CREATIVE APPROACHES TO TEACHING PROFESSIONAL ENGLISH TO TOURISM STUDENTS THROUGH THE INTEGRATION OF DIGITAL TECHNOLOGIES AND EXPERIENTIAL LEARNING

Abstract

Mastery of professional vocabulary and grammar does not always ensure that tourism students are prepared to handle service-related communicative tasks in English. This study aimed to evaluate the outcomes of an eight-week program integrating digital technologies, professional situations, and experiential learning in comparison with traditional instruction. A quasi-experimental pretest-posttest design was used with two intact classes: an experimental group and a control group, each comprising 30 students (N = 60). The program covered hotel check-in, complaint handling, tour selection, tour guiding, restaurant service, intercultural interaction, destination promotion, and integrated customer service. Outcomes were assessed using a professional English test, a situational speaking task, and a final engagement questionnaire. The mean test gain was 14.62 points in the experimental group and 3.68 points in the control group; the between-group difference in gains was 10.94 points (p < 0.001; d = 2.50). Final speaking scores were 22.70 and 19.10 points, respectively (p < 0.001; d = 1.19). Final engagement in the experimental group was described across behavioral, emotional, and cognitive dimensions. The findings indicate an advantage of the integrated program within the studied sample. Non-random group assignment and the simultaneous use of several pedagogical components limit causal interpretation and the generalizability of the findings to other educational settings.