Fostering Language and Vocabulary in International Business Students thorough an E Portfolio


  • María Alexandra Rincón Pardo



E-portfolio, ESP, motivation, virtual tools


This study analyzes the impact of the implementation of seven selected activities on E-portfolio in order to introduce international business students to the business vocabulary related to their program, given that they do not take any subjects related to their career in English. This study was carried out in a group of 20 students of second semester who study at a Universidad

Consequently, this study was conceived thanks some observations in classes of English that the lack of the use of Specific vocabulary in business which demonstrates language teachers follow a book to teach English and the text-book Speakout Eales, F., & Oakes, S. (2011). Speakout: Elementary: Student's book. Pearson Education used in classes in order to support the contents of English is not focused on teaching business-related vocabulary Therefore, there are no current opportunities for students to have contact with authentic language in Business subjects, in this case business vocabulary which could contribute to their professional growth. This confers to the idea to familiarize students with bussines-related vocabulary to the content area. The constructs which were considered in order to develop this research were firstly, the CALL (Computer-assisted language learning) approach taking advantage of E-portfolio, secondly, English for specific purposes (ESP) and finally Motivation. These theoretical constructs were considered thanks a diagnostic survey at the beginning of the first stage in this study. 

The type of study was action research and qualitative methodology which lets teachers build theories related to teaching and learning; therefore, the data collection procedures included a teacher’s journal with the purpose of recording ideas and reflecting on them afterwards, an online survey to reveal responses to specific, important questions, and e- portfolios which display evidence assembled and managed by students. Finally, the findings revealed three categories. First category is: Raising awareness about ESP. Second, Chasing a target vocabulary using E-portfolio  that describes the outcome students achieved after developing different activities in a E-portfolio and how they learnt vocabulary confidentially and  Third, Learning as a matter of motivation  that relates to the interest students take for learning a language. Finally, the conclusions describe students’ prefers at the moment to use technology to foster their language learning and in order to increase their business lexis in English to face their profession in a meaningful way.