LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 26:6 June 2026
ISSN 1930-2940

Editors:
         Selvi M. Bunce, M.A., Ed.D.
         Nathan Mulder Bunce, M.A., Ph.D.
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Honorary Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Enhancing Conceptual Clarity and Professional Communication Through Team-Based Terminology Discussion: An Empirical Study

Kirunika D.
Dr. Sreejana S.

Abstract

This study investigates the effectiveness of a structured team-based discussion activity designed to improve students' understanding of specific and business terminology in a higher education setting. A total of 60 students participated in the activity, out of which 48 students (n = 48) submitted their responses via Microsoft Forms. The study employed a descriptive survey methodology to analyze student perceptions across eight key parameters: overall experience, understanding of specific terminology, understanding of business terminology, conceptual clarity, real-world application, confidence in usage, active participation, and depth of exploration. Quantitative analysis of the Likert-scale responses revealed that more than 90% of students provided positive ratings across all parameters, with overall experience receiving a 100% high rating (4 or 5). The findings indicate that collaborative, discussion-based learning is highly effective in developing professional communication skills, conceptual clarity, and student engagement. These results have significant implications for instructional design in business communication and language education at the undergraduate level.

Keywords:Team-based learning, Business terminology, Collaborative learning, Professional communication, Conceptual clarity, Active learning, Higher education

Introduction

In contemporary higher education, the ability to communicate effectively using domain-specific vocabulary is increasingly recognized as a critical professional competency. Business and industry-specific terminology forms the foundation of professional discourse, and students who lack proficiency in such language may face significant challenges in workplace communication, academic performance, and career advancement (Nation, 2001).

Traditional lecture-based methods of vocabulary instruction have often been criticized for their passive nature and limited retention outcomes (Prince, 2004). Active learning approaches, and in particular collaborative or team-based learning (TBL), have emerged as powerful alternatives that promote deeper cognitive engagement, peer learning, and the practical application of concepts (Michaelsen & Sweet, 2008).

This study evaluates the effectiveness of a structured team discussion activity titled "Team Discussion on Specific & Business Terminology," conducted with undergraduate students. The activity was designed to encourage collaborative exploration of business and industry-related terms through discussion, peer explanation, and real-world contextualization.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Kirunika D.
I Year CSE Student
Kumaraguru College of Technology
kirunika.25cs@kct.ac.in
&
Dr. Sreejana S.
Assistant Professor and Head
Department of Languages and Communication
Kumaraguru College of Technology
Coimbatore, Tamilnadu
Sreejana.s.sci@kct.ac.in

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