions of school and learning activities. Journal of Educational Sciences, 15(2), 42-55.
Changto, K. (2021). Factors affecting extracurricular participation among undergraduate students at Rajamangala University of Technology Suvarnabhumi. Journal of Higher Education Studies, 8(1), 35-45.
Chisholm, L., & Brown, P. (2005). Learning and teaching for the twenty-first century. UNESCO Publishing.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Eccles, J. S., & Barber, B. L. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865-889.
Feldman, R. S. (1999). Understanding psychology (5th ed.). McGraw-Hill.
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a foreign language’. British Council.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses on achievement. Routledge.
Jinarat, C. (2023). Student satisfaction with educational service quality in Thai universities. Journal of Educational Measurement and Evaluation, 19(2), 89-102.
Jones, A. (2020). Student engagement in blended learning environments. Routledge.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170-183.
Melviza, C., Ys, S., & Erdiana, N. (2017). Students’ perceptions of English club activities in developing speaking skills. Studies in English Language and Education, 4(2), 143-151.
Michael, G., & Cheryl, H. (2018). Student-tutor experiences in creating and reusing digital educational resources. African Journal of Education and Development Studies, 6(1), 29-38.
Nwaham, C. (2014). Educational resources and service quality in Nigerian universities. International Journal of Education and Literacy Studies, 2(4), 73-81.
Owoaka, R. S., & Olise, C. (2022). Influence of institutional resources on student academic success in Nigerian universities. International Journal of Educational Policy, 17(3), 101-112.
Parekh, A., Gupta, S., Mehta, R., & Patel, N. (2017). Effectiveness of activity-based learning in physiology for medical students. Journal of Medical Education, 32(1), 23-28.
Permana, H., Saefudin, A., & Amprasto, B. (2020). Students’ perceptions of field study activities. Journal of Field Education Research, 5(1), 55-62.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Robbins, S. P. (2002). Organizational behavior (10th ed.). Prentice-Hall.
Romlah, N., Rasyid, A., & Setiawan, I. (2021). Strengthening school resources to improve educational quality: A qualitative study at SMA Pasundan 3 Indonesia. Journal of Educational Management, 10(3), 44-52.
Saifuddin, M. (2020). Student satisfaction and institutional service quality in higher education. Journal of Education and Learning, 14(2), 95-105.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Selwyn, N. (2012). Education and technology: Key issues and debates. Bloomsbury.
Shandi, M. (2020). Co-curricular participation and its impact on student skill development. Journal of Applied Education Studies, 8(1), 32-41.
Udomsiri, P. (2016). Service quality perceptions and satisfaction among MBA students in Thailand. Journal of Business Administration Research, 9(4), 67-75.
Wisivatheranon, C. (2013). Assessment of physical facilities for graduate studies at Srinakharinwirot University. Journal of Fine Arts Education, 7(2), 89-101.
Xie, X. (2019). English major undergraduates’ needs and perceptions of business English activities and resources in a Chinese university. English Language Teaching, 12(5), 36-48.
Zulaiha, S., & Triana, N. (2023). EFL students’ perceptions of open educational resources for writing development. Indonesian Journal of Applied Linguistics, 13(1), 102-114.
