Business English Communication Research Articles

Enhancing Intercultural Business English Communication Factors Evaluation System Using the Termite Life Cycle Optimization Algorithm and Dynamically Stabilized Recurrent Neural Network

In today's globalized business environment, effective intercultural communication in English is paramount for successful collaboration among professionals from diverse backgrounds. To enhance the accuracy of the evaluation system, enhancing intercultural business English communication factors evaluation system using the termite life cycle optimization algorithm and dynamically stabilized recurrent neural network (IBEC–DSRNN–TLCOA) is proposed in this manuscript. The input image is captured from mobile camera. Then the input images are preprocessed using intelligent weight decreasing firefly–particle filtering (IWDFPF) to remove noise and enhance the input images. Afterwards, the preprocessed image is fed to the entropy-founded spatial fuzzy C-means clustering approach for segmenting the image. Then the contrast, correlation, energy and homogeneousness features are extracted by using force-invariant improved feature extraction technique. The extracted features are given to dynamically stabilized recurrent neural network (DSRNN) to image target detection and English description generation. Termite life cycle optimization algorithm (TLCOA) is employed to enhance the weight parameters of DSRNN. The proposed IBEC–DSRNN–TLCOA method is implemented. The proposed IBEC–DSRNN–TLCOA method provides 32.53%, 31.86%, and 35.72% higher accuracy; 35.58%, 32.16%, and 37.72% higher F-measure when compared with the existing methods, such as exploration of intelligent translation with evaluation systems for business English (IBEC–RCNN), E-learning engagement with convolution neural networks on business education (IBEC–CNN), and deep neural network-based research on scoring business English oral training (IBEC–DNN), respectively.

Linguacultural competence in business English communication: the case of a business English textbook in China

ABSTRACT Internationally operating professionals in China study business English to develop their language proficiency and transcultural communicative competence. While a variety of business English textbooks are on the market and are used in China, their conceptualizations of culture tend to be nation-based, static, and predictable – views of culture that have been increasingly problematised in the field of second language teaching and learning. This investigation drew on a research-informed conceptualisation of linguacultural competence that incorporates three theoretical lenses: Business English as a Lingua Franca (BELF), linguaculture, and genre. Competencies identified in the research literature were cross-checked with empirical data from active job-experienced business professionals via semi-structured interviews and questionnaires. These competencies were then used to examine how one popular business English textbook, Market Leader Intermediate, fares in developing linguacultural competence. The results revealed that while the textbook includes opportunities to develop several necessary competencies, many others are not addressed. Further, expressions of culture in the textbook are often simplistic or limited. These findings can inform textbook adaptations and development for effectively inculcating linguacultural competence in internationally functioning professional communicators.

Expression Strategies of Negative Information in Business English Communication

Expression Strategies of Negative Information in Business English Communication

Exploring students’ speaking anxiety in an EFL classroom

This research aimed to find out the types of students’ speaking anxiety and students’ strategies to cope with their speaking anxiety in an EFL classroom. This research was conducted using descriptive qualitative method. The data collected by using observation checklist, in-depth interview, and online questionnaire. The participants of this research were students of first, third, and fifth semesters in Business English Communication program, Universitas Negeri Makassar. Based on the results of this research, it was found that there are more students who experience state anxiety and situation-specific anxiety than trait anxiety, as the type of anxiety that occurs when speaking English as a foreign language. Moreover, it was found that most students in the first, third, and fifth semesters used various techniques in doing preparation, relaxation, positive thinking, and seeking a peer as strategies to cope with speaking anxiety.

