Business English Teaching Research Articles

Business English Classroom Motivations: Cognition of Business English Teachers in Chinese Universities

Business English Classroom Motivations: Cognition of Business English Teachers in Chinese Universities

2015 개정 교육과정에 따른 비즈니스영어 교과서 분석

This study examined whether the business English textbooks used in vocational high schools followed the revised 2015 national curriculum and were abided by its teaching and learning principles. In this study, three business English textbooks were analyzed both quantitatively and qualitatively. First, in terms of skills, all of the coursebooks covered writing the most while treating speaking minimally. This unbalanced coverage of skills went against the curriculum’s goal which pursues communication-oriented business English education. Among three textbooks, one rigorously followed the curriculum while the other two did not. However, the in-depth analysis based on the teaching and learning principles stipulated in the curriculum showed that the textbook that strictly adhered to the curriculum did not offer engaging activities, which can promote students’ communicative competence in a business setting. Pedagogical suggestions were discussed.

An Account of University Professors’ Perceptions of Educational Knowledge and Pedagogical Skills in an Individual and Online Learning Education System: A Comparative Study

The emergence of the COVID-19 pandemic in 2020 led to many changes in people’s lifestyles and governments’ policies worldwide. In the education area, there has been an increase in the use of online learning due to the necessity of social distancing and an interruption in the transmission of information. The present study aimed to determine differences between online and in-person education systems regarding teachers’ perceptions of educational knowledge and pedagogical skills during the COVID-19 pandemic. In total, 1,500 teachers were selected from universities with in-person classes and 1,400 instructors were chosen from online universities in the cities of Tehran, Shiraz, Isfahan, Yazd, Tabriz, Ahvaz, Zanjan, and Arak, Iran, in 2022. Notably, the teachers were active in the fields of general and business English. Overall, a questionnaire including 30 items was applied, and each item scored teachers’ educational knowledge and pedagogical skills based on their perceptions using a 5-point Likert scale. Data analysis was performed using MANOVA. According to the results, there was a significant difference between online and in-person education systems regarding general English teachers’ perceptions of their educational knowledge and pedagogical skills. Similar results were obtained for business English teachers. In fact, general and business English teachers of in-person universities had a higher perception of their educational knowledge and pedagogical skills compared with teachers of online universities.

METODA PŘEVRÁCENÉ TŘÍDY VE VÝUCE ODBORNÉ OBCHODNÍ ANGLIČTINY

The article deals with one of many possibilities for implementing online study materials in combination with face-to-face teaching, the flipped classroom method. This method was gradually created based on the pedagogical principles of strengthening autonomous learning, student activation, and the efficient use of limited lesson time. The availability of various types of teaching materials in digital form and the emergence of appropriate software support contributed to its expansion. The practical part of the paper describes a concrete example of the application of the flipped classroom method in teaching business English as part of a bachelor's program at a university. The designed study material and lesson plan was verified in the teaching and evaluated by both the teacher and the students as a suitable method for the enrichment of teaching.

FROM GENERAL TO PROFESSIONAL ENGLISH – CURRICULUM, STUDENTS, TRAINERS

The present study is an attempt to offer a bird’s eye view into the relationship between professional English, meaning English for Specific Purposes (ESP) and English for General Purposes (EGP) or 6General English (GE), stressing the difficulties that may appear on the road. There are opinion discrepancies regarding the differences that exist/do not exist between Business English teaching and General English teaching. Therefore, the general purposes and distinctive features are examined to draw a parallel between ESP and EGP to present their common and specific characteristics.

