2026 IJRSE – Volume 15 Issue 9
Available Online: 30 April 2026
Author/s:
Hsu, Tsu-Chia Julia
Lunghwa University of Science and Technology, Taiwan
Abstract:
This research investigates the integration of the Teams-Games-Tournament (TGT) model and the Padlet digital platform to enhance English for Professional Development (EPD) in a vocational university. This case study utilized a mixed-methods approach to evaluate the performance of 20 interdisciplinary students over one semester. Quantitative results from a paired-samples t-test revealed a statistically significant improvement in academic performance, with mean scores rising from 41.25 to 50.38 (p < .01). By contrast, scores on the English Learning Engagement Scale showed no statistically significant change (p = .575), likely attributable to the small sample size (N = 20) and the brevity of the single-semester intervention. Although scores on the English Learning Engagement Scale remained stable; likely due to the small sample size and the short intervention period, qualitative data from interviews and reflective journals indicated a marked reduction in learning anxiety and a proactive shift in student attitudes. A critical innovation in this study was the implementation of proficiency-based stratification and dynamic grouping. By leveling competition questions and reassigning students into competitive tiers (Upper-Intermediate to Lower-Intermediate) based on weekly progress, the instructor ensured task fairness and maintained student confidence. Furthermore, the use of Padlet facilitated a “flipped classroom” approach, allowing for prior knowledge construction and enhanced teacher-student interaction. Findings confirm that this hybrid, game-based collaborative environment fosters effective peer scaffolding and motivates non-English majors to master challenging workplace content. The study concludes that while innovative strategies significantly boost academic achievement and group cohesion, future research should involve larger cohorts and longer intervention periods to measure shifts in long-term psychological engagement. Additionally, the integration of Generative AI tools is recommended to align with evolving professional demands.
Keywords: Teams-Games-Tournament, Padlet, vocational education, collaborative learning, professional English
DOI: https://doi.org/10.5861/ijrse.2026.26015
Cite this article:
Hsu, T.-C. J. (2026). Exploring perspectives on English for professional development through innovative teaching strategies: A case study in vocational higher education. International Journal of Research Studies in Education, 15(9), 27-47. https://doi.org/10.5861/ijrse.2026.26015