Investigating Lexical Errors in Written and Spoken Productions among University Students of Business English

This study investigated the types and frequency of lexical errors made by university students of Business English in their writing and spoken production. The participants were 50 undergraduate students from a business school at the University of Ibn Zohr, Morocco. A comprehensive language assessment was conducted to measure their vocabulary size, productive vocabulary knowledge, and language proficiency. Their written essays and spoken interviews were analyzed using James' Taxonomy of Lexical Errors (1998). The results showed that the most frequent types of lexical errors made by the participants were word Distortions (46%), followed by Misformation (33%), and finally Confusion of Sense Relation (18%). The study also found a significant correlation between vocabulary size and productive vocabulary knowledge with the number and types of lexical errors made by the participants. The findings have implications for language teaching and learning, suggesting that more attention should be given to vocabulary instruction and practice to reduce lexical errors in Business English communication.

The youth's interpersonal communication with friends and family: The impacts of social media

This study aims to determine whether or not the use of social media by youth reduces their interaction with family. For the sample in this study, a simple random sampling method was used as part of a quantitative method. Students from the Business English Communication classes in the 2019–2020 and 2021 batches served as the study's subjects. In this study, there are two variables: social media (X) and interaction with family (Y). Two different types of questionnaires, open-ended and closed-ended, were used as the instruments and data collection techniques. The normality test, linearity test, and t-test for hypothesis testing were used in this study for data analysis. Data analysis was done based on the questionnaire results, and the outcomes for the two variables fell into the high category. The results of the study show that social media reduces adolescents' social interaction with family. The t-test results demonstrated that H0 is rejected when the value of t-count exceeds t-table (11.385> 2.002). Therefore, it can be concluded that the results support the Alternative hypothesis, which states that youth use of social media reduces the social interaction with family.

IMPACTS OF SOCIAL MEDIA ON THE YOUTH’S INTERPERSONAL COMMUNICATION

The purpose of this study was to find out whether or not the use of social media by youth decreases social interaction with friends. This study used a quantitative method using a simple random sampling technique to take the sample. The subjects of this study were Business English Communication students from batches 2019, 2020, and 2021. This study has two variables, namely social media (X) and interaction with friends (Y). A questionnaire was used as the method for collecting data for this study. Two types of questionnaires: open-ended and closed-ended questionnaires, were used as the instruments and data collection techniques. Data analysis employed the normality test, linearity test, and t-test for testing hypotheses. Based on the questionnaire results, data analysis was conducted, and the results for the two variables ell into the high category. The t-test results showed that when the value of t-count exceeds t-table (7.722> 2.002), H0 is rejected. Thus, it can be said that the findings are consistent with the Alternative Hypothesis, which contends that youth use of social media decreases friend interaction.

Practices Using Alternative Measures in English Business Communication Classes upon Graduation

In light of normative assessment, the current study was conducted on various evaluation methods in business communication programs. The main goal of educational measurement is assessment since it shows how well students communicate in relation to their language studies. Despite being a crucial part of the teaching-learning process, evaluation is sometimes overlooked in language courses when it comes to real-world circumstances. Although learners are typically evaluated on pass/fail criteria, this truly does not reflect how much they have learned, as each student's subject of study affects how they view learning. In various circumstances, the recommended assessment plan is often a 70:30 ratio, with 70% assumptive evaluation and 30% internal/formative/continuous assessment. Therefore, this assessment ratio does not satisfy the requirements for assessment, and it is necessary to go from assumptive assessment to formative assessment. Measuring educational techniques, learning results and course outcomes eventually becomes impossible. As a result, none of the allegations included in the assessment is really evaluated on the ground. With reference to several studies carried out in the past, assessment has switched its emphasis from traditional evaluation to the use of alternative assessment methods with the goal of improving learning outcomes. Traditional assessment is ineffective since it doesn't let students know where they've performed poorly in certain areas (Anderson, 1998). Additionally, it ignores the many facets of pedagogy in relation to a broad community of learners with various origins, skills, and behaviors. Less information about students' attitudes and perspectives on learning and subject comprehension is made available to instructors. It is impossible to improve the teaching-learning process and increase efficacy without understanding the learners' multifaceted views (Garfield, 1994). Thus, it becomes clear that the current standards for evaluation have not been able to reach their supposedly existing purposes and that doing so would be practically impossible given the current situation. Alternately, in order to achieve the goals of assessment, alternatives to the current assessment framework must be implemented at all educational levels. These alternatives must improve learning outcomes as well as course outcomes in a comprehensive and inclusive way, with a focus on the attitudes and perceptions of both students and faculty members.