TURNING PERCEPTIVE VOCABULARY INTO CONTEXT VOCABULARY IN BUSINESS ENGLISH

Language is made up of five basic components: morphology, phonology, syntax, semantics and pragmatics. Morphology in linguistics represents the study of the words, how they are formed and their relationship with other words in the same language; phonology involves the rules regarding the structure of the speech sounds and their sequence; syntax is the study of morphemes and how they form larger units; pragmatics involves the rules for appropriate and effective communication; semantics deals with vocabulary and the way concepts are expressed through words. Thus, vocabulary is one of the constituent elements of the language. Words carry meaning and have their own energy representing the building blocks of communication. According to the context they are used in, their meaning differs, therefore, vocabulary acquisition is crucial when talking about English for Specific Purposes, in our situation, Business English. But how is vocabulary acquisition in second language done? Vocabulary building often occurs through reading, however, it is unlikely for the students in foreign language to acquire the basic specific vocabulary through reading. The present paper deals with the strategies a Business English teacher approaches in order to assist students to learn vocabulary as well as to equip them with methods to turn perceptive vocabulary into context vocabulary. How can vocabulary be taught efficiently? How can teacher provide learners the needed input in order to shift vocabulary from input to output? How can teachers introduce vocabulary in order for optimal retention to be ensured? These are some the questions the present paper addresses.

Questioning business English teaching during the pandemic era: Challenges and prospects in E-learning

The COVID-19 pandemic resulted in the shutdown of industrial, economic, academic, and public institutions all across the world to ensure social separation among individuals. On the education ground, decision-makers called for a switch from on-the-ground to online instruction as a remedy to this challenging issue. This study, therefore, aimed to investigate the primary challenges that English for Specific Purposes teachers and learners encounter in the Higher School of Management of Tlemcen, Algeria in E-learning classes, as well as the most effective ways and skills to cater to the needs of this global age during this pandemic era. This research is a case study conducted on 5 ESP teachers and 60 first-year learners. The data collection was through a questionnaire and a semi-structured interview. Findings revealed that despite their recognition of the vital importance of such courses, both teachers and learners encounter a set of challenges related to organizational, technological, pedagogical, and psychological issues. Keywords: Business English; COVID-19; E-learning; pandemic.

Construction of business English corpus under internet information technology

With the development of social science and technology and the continuous progress of information technology, China's Internet era has gradually begun. In recent years, it has developed into the Internet era, representing a new social form. In view of the problems existing in traditional business English teaching, we should pay full attention to the integration of the Internet and the economy and society, improve teaching innovation and teaching rate, provide a more convenient and effective network platform channel for the society, and propose solutions to the problems and promotion of business English in the network environment. Multimodal interactive teaching mode. The results show that the investment in the national education and training industry has increased year by year, and the investment in the education and training industry in 2020 will reach a maximum of 41.57 billion yuan.

A Study on the Application of Anchored Teaching Method in Business English Teaching under the Concept of ESP

A Study on the Application of Anchored Teaching Method in Business English Teaching under the Concept of ESP

Analysis on the Ecological Concept of Ternary Interactive Education in Business English Writing

In order to improve the effect of business English writing education, this paper combines intelligent algorithms to study the ecological concept of ternary interactive education in business English writing and jointly identifies interference and source signals. Moreover, this paper derives the likelihood function of the received signal under the modulation mode of the interference and the source signal and jointly considers the information of the interference. The modulation recognition can well reduce the influence of interference on algorithm performance. In addition, this paper simulates the recognition performance of the likelihood function-based algorithm when the system has frequency offset and asynchronous time offset. Finally, this paper combines experimental research to verify that the business English education system based on the ternary interaction concept proposed in this paper can effectively improve the effect of business English writing education.

Teaching Business English Online – Students’ Perceptions and Suggestions on Advancing the Online Learning Process

