Designing an Industry-Based Mandarin Project-Based Learning Model through Micro-Credentialing and Task-Based Language Teaching to Enhance Business Competence

Abstract

Mandarin Chinese proficiency has become increasingly for international 
business communication, especially given China’s position as global economic 
power. However, traditional language instruction often falls short in preparing 
learners for real-world business contexts, where advanced competencies such as 
negotiation, cross-cultural interaction, and professional communication are 
required. While Project-Based Learning (PBL) and Task-Based Language 
Teaching (TBLT) have proven effective in fostering authentic language use, and 
micro-credentials provide verifiable recognition of workplace skills, there 
remains a gap in integrating these approaches into a comprehensive, industry
based Mandarin curriculum. To bridge that gap, the present study introduces the 
Industry-Based Mandarin Language PBL Model that integrates PBL, Task
Based Language Teaching (TBLT), and micro-credentials into business 
competence development. A quan-qual research design was employed to gather 
information from students, alumni and industry respondents through 
questionnaires and needs analyses. Results show a clear demand from the user 
and employer communities for industry-relevant Mandarin in speaking, writing, 
negotiation and report preparation, and a preference for practical, task based 
learning and recognition by micro-credentials. The conceptual model proposed 
in this study represents an overarching, competency-driven, academia–industry 
interface that would constitute a sustainable approach in the development of 
competitive graduates skilled in Chinese (in the form of Mandarin) and business.