ELSA as an Education 4.0 Tool for Learning Business English Communication

Due to globalization, business collaborations are made throughout the world. Many industries have started adopting new technologies to make their work easier. Therefore, preparing students for the future workforce is necessary. This can only be achieved only by adopting a new education system. The new education system that supports technologies is known as Education 4.0. Education 4.0, which is sustainable, is a self-based education that adopts AI for learning. Exploring many new technologies and English communication is important for anyone entering the workforce in the future. This study aims at developing Business English communication using Education 4.0. ELSA is one of the applications that supports Education 4.0. The novelty of the current study is that ELSA is used for developing Business English communication. This quantitative study employed a quasi-experimental research design, and a purposive-sampling method was used for selecting the participants. Management students from business schools were selected for this research. Ninety-nine students participated in this study. Later, a pre-test was conducted using a questionnaire. Data were collected and documented. The intervention was carried out for four weeks and adopted Education 4.0. After the intervention period, a post-test was conducted using another questionnaire to check for improvement. The pre-test and post-test data of the participants were compared and analyzed in SPSS using a paired sample t-test. The results showed that listening skills were greatly improved using Education 4.0, which is also important for enhancing other skills, and the participants benefited from using Education 4.0. Moreover, we discuss the study’s limitations, which provides opportunities to conduct future research.

The use of English relativizers by non-natives

This paper presents a study of the acquisition and use of English relativizers by non-native university students of the English language. Danish students of English Business Communication, Serbian students of general English studies and Slovene students of Translation Studies serve as informants for this work, which is quantitative and comparative in nature. The informants' mastery of English relativizers is investigated by questionnaire surveys. The study tests 3 hypotheses concerning challenges that the learners are likely to face due to possible interference from their mother tongues. The study does not only address the hypotheses themselves, but also possible ramifications for the theory of cross-linguistic influence. Two of the hypotheses are shown to be valid, showing that cross-linguistic influence is indeed real. The hypotheses in question concern the correct choice of relativizer with respect to animacy, and the misuse of whom in subject position. The results regarding the third hypothesis, i.e. concerning problems thought to be specific to Danish informants, are inconclusive, suggesting that cross-linguistic influence alone cannot explain all the challenges that non-native users of a language face.

Integrated Skills Approach (ISA) in writing class: A case study of Business English Communication (BEC) students of Universitas Negeri Makassar

The study aims to describe (1) the nature of the Integrated Skills Approach in writing class, (2) whether the Integrated Skills Approach (ISA) is effective in facilitating the students to write English compositions. The study was conducted in the Business English Communication (BEC) writing class of the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar. The subject of this study was the BEC students, consisting of 20 students. This study was essentially quantitative research. The data were taken from the students’ writing compositions and analyzed using the pre-experimental method with one group pre-test and post-test design. This design involves one group, which was pre-tested (X1), then exposed to treatment (T), and post-tested (X2). The study shows some results as follows: 1) Integrated Skills Approach (ISA) could enthusiastically involve the students in learning activities. 2) Integrated skills sequence leads the students to share ideas about the topic of writing composition. 3) Integrated Skills Approach (ISA) effectively facilitates students' English composition writing.

ФОРМИРОВАНИЕ ДЕЛОВОЙ КОММУНИКАЦИИ БУДУЩЕГО ЭКОНОМИСТА: ОТ ФИЛОСОФИИ ОБРАЗОВАНИЯ К РЫНКУ ТРУДА

The article is devoted to the training of future economists in business communication in English. The article describes the specifics, functions, principles of the system for preparing future economists for business communication in accordance with the requirements of employers. A pedagogical experiment was carried out: the appropriate pedagogical conditions and the author's program were created to form the communicative competence of students in situations of business and professional communication), control and formative testing was carried out, and the analysis of the results obtained was carried out.

