STUDENT EMPOWERMENT, AFFECTIVE FACTORS, AND ENHANCED LINGUISTIC OUTPUT IN THE BUSINESS ENGLISH CLASS
STUDENT EMPOWERMENT, AFFECTIVE FACTORS, AND ENHANCED LINGUISTIC OUTPUT IN THE BUSINESS ENGLISH CLASS

Summary/Abstract: The paper presents a qualitative research documenting a non-prescriptive teaching approach used extensively with third year undergraduate students of the International Business and Economics School in the Bucharest University of Economic Studies, and intended to help them feel empowered as they transition from the skill-getting stage to the skill-using one. The paper highlights a constructivist teaching approach that facilitates student empowerment and generates enhanced linguistic output in the process. The theoretical framework outlined in the first part of the paper is followed by pedagogical highlights and classroom best practices that clearly demonstrate the degree of student empowerment that the affective factors in conjunction with this non-prescriptive teaching approach of choice induce in the language learners.

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