Business English Teaching Research Articles

Applying Large Language Models in Teaching Business English Writing: A Case Study of Business Proposal Writing

With the maturing of artificial intelligence technology, the human-machine collaborative teaching model is gradually attracting attention. Exploration of the path and effectiveness of integrating Large Language Models (LLMs) into business writing teaching is urgently needed. This study takes the use of ERNIE Bot in teaching business proposal writing as an example, collecting and analyzing qualitative and quantitative data, and discussing the methods, effects and challenges of applying LLMs in teaching business English writing in universities in China. The results show that students using ERNIE Bot as an auxiliary tool demonstrate higher participation and enthusiasm in the proposal writing process, and their writing texts have significantly improved in terms of structural clarity and language accuracy. However, it has also been found that ERNIE Bot tends to recommend conventional expressions and structures, which to a certain extent limit students’ personalized expressions. Therefore, the leading role of the instructor should not be neglected.

Exploration and Practice of Business English Teaching Mode Based on Project-based Learning

Abstract This study systematically outlines the connotation and theoretical basis of project-based learning, integrates the theory of project-based learning into the teaching of business English courses in colleges and universities, and deliberately designs a business English teaching mode based on project-based learning. Starting from the purpose of the study, the research problem is determined in the hypothesis, the research subjects of this paper are selected, the experimental group and the control group are divided, and the comprehensive questionnaire, experimental process and independent sample t-test are used to verify the practical effect of the teaching mode of this paper. The empirical analysis shows that there are significant differences between this teaching mode and the traditional teaching mode in the three aspects of students’ learning interest, performance and expression ability, which satisfy the condition of P<0.05 significant difference, confirming the effectiveness of the business English teaching mode based on project-based learning.

Problems and Reform of Business English Translation Teaching in the Background of Artificial Intelligence

Abstract In order to solve the problems of business English translation teaching, a corpus-based teaching model is proposed. The API and web crawler are used to collect data from the business English corpus, and the overall corpus structure design is completed according to the acquired data. The corpus is pre-processed with lexical processing, theme extraction, category labeling, and other operations to ensure the feasibility of the corpus. The limitations of traditional business English translation teaching are highlighted, and the structure and implementation process of the corpus-based business English translation teaching model are thoroughly examined. The research subjects are selected, and experimental comparisons are applied empirically to analyze the corpus-based business English translation teaching. The data show that the mean translation score of the experimental group increased by 8.1247. In contrast, the mean translation score of the control group not only didn’t improve but also decreased by 0.8806, and the mean interpreting score of the experimental group increased by 0.608. In contrast, the mean interpreting score of the control group increased by 0.172, which indicates that the corpus-based business English teaching mode has a facilitating effect on the improvement of the student’s abilities in all aspects of English.

Evaluating the Teaching Effectiveness of Business English Courses in Colleges and Universities Based on the DPSIR Model

Abstract This paper takes the drive and pressure of teachers and students in the process of English teaching as the basis of evaluation, focuses on the state of the two in the process of teaching and the influence of teaching on teachers and students as well as the feedback of teachers and students on teaching, and constructs a framework for evaluating the effectiveness of business English teaching based on the model of “Drive, Pressure, State, Influence, Response”. After two rounds of expert consultation, the number of evaluation indicators was reduced from 34 to 21. Finally, the evaluation index system was constructed by combining the weight calculation of the hierarchical analysis method. The data show that A3 (state factors) > A1 (driving force factors) > A5 (response factors) > A2 (pressure factors) > A4 (influence factors), and the comprehensive evaluation score of the teaching effectiveness of business English courses in colleges and universities is 3.5944, which indicates that the evaluation grade of the teaching effectiveness of the university is located in the range between medium and good. This study aims to promote digital innovation and reform in the teaching of business English courses in colleges and universities by evaluating their teaching effects.

Exploration of Precision Teaching Mode of Business English Courses in Colleges and Universities Based on Artificial Intelligence Technology

Abstract At present, the application of artificial intelligence technology in the field of education is increasing, especially in business English courses in colleges and universities. The development and implementation of intelligent teaching modes become particularly important. This model enhances the effectiveness and efficiency of teaching and learning, especially when it adapts to the unique learning needs of different students. The research methodology includes the construction of a smart learning model and the implementation of assistive technology for English translation. The Smart Learning Model adopts a five-layer structure, with subject knowledge mapping at the core, supplemented by learner profiles, learning paths, learning assessments, and learning communities. The operational mechanism is based on three main mechanisms: monitoring, regulation, and optimization. The assistive technology for English translation focuses on multi-head attention networks to enhance the depth and breadth of language learning. The experimental results demonstrate a significant improvement in the average scores of the experimental class in listening, reading comprehension, multiple-choice questions, completing the blanks, correcting errors, and writing, with a maximum increase of 3 points. In terms of intelligent platform business English writing, the average score of students’ compositions also increased significantly. This precise teaching method effectively improves the quality of business English teaching, resulting in a significant increase in students’ learning efficiency and interest.