Applying Problem-Based Approach in Business English Courses for China’s English Majors

To enhance pedagogical innovation, the study reports on an investigative study using surveys and teacher participant observation of 121 English-major undergraduates about using problem-based approach under active learning framework in business English teaching, learning outcomes, and suggestions for the teaching and learning process to cultivate professional soft skills. Based on quantitative and qualitative data analysis, the study found that the problem-based approach should focus on business English communication skills development. The study also found that participants preferred problems related to recruiting and marketing. The participants commented positively on the effectiveness of the problem-based approach and reported personal gains in soft skills. To refine the problem-based approach, the participants suggested having more diverse problems and activities, more time, and higher-quality group discussion. Follow-up problem-based activities should include more personal reflections, extended practice activities, learning materials, and teacher feedback. The study suggests strategies for implementing problem-based approach applicable for both Chinese and international contexts.

Using Role Play in the Business English Communication Classroom at a Private College in Kuala Lumpur, Malaysia

This paper studies the use of role play in the Business English communication classroom at the tertiary level specifically for Diploma students. This research further elaborates on how role play can be utilized to enhance and maximize students’ participation in the Business English communication classroom exploring more on the productive skills specifically the speaking component. Role plays are extremely rich in content, skills, creativity and could provide the learner with the opportunity to fully utilize schemata and train specific communication skills as well as promote a good cooperative teamwork in the Business English communication classroom. This qualitative research incorporates a case study as a method of the research paper. This research uses observation and interview as a method of data collection for a duration of three months in a studying semester. Students are supposed to choose any cases related to business communication and perform a role play in the classroom as a tool of their ongoing assessment in the semester. The results in the research are obtained through observation and interview. The findings of the research are this would benefit academicians in incorporating role play as a tool in enhancing the communication skills in the classroom. The role play task has really shown a promising result in the effort to produce well equipped and well-rounded graduates who are ready to meet the real-life scenarios in the future.

"Essence of Teaching Business Communication Skills to IT Students in ELT in Serbia"

This paper deals with the needs of IT students in ELT in the context of business communication skills. The results presented in this paper are a part of much greater research. The mix-method research was conducted at eight IT departments in five cities in Serbia during the academic year 2011/2012. The quantitative sample included 775 IT students at II and III year of their studies and 77 professors and assistants teaching domain content courses while the subsample for the structured interview included 16 students, 10 professors and 10 assistants. One of the aims of this research was to establish a detailed framework of English language courses suitable for IT students in Serbia. Among the courses that emerged, as the ones that meet the needs of IT students in ELT at tertiary level in Serbia, was the course of Business Communication. In this paper, the authors present the aims of the Business English Communication Course and elaborate on the specific activities and genres that emerged essential for this type of course. The findings may be useful for all ESP teachers teaching at Technical faculties, especially the ones teaching IT students

The strategy guidance of business English intercultural communication based on blockchain security and genetic algorithms

AbstractWith more and more frequent exchanges between countries, English as an international language has received more attention, especially the concept of “global village” proposed in recent years, which has narrowed the distance between countries. As a communication tool, business English is often used in cross‐cultural communication, and this article aims to analyze the misuse of business English in cross‐cultural communication. This paper proposes a language error analysis system based on blockchain security technology, which is based on blockchain security technology, which can well guarantee the security in business communication. It also proposes an optimization strategy based on genetic algorithm, which greatly improves the effect and efficiency of the system. The experimental results show that the system can more accurately detect language errors in business English communication. In the 22 scenes surveyed, only 3 scenes have mistakes, and in the scenes of mistakes, the accuracy rate can reach more than 90%. This shows that the system can provide support for cross‐cultural communication in business English, and can accurately and efficiently complete business English language errors.

