The Nexus of Business English and the Fourth Industrial Revolution: Leveraging Moodle’s Potential to Augment Lecturers’ Pedagogies for Student Support

Abstract

AbstractThis article explores the potential of Moodle, a learning management system, to prepare students for success in business English within the dynamic workforce. While e-learning platforms are increasingly adopted, research specifically focusing on Moodle's integration in business English remains limited. This study aims to bridge this gap through the investigation of the crucial role of lecturers to empower students through the effective use of Moodle. The research objectives include the exploration of lecturers' perceptions of Moodle's potential, the identification of strategies to enhance e-learning support for business English and the redefinition of pedagogy to benefit lecturers and prepare students for the Fourth Industrial Revolution. This qualitative phenomenological study utilises email interviews, student feedback, and observations, and applies the community of inquiry theory to analyse the study's findings. Findings reveal that Moodle holds significant promise in business English to enable lecturers to create engaging and personalised learning experiences. The platform enhances learner engagement and language acquisition to enhance adaptability for future work requirements. Based on the study, recommendations include providing comprehensive training and support for lecturers to optimise Moodle's features effectively. Through the implementation of the recommendations, institutions can harness the full potential of Moodle and pave the way for a more competent and competitive workforce prepared for the challenges of the modern business world.Keywords: business Englishcommunity of inquirydistance educationFourth Industrial Revolutionlearning management systemMoodleODeLstudent support