Construction and analysis of a business English classroom teaching quality evaluation system based on multimodal neural network model assessment

In this paper, we propose a method for effectively evaluating the quality of business English teaching in colleges and universities. The approach is based on a multimodal neural network model integrated with grey correlation analysis. By employing the optimal data clustering criterion, we identify teaching quality evaluation indices. Subsequently, we establish a teaching quality evaluation index system using a genetic algorithm (GA) optimized Radial Basis Function (RBF) neural network. Grey correlation analysis is then applied to assess the quality of business English teaching by considering the relationship between the correlation degree and the evaluation level. The results indicate a correlation degree exceeding 0.90, signifying excellent teaching quality. The reliability of the selected evaluation indicators, assessed through retesting, surpasses 0.700, validating the evaluation results.

Research on the Innovation of Business English Teaching Mode in Colleges and Universities under the Background of Artificial Intelligence

Abstract This paper examines the application of artificial intelligence technology in business English teaching and artificial intelligence in natural language processing and recognition to receive good results. These two technologies are suitable for business English teaching innovation. At this time, the introduction of the concept of ADDIE is the process of integrating artificial intelligence technology into the business English teaching innovation model. The business English teaching model is designed to utilize the conditional random field expansion model to address the label bias limitations of the entropy model. Add the LSTM model to this basis to handle speech recognition and translation tasks to complete the construction of a business English teaching model based on LSTM-CRF. After speech recognition, detect the existence of grammatical errors in the sentence through the multi-task model, deform the LSTM model, and use the deformed Bi-LSTM to construct the multi-task learning model framework. The objective of controlled experiments and empirical analyses is to investigate the students’ willingness to learn AI Business English and their learning effects. The experiment shows that among the seven items of students’ willingness survey, only the mean value of the hedonic motivation variable is 3.93, and the mean value of the remaining six items is above 4. Students’ willingness to learn AI is high. In the comprehensive learning engagement degree, the mean value of the engagement is 1.457, and the highest value reaches 1.83278, and the students have a high degree of engagement in AI English learning.

ADAPTING MATERIALS FOR TEACHING BUSINESS ENGLISH

Selecting materials for teaching Business English is a crucial act, but the aim of this paper is not that of discussing whether we should use authentic or "doctored" texts. It presents several ideas, which have emerged, from personal experience and from the literature on the subject. The findings are suggestions and comments, rather than solutions. The article is intended to provide information regarding the steps of this so called "trip" of any Business English teacher, to the final destination of provi ding appropriate materials for students who study different fields of business. According to the field of business they study, it is in their interest for the Business English teacher to develop their linguistic and communicational skills and competencies.

Integration and Construction of Intelligent Learning Models for Business English Courses in Colleges and Universities under Big Data Technology

Abstract Intelligent education is an inevitable trend in the development of teaching in colleges and universities, and this paper constructs a smart teaching mode of business English in colleges and universities based on the achievement scalar function and multi-objective optimization algorithm. In the paper, the mixed difference operator is used to improve the singularity of business English teaching objectives and to diversify the teaching objectives. The achievement scalar function is used to assess students’ business English proficiency, and teaching strategies are proposed based on the target distribution parameters. By exploring the intrinsic connection between diversified objectives and intelligent classrooms, the intelligent classroom teaching model is constructed. Analyzing the learning effect and language proficiency of students under the smart classroom teaching mode of business English, the feasibility and effectiveness of the teaching mode are demonstrated. The results show that in terms of creating a relaxed classroom learning environment, 0.7267 students agreed that the smart classroom could create a relaxing and enjoyable learning environment, and around 0.7 learners believed that the learning resources released by teachers through the smart classroom could further promote their understanding of knowledge. This study provides an effective reference guide for business English teaching, which is more conducive to the development and progress of business English education.

Application of Big Data-based Information Technology in Business English Courses in Colleges and Universities

Abstract In this paper, after using Cool Edit Pro2.1 software to complete the speech signal acquisition work, the DTW method is used to pre-emphasize the speech signal. Due to the small continuous correlation between adjacent frames, the use of windowing and frame-splitting operation makes the amplitude change of the speech signal smooth and obtains the spectral envelope of the speech signal. The negative impact of MFCC feature parameter extraction is optimized by parameterizing the volume intensity and fundamental trajectory, and the application of the English scoring mechanism in business English education is explored. According to the current situation of business English teaching in colleges and universities, research problems and sampling objects are identified, and statistical analysis is applied to analyze the teaching effect of business English informatization by example. The results show that the speech evaluation system of spoken business English based on DTW does not differ much from the similar results of the scoring of the master’s degree of English majors in our university, and its difference value always stays between 1 and 10. In terms of the simple correlation coefficient and significance level (0.01), the simple correlation coefficient between teaching effectiveness and the use of technological media is 0.385 (P=0.00), which means that there is a significant correlation between both teaching effectiveness and the use of technological media. This study improves the standardization of English pronunciation among students, which is important for the development of business English in colleges and universities.