The learning process is a gradual process that keeps evolving based on technology, economics, political standing, and social structures. However, the unexpected COVID-19 pandemic rushed this evolutionary process for higher educational institutions that were unprepared for online teaching. This was especially the case for the educational systems that have not incorporated online teaching into higher education, such as the Macedonian education system. Therefore, the higher educational institutions, including the students and professors, had to adjust to the new teaching method immediately. While the change was inevitable, these adjustments to learning impact students’ perspectives towards the learning approach, such as their goals and achievements. The current study employs a quantitative descriptive design to study students’ perspectives on e-learning and traditional learning. A total of 45 students following the Business English courses, comprising of 17 males and 28 females, were provided with an online questionnaire in order to understand their perception of the online teaching process at the Faculty of Economics in Prilep during the academic year 2020-2021. Based on students’ responses, the study also provides appropriate suggestions that can enhance the two learning methods for business English students. The study also found no significant relationship between e-learning and traditional learning based on gender. Despite the general perception of most participants that traditional learning is more motivating, more effective and made it easier to develop learning skills compared to e-learning, students believe that the benefits of e-learning should also be considered, and, therefore, suggest that both learning methods should be incorporated into the teaching-learning process. Both learning methods have different challenges but also show similarities and differences. The survey concentrated on the online teaching process at the Faculty as a whole, not on the Business English course particularly; therefore, student suggestions should be considered in relation to teaching practice regardless of the type of the course.

Business English instruction: Empowering learners with the 4Cs of the 21st century

This research aims to measure the perceptions of business English teachers regarding the effectiveness of the proposed communication, collaboration, critical thinking, and creativity (4Cs) teaching model. Furthermore, it also identifies some of the gaps that emerged while applying the 4Cs model, and finally recommends deliberate instructional steps for using the model. The participants in the study are 140 Business English teachers at an academic institution in the eastern part of Saudi Arabia. The study is driven by the belief that educators in this field need to create modern language instruction involving the 21st century 4Cs: communication, collaboration, critical thinking, and creativity by the intervention of carefully planned objectives, varied activities, varieties of teaching methodologies, technological tools and materials, interaction patterns, teachers’ professional development and students’ awareness and cultural background. Using two questionnaires, the study gauged EFL teachers’ perceptions of the application of a specially developed 4Cs framework for Business English, to ensure that the students enrolled in these courses are fit to take on the role of global citizens. Findings show that teachers are positive about the appropriateness of applying the framework in the context of 21st century skills, and a viable degree of effectiveness in a learning environment. Participant teachers who applied this approach using the conceptualized paradigm in teaching Business English recommend its efficacy due to relevant pedagogical implications and practical principles that were discovered. The study concludes with six principles that can be directly used to ensure that the 4Cs which are a necessity in the 21st education system is integrated by educators in English language teaching (ELT) instruction.

Business English Materials; What Should be Developed Related to the 21st Century Competencies

Learning outcomes can be achieved with suitable teaching materials. The integration and effectiveness of teaching materials greatly influence the successful implementation of Business English. The long-term goal of this research and development is to develop 21st-century Competency-based Business English materials. The design of this study used the research and development (R&D) of Borg and Gall (1983) with simplification into four stages, namely: introduction, development, trial test, and dissemination which were held within six months. The data collected is tested for validity through triangulation tests by conducting forum group discussions with experts and colleagues. The research subjects are lecturers and students of English at Universitas Nasional Karangturi. Months 1 – 2 are for conducting preliminary activities, months 3 – 4 are for designing the assessment draft, and months 5 – 6 are for testing and dissemination. The results of this study are Business English teaching materials, including Job Interviews, Business English conversations, Business English Podcast, English for Presentation, Curriculum Vitae, and Application Letters as preparation for professional career development. The stages and results of the research are recommended to be a reference for teachers, lecturers, developers of teaching materials, and researchers in developing and teaching business English, especially for professional career development with steps through material development, assessment, and evaluation. It can conclude that the 21st-century competency-based Business English teaching materials that are produced trigger students to be more active in communication have high creativity, critical thinking, and good cooperation, and the students can learn by combining practical business knowledge directly.

