Abstract
Effective business writing skills are essential for workplace success in today's globalized economy, yet academic training often inadequately prepares students for real-world professional communication demands. This study designed and implemented an integrated pedagogical framework that sequentially combined tasksupported and apprenticeship learning models in a Business English course. Thirty undergraduate English majors at a university in Taiwan participated in an 18-week program featuring a two-phase structure: Phase 1 involved task-supported learning to develop foundational competencies in business writing genres, language use, and formats; Phase 2 featured apprenticeship learning where students applied these skills to authentic workplace projects under industry professional mentorship. A mixedmethods design was employed to collect data from course evaluation surveys, academic performance records, TOEIC scores, reflective journals, and semi-structured interviews with six students. The findings demonstrated that the integrated approach bridged the gap between academic writing instruction and the requirements of professional business communication. Advanced students readily embraced openended writing and valued real-world feedback, while lower-proficiency students participated actively but relied more on templates and required additional support. Both groups rated expert feedback positively, indicating that mentorship was valuable for all proficiency levels. The study discusses pedagogical implications for English for Specific Purposes curriculum design and offers suggestions for future research.
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