International Journal of Scientific Research and Engineering Development

This study investigates the effectiveness of phrase-bank instruction compared to traditional grammar-focused methods in teaching business letter writing to fourth-year English language majors at Dong Nai University. A quasi-experimental design was employed with two intact classes: Class A (experimental group) received instruction using phrase banks and formulaic expressions, while Class B (control group) was taught through grammar accuracy and structure-focused strategies. Data were collected through pretest and post-test writing tasks, surveys, and peer reviews. Quantitative analysis revealed that both groups improved, but Class A demonstrated significantly higher gains in rubric scores, particularly in tone, clarity, and professionalism. Survey results indicated that students in the experimental group reported increased confidence and perceived phrase banks as useful scaffolding tools for initiating and closing letters. Qualitative findings from open-ended survey responses and peer reviews highlighted that phrasebank instruction reduced writing anxiety and enhanced fluency, whereas grammar-focused instruction primarily improved accuracy but often lacked pragmatic appropriateness. The study concludes that phrase-bank instruction is an effective pedagogical approach for improving business writing skills, especially in fostering professional tone and confidence. However, grammarfocused methods remain important for structural correctness. An integrated approach combining grammatical awareness with formulaic language use is recommended to achieve both accuracy and communicative effectiveness in business English pedagogy

MA. Nguyen Tien Han,"Comparing Phrase-Bank and Grammar-Focused Instruction in Business Letter Writing: A Quasi-Experimental Study of English Majors at Dong Nai University" International Journal of Scientific Research and Engineering Development, V9(3): Page(1991-1997) May-June 2026. ISSN: 2581-7175. www.ijsred.com. Published by Scientific and Academic Research Publishing.