Abstract
Given the nature of the study, the objectives of this paper are to demonstrate practical approach to using ICT tools in teaching Business English to university-level students. By offering specific examples for efficient integration of selected technologies within undergraduate classroom the study concentrates on practical and yet motivated solutions to many issues faced by the university teachers and students within the teaching-learning process. The study explores the importance of establishing an authentic business context via the invaluable help of ICT tools. This authentic context facilitates smooth acquisition of language proficiency and multitude of other skills for students’ future career use. Based on actual classroom teaching/research, this study demonstrates that meaningful use of ICT tools allows the 21st century Business English teachers and students to keep pace with the ever-changing business world.
Highlights
Information and communication technology (ICT) has become a fundamental part of most organisations and businesses, an inseparable part of our everyday lives and many of our activities
This paper reviews the practices of integrating ICT into Business English lessons for undergraduates who have little or no experience within the professional business world. (Their prior experience to taking this course may have consisted of an internship for a term, etc.) The term ‘Business English’ is used to cover English taught as a second language to a range of fulltime and distance-learning students who intend to work in the business sector
By using ICT tools which focused on language use, Business English was able to be exploited in the classroom to both the challenge and the interest of the learner and teacher simultaneously
Summary
Information and communication technology (ICT) has become a fundamental part of most organisations and businesses, an inseparable part of our everyday lives and many of our activities. New technologies have the potential to support education across the curriculum and provide opportunities for effective communication between teachers and students in ways that before were not possible. This potential may not necessarily be realised as Dawes (2001: 61) has underlined. Students’ characteristics alter according to society’s expectations, whilst education objectives are tailored to fit the more exacting requirements of inter-country integration, and the overall process of education must be modified
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