Research on the Construction and Development Prospect of Aided Business English Teaching System Based on Computer Multimedia Technology

The intervention of multimedia technology has had a profound impact on education, which has led to the renewal of educators’ ideas, the renewal of educational means, and the renewal of educational forms. To some extent, the influence of multimedia technology on educational technology has opened a new chapter in educational reform. It can be said that the powerful advantages of multimedia education technology promote the pace of teaching reform and conform to the needs of the development of the times. This paper mainly analyzes the research on the construction and development prospects of the business English teaching system based on computer multimedia technology, uses the computer vision technology to collect teaching information, and then uses VR for teaching. Computer vision mainly studies how to use video sensing devices and computers to simulate the human visual system to collect and process external visual information, so that machines have the same visual ability as humans and even have the ability to “think.” Through virtual teaching design and research virtual teaching methods, combined with the characteristics of business English subjects, the computer vision technology is connected with business English course teaching to develop new teaching methods for business English subjects; analyze the teaching purpose, content, and feasibility; and investigate the difficulties and needs of students in business English subject learning to determine the educational methods in a smart environment application in actual business English teaching. This article uses literature research method, questionnaire method, experimental research method, and interview method to conduct research. At the same time, this article also uses Maya and other software multidimensional design functions to explain the educational methods in a smart environment; set up a virtual hypothesis experiment to objectively analyze the development prospects of educational methods in an intelligent environment in business English teaching from the aspects of curriculum teaching, classroom effects, and learner efficiency; and summarize the parts that need improvement.

Design of a Multimodal Teaching Method for Business English in a Wireless Network Environment

In the background of the information age of “Internet+,” the traditional teaching mode of business English has many drawbacks in terms of curriculum, teaching content, teaching methods, and teachers’ backgrounds and cannot adapt to the needs of the times. Therefore, business English teaching should actively follow the trend of “Internet + education” and continue to innovate in a multimodal way. The multimodal teaching mode of “wireless network + business English” is in line with the background of “Internet+,” optimizing teaching resources to the maximum extent and truly realizing the effective combination of Internet and business English teaching. The Internet-based multimodal innovation can be carried out in the four elements of business English teaching: environment, task, learner, and guide teaching. The specialization and modernization of business English teaching can be promoted through the optimization of O2O multisituational classroom, the application of multimodal tasks in three-dimensional teaching materials, the communication of diversified categories of students, and the configuration of multilevel teachers across fields.

Lecturers’ Talk In Bussiness English Classroom At The Third Semester Of English Education Program Unpari Lubuklinggau

ABSTRACT
 
 The purpose of this research was to explain the lecturers’ talks in classroom interaction of business English learning. This is a qualitative descriptive research that applied observation and interviews in collecting the data. The data source was the lecturers’ talks when teaching business English courses in the classrooms. The instrument used in this research were observation using video recording and field note as well as the interview list where the researcher record the answers from the questions the researcher asked to the lecturer. And the results of the research from the researcher's analysis show that there are several categories of lecturers' conversations carried out by the lecturers during the classroom interaction. The lecturers’ talks were categorized based on the FIAC System, and they were: accepting feelings, accepting and using students' ideas, asking, and giving directions. The most frequent category of lecturers’ talk were asking questions, and giving directions.
 Keyword: Lecturer's Talk, Interaction, Classroom Interaction, Business English Class

Development of Intercultural Communicative Competence in the Process of Teaching English to Future Interpreters

The successful functioning of both the state and individual in the conditions of updated intercultural communication is impossible without adequate mastery of the universal language of international communication, which is currently the English language. The development of intercultural abilities of future interpreters in the field of business communication is aimed at continuous improvement of existing educational programs of institutions of higher education. The relevance of our research is due to the growing demand in modern business society for highly qualified interpreters with intercultural communication competencies. The purpose of the study is to develop and practically implement a model of intercultural communicative competence in the process of teaching business English. The mentioned educational program is for applicants for higher education in the field of translation who are studying in a bachelor’s degree program at Kyiv National University of Technologies and Design. Changes in the development of intercultural communicative competencies of students were recorded experimentally using diagnostic techniques. The research results are reflected in the educational program “The English language: translation in business communications” and designed on the principles of developing the intercultural communicative competence of future interpreters. It is created to train highly qualified specialists who can analyze, organize and conduct interlingual and intercultural business communication, plan and carry out successful complex translation projects, and act as intermediaries in the process of interlingual and intercultural communication of business partners.