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

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

Research on Digital Business English Teaching Mode under the Background of Big Data Technology

Abstract This paper proposes an automatic grammar error correction model based on an encoder-decoder structure, which is combined with a new business English teaching model that can improve the teaching quality of teachers and enable students to get feedback quickly. The model employs a dual encoder structure and extracts source sentence information through an encoder that is based on the attention mechanism. Meanwhile, a fluency-based data augmentation method is also proposed in order to be able to select sentences with different fluency levels based on the fluency ratio between the target sentence and the source sentence. Finally, a Passive-Aggressive algorithm for candidate word selection has been designed, which can avoid generating repetitive and short-biased English sentences. It has been verified that the total grade of the class that incorporates this paper’s model in business English teaching has increased by 9.3 points on average, with the most obvious improvement in business writing by 3 points, followed by translation by 2.8 points. The proposed teaching model in this paper can enhance students’ comprehensive use of business English.

Using Time Series Analysis to Study the Changing Trend of Business English Teaching Effectiveness in Colleges and Universities

Abstract This paper analyzes the characteristics and changes of influence on college business English teaching in the context of the new era, constructs a multimodal college business English teaching model based on vision and hearing, and carries out a multimodal fusion of graphics, text and audio through deep learning. To solve this problem, the time series analysis problem is easily affected by noise. On the basis of the basic time series algorithm, the GBDT-KF algorithm based on the Kalman filter is designed. It also predicts the effectiveness of college business English teaching. The results show that listening ability is improved by 0.3, speaking ability by 0.25, writing ability by 0.21, and reading ability by 0.18; the effect of college business English teaching has also been improved in different degrees.

产教融合背景下商务英语专业学生能力提升路径研究

Integration of industry and education is not only an educational concept, but also one of the means of school-enterprise cooperation. Based on the current background of integration of industry and education, there are still many shortcomings in the implementation of teaching aimed at enhancing the comprehensive abilities of business English major students, such as the lack of rationality in teaching design, insufficient foresight in professional planning, and inadequate teacher allocation. If these problems cannot be solved as soon as possible, it will inevitably have a great impact on the quality of talent training in the field of business English, and also restrict the improvement of students’ core competitiveness. This paper first analyzes the connotation of integration of industry and education and the existing problems in teaching business English major under the background of integration of industry, and then proposes corresponding improvements for enhancing students’ abilities, including planning the development of business English major, creating a new curriculum system, optimizing the teacher training path, and establishing a diversified evaluation mechanism.

Chinese Teachers’ Perceptions on Implementation of CLT in College Business English Class

This qualitative study investigates teachers’ perceptions and challenges of the implementation of Communicative Language Teaching. The participants were nine Business English teachers at a private college in Chengdu, China. The data was collected through semi-structured interviews. The findings revealed that the majority of participants have favourable perceptions of CLT. However, participants mentioned teacher-related challenges, student-related challenges, and policy-related challenges that hinder their implementation of CLT in Business English classes. The findings of this study are beneficial to the field of CLT in China, especially in the English for Specific Purpose context. The recommendations for future studies are discussed.

Using Simulation in Business English Courses for China’s English Majors

This study reports on an investigate study about using simulation in business English teaching with 66 English-major advanced learners, using two-stage surveys. This study addresses the three research questions focusing on the needs and challenges, effectiveness and learning outcomes and suggestions for improvement of simulation in business English teaching. The study found that participants most favored employment related simulation and workplace scenarios. They preferred both Chinese and global corporate simulation cases, as well as unique industrial and familiar cases. The lack of language skills, knowledge, thinking skills, practice skills, and mentality could be the challenges for simulation. The majority of the participants agreed that simulation activities were effective and had positive impact. Through simulation, participants could acquire writing skills, corporate and business knowledge, and business vocabulary knowledge. Participants were concerned about the simulation process and the roles to play. Lack of adequate language, knowledge, experience, and social skills, inappropriate grouping and timing could be unproductive factors for simulation. On the other hand, more interactions, presentation, expanded language and knowledge, and linking with practice could be facilitating factors for simulation. For improvement, participants suggested adding more case content and context, having longer preparation time and better grouping, as well as clearer simulation instructions. This study provides empirical evidences for refining the simulation approach in business English courses from China’s English majors’ perspectives. The study has important implications for business English simulation teaching design and implementations in both Chinese and international contexts.

