HRMARS - This research proposes an SDT-based Dual-Track Micro-Learning model to address key challenges in online Business English speaking instruction: low interactivity, weak motivation, and fragmented skill development. The model structures learning into two synergistic tracks: a synchronous, teacher-guided track for motivation activation, scenario modeling, and immediate feedback; and an asynchronous, student-directed track for personalized skill internalization via micro-learning and self-guided practice. Together, they form a closed “guidance–internalization–reinforcement” cycle designed to satisfy learners’ needs for autonomy, competence, and relatedness. The model was developed through a mixed-methods framework. Following a theoretical analysis, diagnostic surveys of 37 freshmen and 99 advanced Business English majors identified essential learning pain spots and differentiated needs across proficiency levels. Concrete instructional models were then elaborated for business meeting and negotiation scenarios. Subsequently, a post-intervention survey of 110 students (including 68 who experienced a teaching reform aligned with the model) was conducted. Correlation analysis revealed strong positive relationships between perceived practical integration of course content and outcomes such as teaching satisfaction (r=.879, p< .01), knowledge gain (r= .846, p< .01), and applied skill improvement (r= .801, p< .01). Theoretically, this research advances SDT application by transforming its three psychological needs into a structured instructional model. Practically, it provides educators with an evidence-based, scalable template for developing motivating and effective online Business English speaking courses that cater to learners at different stages.
Yawen et al. (Thu,) studied this question.
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