Developing Multilingual Competence and Cultural Awareness through Forms of Non-Formal Learning: A Contribution to Sustainable Employability, Active Citizenship and Social Inclusion

Abstract We live in a fast-changing world, where breakthrough technological advances have not just disrupted industries but also changed the way we live, work and learn to a degree humankind has never experienced before. As the modern workplace becomes ever more global and interconnected, proficiency in foreign languages (FL) assumes a fundamental role in international business relations. Simultaneously, being able to navigate culturally diverse environments, i.e., understanding how international stakeholders think, work, and express themselves through their attitudes and behaviours is of paramount importance as well. These challenges also raise pressing questions: How can we prepare learners for a global world in constant evaluation? How can we help them develop 21st-century skills as important as critical thinking, creativity, communication, adaptability, digital literacy and cross-cultural understanding? In May 2018, the Council of the European Union (CEU) adopted a Recommendation on Key Competences for Lifelong Learning, a framework that attempts to establish a common understanding of competences needed in the present moment and the future, by emphasising the inter-relatedness of knowledge, skills, attitudes and values. An important reference tool for education and training stakeholders, this recommendation identifies the following key competences: 1) Literacy competence; 2) Multilingual competence; 3) Mathematical competence and competence in science, technology and engineering; 4) Digital competence; 5) Personal, social and learning to learn competence; 6) Civic competence; 7) Entrepreneurship competence; and 8) Cultural awareness and expression competence. The EU Member States are, thus, encouraged to prepare their citizens for changing labour markets and active citizenship in more diverse, mobile, digital, and global societies, and to develop learning at all stages of life. While teacher-guided approaches will remain an important pedagogical practice, the main approach to teaching key competences is through providing learning environments that facilitate active learning, i.e., student-centred settings where open-ended problems and challenges can be solved through debate, experimentation, exploration, and creativity. This paper aims to narrate a non-formal activity carried out within a Business English Communication course taught at the Higher School of Technology and Management of the University of Aveiro (Portugal), in collaboration with an international group of volunteers from the European Solidarity Corps. This initiative sought to contribute to the development of some of the key competences for lifelong learning, especially multilingual skills and cultural sensitivity and expression, but also digital skills and personal and social skills of the participants.

STRATEGIES AND TACTICS OF SMALL TALK AS COMPONENTS OF INTERCULTURAL BUSINESS COMMUNICATION

The article examines the problem of business communication and inclusion of phatic communication in the form of small talk while developing communicative skills of university students when studying Business Communication in English. Strategies and tactics of the English phatic genre of small talk are structurally analyzed from the point of view of linguistic means. The authors conclude that an adequate choice of strategies and tactics for small talk aimed at successful conduct of intercultural business communication is the social skill necessary for university students.

Effectiveness of Students’ Distance Learning in English Business Communication: The Experience of Kyiv National University of Technologies and Design

Having the epidemiological situation caused by the spread of coronavirus, distance learning has become highly relevant in the world and Ukraine since 2020. Therefore it has become significant to identify, describe, and analyse the parameters of the correspondence of predicted and diagnosed educational results in distance learning in general English, English for specific purposes and business communication. The main aim is to outline strategies for increasing the effectiveness level of such activities. To obtain data to determine the effectiveness of distance practical classes, there have been used the results of regular final tests of the level of skills formation in vocabulary, grammar, reading, speaking, listening, and writing among 200 Kyiv National University of Technologies and Design students. These results were taken at the end of the spring semester of the 2019/2020 academic year and the autumn semester of the 2020/2021 academic year to compare with the same indicators of classroom studies in the autumn and spring semesters of the 2018/2019 academic year. To determine the degree of satisfaction with online learning of the English language, a survey of 20 teachers and 200 students has been carried out. It has been proved that distance learning is able to successfully solve a wide range of problems maintaining the quality of education while adapting lingua didactic science to the current information educational conditions and the development of new teaching methods.

Building culturological background knowledge for developing business english communication skills

Building culturological background knowledge for developing business english communication skills