The role of business English online teaching mode on students’ social phobia

BackgroundSocial phobia, also known as social anxiety, is a common psychological disorder manifested by feeling extremely upset and nervous in social situations. Currently, there is a certain proportion of people with social phobia in the student population. With the popularization of the online teaching model in business English education, it is of great significance to explore its influence on students’ social phobia.Subjects and MethodsThe study selected two groups of business English students, one for the control group for the traditional face-to-face teaching and the other for the online teaching for the observation group. Student social phobia was assessed by the Liebowitz Social Anxiety Scale (LSAS) before and after the course. At the same time, the student’s academic performance and self-evaluation data were also collected. Study data were analyzed using SPSS23.0.ResultsThrough analyzing the data, we found that students receiving online teaching had a relatively low level of social phobia of 24 points. They scored significantly lower on the social anxiety questionnaire than the students receiving traditional face-to-face teaching. In addition, the online teaching group also had high academic performance and self-evaluation (P<0.05).Conclusions Business English online teaching mode has a positive effect on students’ social phobia. Online teaching provides a relatively low-pressure learning environment, reducing students’ tension during face-to-face communication. This helps students to better participate in classroom activities and improve their learning results. Therefore, in business English education, online teaching mode can be an effective teaching method, especially beneficial for students with social phobia.

Research on the reform of English teaching based on big data technology

Abstract The rapidly developing big data technology not only directly affects people’s work and life but also plays a greater role in promoting the direction of education. This paper introduces online teaching methods to traditional teaching methods, constituting a hybrid online and offline teaching method, and optimizes the reform of business English teaching objectives, contents and processes. After pre-processing the teaching evaluation indexes, the rough set method based on big data technology is used to mine the association rules of teaching data. The principal component analysis evaluation method was used to evaluate the structure of the mined teaching data set. And the changes in teaching evaluation index values obtained by the principal component analysis method were used as the basis for determining the effectiveness of the business English teaching reform. The experiment proved that: aS10 students in group A with the worst business English level increased their teaching level value from 1.004 to 1.224 after the general reform, an increase of 20.77%. After the online and offline hybrid reform, the teaching level value increased from 1.004 to 1.306, an increase of 22.72%. This shows that the reformed business English teaching mode has deepened the reform and innovation of business English teaching through the full use of big data technology, improved the comprehensive English ability and literacy of the majority of students, and laid a solid foundation for the future development of students’ working career.

Task-Based Needs Analysis: Identifying Gaps Between Cultivation Scheme of BE MA Program and Market Demands: A Case Study of GDUFS BE Program

Cultivation scheme is the foundation of the teaching. With an increasing demand of professional English talents, needs analysis of market demands has become a significant basis for the development of Business English teaching. Despite the growing popularity of Business English (BE), needs analysis combining cultivation scheme and markets demands has rarely been carried out. Based on the the cultivation scheme of BE MA program of Guangdong University of Foreign Studies (GDUFS) and wants ads collected online, this study aims to identify gaps between the cultivation scheme and market demands in Guangdong. Adopting the Key to employability Model and competence model, the present study investigates the following three questions: (1) what is the market demands for professional BE talents? (2) Is there a gaps between the overall cultivation scheme of BE MA programs in GDUFS and the market demands for BE talents? If there is a gaps, what’s the discrepancy between the cultivation scheme of BE MA program and the market demands and how to improve the current cultivation scheme? (3) How to realize the program mission of the modified cultivation scheme? The results reveal that objectives of GDUFS BE Postgraduates program cultivation scheme should be improved and can be modified according to the General Model of BE Postgraduates’ Abilities. Some practical suggestions regarding the revision and realization of the cultivation scheme of BE MA program of GDUFS are put forward. The research results have reference value for universities to adjust their orientations to meet the market demands.

Implementation of Blended Learning Rotation Model in Teaching Business English and Business Ukrainian in Higher Education Institutions

The article is devoted to the problem of implementation of a blended learning approach in the language training of undergraduate students specializing in International Economic Relations and Public Management and Administration. The historical background, structural and functional features of blended learning are outlined. The relevance of the study is determined by the benefits of combining online and offline learning modes at Ukrainian universities in wartime as well as by the absence of specialized scientific works providing linguistic and methodological support for interdisciplinary teaching of Business English and Business Ukrainian. Based on the ideas of foreign and Ukrainian scientists and modern methods of scientific research, the present experimental study proves the effectiveness of the rotation model of blended learning for the acquisition of systematized linguistic knowledge, skills, and abilities needed for the effective use of the native and foreign languages in professional communication. The article is illustrated with tables, figures, and samples of instructional materials placed on the Moodle online platform. It also outlines the perspectives for future research on other aspects of blended language learning and interdisciplinary teaching at the university.