Abstract
AbstractThe study investigates whether and how mock interviews, an instructional component of business Chinese courses, prepare students for real interviews. The study included 11 American undergraduate students who participated in a 10‐week summer study abroad program in China. Participants underwent two rounds of mock interviews with their instructors and received individualized written feedback after each interview. They were then interviewed by hiring managers from the companies of their choice. The results of the study showed that the feedback provided by instructors addressed various performance issues, with a focus on linguistic accuracy rather than interview content. Comparison of the mock interviews with real job interviews showed significant differences in interview content, including workplace‐related interactions, language functions, and free chatting. The findings have implications for teaching and research in language for specific purposes.
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