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Reconceptualizing English for International Business Contexts
This book presents a critique of current English as a Business Lingua Franca (BELF) practices using research conducted in Bosnia and Herzegovina. The authors identify English communication behaviours that hinder or promote success in the workplace, and trace these back to curricula and teaching practices.
eBook
Ideas and Options in English for Specific Purposes
This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them.
Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research.
Part I introduces the book's approach to description of ESP and the framework used to investigate it. Part II examines ideas of language, learning, and teaching in ESP. Recognizing that ESP is taught in many different countries and contexts, the author draws on a wide range of examples of teaching practice and research from around the world and from different branches of ESP, including English for Academic Purposes, English for Professional Purposes, and English for Vocational Purposes. From Chapter 3 onward, each chapter includes Questions for Discussion and Projects, to encourage readers to research and analyze the practices of ESP in their own contexts and to consider the ideas they draw on in their own teaching.
This text is geared toward graduate-level TESOL education courses.
Contents: Preface. Part I: Preliminaries. Introduction. Approach. Issues in ESP Course Design. Part II: Ideas and Options. Section A: Language. Language Systems. Language Uses. Combining Language Descriptions. Section B: Learning. Conditions for Learning. Processes of Learning. Section C: Teaching. Methodologies. Objectives in Teaching ESP. Part III: General. Synthesis.
eBook
Writing for business : professionalism, integrity & power
\"Build essential skills and write with confidence at work! Immediately practical guide to better business writing designed to help you develop a clear, direct, natural communication style that supports rather than obscures what you want to say. It covers writing principles relevant for a wide range of business documents, including email, letters, memos, reports, proposals, and more, while also offering editing tips to ensure you come across as professional and polished. Packed with examples and tips straight from the workplace.\"--provided by publisher.
Book
Unveiling the silent struggle: Investigating the effects of flipped classroom instruction models on business English oral presentation development through online learning: A case of learner engagement, emotions, and anxiety
The mastery of business English oral presentation is not only acknowledged as significantly crucial but also recognized as one of the most formidable barriers in business communication for English as a foreign language (EFL) learners. To address this challenge, EFL instructors have been endeavoring to devise effective pedagogical approaches to reduce speaking anxiety, and one potential approach is the flipped classroom instructional model (FCIM). This conventional flip method harnesses diverse advanced technologies to rearrange classroom hours, dedicating valuable in-person time to reinforce comprehension and facilitate advanced learning experiences. It empowers students to collaborate and actively engage in critical thinking and problem-solving activities. While conventional flip instruction (CFI) has shown effectiveness in various cases, EFL educators often express skepticism on its long-term affordance and applicability for specific contexts and specialized subjects and seek alternative pedagogical approaches. Therefore, this study aims to investigate the effects of FCIMs on EFL learners’ business English oral presentation, anxiety, emotions, and engagement. The participants of this study (
N
= 85) were divided into three groups. The participants (N = 27) in the control group (CG) received a traditional lecture-based intervention. The participants (
N
= 28) in the first experimental group (EG1) underwent a conventional flip instruction (CFI), and the remaining participants (
N
= 30) in the second experiment group (EG2) were assigned to the in-class flip instruction (IFI) group. This study employed a quasi-experimental mixed method design to enhance the validity, richness, and depth of the research. The findings revealed that the students in the CFI and IFI classrooms outperformed their counterparts in the traditional classroom. However, a closer examination unveiled a fascinating twist—IFI students exhibited the lowest levels of anxiety and the highest levels of participation and satisfaction throughout their learning journey. The design, implementation, and implications of the FCIMs are described and the outcomes of this study offer insights and lay the groundwork for future relevant research into this pedagogical approach. In light of these findings, this paper concludes by urging further relevant research into this promising pedagogy to enrich its knowledge foundation across diverse disciplines.
Journal Article
Workplace Discourse
Workplace Discourse provides an overview of the rapidly developing field of spoken and written workplace interaction, taking a fresh perspective on research methods and key issues in the field..It examines discourse in a wide variety of workplace contexts using both genre analysis and a corpus-driven approach.
eBook
An empirical study of the AI-driven platform in blended learning for Business English performance and student engagement
This study investigates the effects of Foreign Language Intelligent Teaching (FLIT)-integrated blended learning (FBL) on Business English proficiency and student engagement in a Chinese university context. Using a quasi-experimental design with 472 undergraduates, the research compares an experimental group (
n
= 240) exposed to AI-driven blended instruction with a control group (
n
= 232) taught via conventional methods. ANCOVA results indicated significantly higher post-test scores in the experimental group across reading (
F
(1, 466) = 26.90,
p
< .001,
η
2
ₚ
= .055), listening (
F
(1, 466) = 36.20,
p
< .001,
η
2
ₚ
= .072), writing (
F
(1, 466) = 47.70,
p
< .001,
η
2
ₚ
= .093), and speaking (
F
(1, 466) = 34.49,
p
< .001,
η
2
ₚ
= .069). Independent samples
t
-tests revealed significantly greater cognitive (
t
(470) = 3.73,
p
< .001,
d
= .344) and behavioral engagement (
t
(470) = 7.09,
p
< .001,
d
= .653) in the experimental group, while emotional engagement showed a marginal difference (Welch’s
t
(426) = − 1.95,
p
= .051,
d
= − .18). These findings provide robust empirical support for the pedagogical effectiveness of AI-enhanced instruction in improving Business English outcomes and learner engagement. This study explores innovative methods in language assessment and technology-enhanced language teaching by providing empirical validation of an AI-driven learning and assessment platform for Business English instruction.
Journal Article