A Study on the Integration of Business English Teaching and Intercultural Communication Skills Cultivation Model Based on Intelligent Algorithm

With the current prevalence of economic globalization, English is still the international language of choice. The definition of cross-cultural: have a full and correct understanding of cultural phenomena, customs, and habits that are different or conflicting with the national culture, and accept and adapt to it with an inclusive attitude on this basis. Therefore, for Chinese universities, the focus is on cultivating highly qualified talents with intercultural communication skills for the country’s economic development. Intercultural communication skills are an important part of students’ language communication skills. China’s business English teaching has also begun to focus on the cultivation of students’ cross-cultural communication skills, but the effect is not satisfactory. In business English teaching, the most important thing is to improve students’ professional competence and business English expertise, and to cultivate foreign language talents with cross-cultural quality and global awareness. Based on the above reasons, this paper proposes a research on the integration of business English teaching and intercultural communication competence cultivation based on intelligent algorithms. First, this paper adopts the literature method to understand the difficulties in traditional business English teaching and the problems in the process of cultivating intercultural communication competence; then, it adopts the inductive-deductive method of intelligent algorithm and action research method to study the mode of cultivating intercultural communication competence and comprehensive experimental research. Finally, after comprehensive analysis, it was concluded that: the number of domestic literature on intercultural communication competence cultivation increased by 11.98%, and the number of literature was generally on the rise; there were significant differences in test results; the experimental students who were satisfied with the cultivation model studied in this paper reached 45.6%. This article attempts to investigate and analyze the needs of English majors for the cultivation of business English intercultural communicative competence, so as to provide a reference for cultivating students’ intercultural communicative competence. The above data fully indicate that the use of contextual teaching method to cultivate intercultural communication skills in business English courses is effective, attracting students’ enjoyment, cultivating their intercultural communication skills, enhancing their understanding of business etiquette, and improving their ability to conduct business conversations. Intercultural communicative competence refers to the ability to communicate when two parties from different cultural backgrounds communicate in the same situation.

Teaching business english to furure philologists in the regime of distance education

The article is devoted to solving organizational, didactic and methodical problems of teaching business English to philological students in the regime of distance education. The aim of the article is improving methodical accompaniment of teaching business English to future philologists. The goals of the research are to attract English teachers’ attention to the necessity of encouraging students to use regular lexicon in private online communication and enforce the inter discipline coordination in teaching business English, lexicology and linguistic local lore study. Such methods of research as content analysis of pedagogical literature on the subject, questionnaire, generalization of various viewpoints concerning distance learning were used. Special attention should be paid to methodical accompaniment of teaching business English in online regime. It means that teachers should pay more attention to using productive ways of organizing classes under the condition of distance education. Students should create presentations, situational monologues after watching video clips, which represent abstracts from real business communication, reproduce telephone conversations with the help of formal speech patterns, given in the textbooks. Students should be exercised in writing business letters, answering reclamations etc. Methodical accompaniment requires keeping certain principles: interconnected teaching all kinds of speech activity (reading, speaking, listening, writing); dominant role of exercises; principle of culturological education. The necessity of keeping in mind social and linguistic cultural differences in communicating a native and a foreign language is also grounded by the author. Students’ answers to the questionnaire concerning their attitude towards distance learning and business English online show that most of them (88 %) are satisfied with such a way of studying. They also want more attention to be paid to understanding native speakers, telephone conversations, creating advertising production

Tech-integration in Vocational Business English Teaching: A Review

In the development of information technology, especially mobile telecom technology, mobile and multifunctional tech-integration has become an effective tool in education. The COVID-19 pandemic, has unexpectedly accelerated the development of tech-integrated education to a further degree with various practices around the globe. Among them, UTAUT Model, TPACK Model, PICRAT Model, and Flipped Classroom stand out because they are not only user friendly and easily applied but also student-focused and triggered thinking. Teaching Business English in vocational colleges in China is not an easy task due to the conflict between the blended academic background and the different learning behaviours of vocational students. The review of mentioned tech-integration practices could serve as effective approaches for reforming teaching and curriculum design for Vocational Business English classes. Keywords: vocational; business; English; tech-integration; education