Exploring Pedagogical Potential of the Business Model Canvas in a Blended Business English Course on Moodle platform

Abstract

This study explores the perceived benefits and challenges of using the Business Model Canvas (BMC) in a business English course. The integration of BMC into a blended Business English course demonstrates its dual role as both a pedagogical tool and an enhancer of professional communication skills. Drawing on socio-constructivist, embodied in the Zone of Proximal Development, experiential, and technology acceptance theories, the research employed a mixed-methods approach. Quantitative data were collected through surveys assessing perceived ease of use, usefulness, and challenges, while qualitative data were gathered from open-ended questions posted on the Moodle platform.  This study reveals how the BMC responds to the teacher and students’ needs and bridges the abstract business concepts and vocabulary retention, enhancing collaboration, creativity, and clarity while raising some challenges for a few students. The outcomes from this study provide information regarding the utility of the Business Model Canvas in blended Learning environments.