Abstract
Self-regulation and social entrepreneurship are found to relate significantly to better achievement, provoke critical thinking, and help build higher-order thinking skills which are needed in Business English, and student professional and social development at large. In this paper, I will argue that those two constructs have a strong potential not only to coexist among Business English classes, but also to dub the discipline an entrepreneurial and social validity. In this paper, I will first present these premises through a theoretical framework and then discuss a case study of two classroom projects which were carried out in Business English classes with a view to giving a literal account of self-regulatory and socially responsible learning. Classroom implications and recommendations for future research will be delineated eventually.
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