Students’ Perceptions of Project-Based Learning in Developing English Negotiation Competence in Business Administration

Abstract

English negotiation competence is a key requirement for International Business Administration students in preparing for global business competition. Beyond mastering language, negotiation involves persuasive communication, teamwork, and intercultural sensitivity. This study investigates students’ perceptions of Project-Based Learning (PBL) as an instructional model for developing negotiation skills in English. A qualitative descriptive approach was employed with 10–15 students enrolled in the English for Business Negotiation course at Politeknik Negeri Bengkalis. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and project documentation, and analyzed thematically. Four themes emerged: (1) PBL enhances motivation and engagement through authentic and contextual tasks; (2) it strengthens collaboration and communication by fostering negotiation practice in teams; (3) challenges include limited business vocabulary, time management, and uneven participation; and (4) PBL is perceived as relevant to professional demands, building confidence and intercultural awareness. Overall, students considered PBL beneficial but emphasized the need for scaffolding such as vocabulary support, cross-cultural scenarios, and reflection sessions. The study concludes that PBL contributes to the development of linguistic, discourse, strategic, and intercultural competence while offering practical recommendations for more effective curriculum design in Business English negotiation contexts.