A Study on Factors Influencing Students’ Business Writing Skills
Bibliographic record
Abstract
Writing is a language skill which is used for communication. The purpose of this study is to identify the most common factors that influence students’ business writing and to provide them effective strategies to improve their business writing skills. Queens College students were the focus of this study. For this study, qualitative and quantitative approaches were employed. A total of 106 students from Queen's College took part in the study. A questionnaire was employed for data collection. The researchers analyzed the survey data using descriptive statistics. The results of this research showed that learners had a lot of difficulties with their business writing. Business writing can be challenging for most students for various of reasons, including traditional teaching approaches, insufficient practice, a lack of motivation, and a lack of sufficient vocabulary. The study suggests that students' business writing skills could be enhanced by having frequent practice, using effective teaching methods, having manageable class sizes, providing frequent feedback on errors, and through encouraging students to shift their perspective on the importance of writing.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".