Abstract
Measuring the accuracy of a private university in Batam Business English course curriculum to the present needs of workplaces in Batam from students’ perception is essential. Because 85% of the university students are working, it is compulsory to maintain the gap low between what students learned in class and what is implemented in the working field. A questionnaire consists of three dimensions (curriculum, communication performance, and motivation) distributed randomly to 60 students from a population (N=328) of the third-semester students programmed Business English course at a private university in Batam. The result suggested that the curriculum needs to add more practices, peer work, and case studies to improve students’ communication performance. Students’ perspectives in the Business English course reflected a new technical vocabulary that needed to practice in a correlated context. The curriculum content’s relevance to the workplace’s contextual needs is moderately related because not all working students used the English language in their workplace. Additional focus on internal and external motivation through group work and peer work is needed to improve students’ communication performance and confidence. Finally, the existing Business English curriculum is reasonably accurate, supporting students’ communication performance, both written and oral, at their workplace.
Highlights
Almost all sectors in human life today are affected by the development of information and communication technology (ICT)
Since the late 70s, the Education field in language learning could not escape to the vast inventions in ICT, it is reflected by the introduction of computer-assisted language learning (CALL) (Higgins, 1983)
Interview sessions were conducted three times with five participants to validate the openended questions in the questionnaire and enrich the feedback collected through questionnaires. It was classified by themes, e.g., 1) the relevance of the Bussiness English (BE) curriculum; 2) The workplace expectations; 3) Students’ motivations, and 4) Students’ obstacles (Table 2)
Summary
Almost all sectors in human life today are affected by the development of information and communication technology (ICT). Other sectors in human life adjusted to the vast growth of ICT, e.g. in business and manufacture (Kassem et al, 2019; Wahab et al, 2020), economy (González & Nuchera, 2019; Jehangir et al, 2011; Ugli, 2020), tourism (Tu & Hwang, 2020), etc. These studies showed that the implementation of ICT could improve output quality and increase working efficiency. The results showed that ESP is developed continuously through teaching materials, media, and curriculum design; to match graduates’ needs to strive in working and global competition
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