A Business English Course in the Digital Era: Design and Analysis

Taillefer, Lidia

doi:10.1007/978-3-319-68926-5_11

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…Students must have a solid command of the English language because the business world has experienced significant change as a result of the rapid improvements in digital technologies (Taillefer, 2018). In the field of internet commerce, English is used as a universal language for communication between multinational corporations, start-ups, and independent freelancers.…”

Section: Introductionmentioning

confidence: 99%

“…However, little research has been done on the specific English language requirements of students studying digital commerce. Despite numerous studies looking at language requirements in more general corporate contexts (Li, 2014;Mognhode & Woldemariam, 2015;Taillefer, 2018), the specific difficulties and needs of academics in the field of digital business have not received enough attention.…”

Section: Introductionmentioning

confidence: 99%

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Identifying Students’ English Language Needs: Digital Business Students' Perspectives

Romadhon

2024

ijoeel

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This study examined the English language needs of students studying digital business, aiming to clarify their difficulties and provide recommendations for educators and policymakers. English is essential for communication between multinational corporations, start-ups, and freelancers in the digital business sector, making collaboration, communication, and information sharing easier. Students from various linguistic backgrounds may struggle to assimilate to English language requirements for their academic and professional tasks. The lack of knowledge on the specific English language requirements of students studying digital business was the cause of the current research gap. This study reveals that digital business students prioritize speaking skills, particularly in phone conversations and meeting discussions, as they are crucial for real-time interactions in the digital business environment. Writing skills are deemed less important, with 15% deemed very important. This suggests a shift towards skills better suited for immediate, interpersonal exchanges. The students also rank the functions of English language proficiency most frequently employed in their daily tasks, such as answering meeting questions, participating in discussions, speaking to foreigners by phone, answering working interview questions, scheduling appointments, writing CVs and application letters, writing reports, and responding to emails. The most prominent issues identified were presenting project/term papers orally, executing simulation tasks, attending group talks, and accurately speaking words. Listening skills were also identified as significant, with 55% of respondents stating their difficulty in capturing lecture notes via listening. Reading and analytical skills were identified as the most challenging, with 55% identifying key parts in texts and 35% predicting new vocabulary interpretations from context. Writing skills were identified as the most challenging, with 40% stating their difficulty. These findings emphasized the need for tailored approaches to enhance academic success and prepare students for the dynamic communication demands of the digital business world.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identifying Students’ English Language Needs: Digital Business Students' Perspectives

Romadhon

2024

ijoeel

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“…Besides, there is a constant need to find new approaches to teach relevant content in a more meaningful way and to design more engaging and learner-centred lessons (Suárez-Vilagran, 2012;Gimeno, 2014;Perea-Barberá & Bocanegra-Valle, 2014;Taillefer, 2018). In this sense, the focus of instruction is transferred to the learners, who can take control of their own learning and get actively involved in the learning process.…”

Section: Introductionmentioning

confidence: 99%

A mixed-methods study of online learning in the EFL classroom

Girón-García

Boghiu-Balaur

2021

Rev. lingüíst. leng. apl.

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<p class="Normal1"><span lang="EN-GB">The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. </span></p>

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“…Hence Learning English language is one of science that should be learnt to all the people, cause very essential to face globalization era . The people are indirectly forced to be able to communicate through English writing with foreigners all over the world, who widely use English, either for business and learning process in digital era (Taillefer, 2018;Madya et al, 2018), for instance using social media such as facebook, gmail, blog, twitter, etc, order to expand their world (Alfaki, 2018). As advances in technology allow people from nations and cultures throughout the world to interact with each other, the ability to write a second or foreign language is becoming widely recognized as an important skill.…”

Section: Introductionmentioning

confidence: 99%

Applying Dictologloss Technique on Students’ Narrative Text: A Quasi Experimental Study

Kholid

Abimanto²,

Pratiwi

2020

attract. innovative education j.

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This article was to find out about the effectiveness of applying dictogloss technique on students’ narrative text. A Quasi-Experimental design was used in this method, with using pre-test and post test design. Subject of this research was at the eleventh grade at state senior high 10 Bandar Lampung. The result of this study showed that the value of to (tobservation ) was 5.2. The value of t table with degree of freedom 38 in significance degree 5 % was 2.02 and in significance degree 1% was 2.71. It indicated that to was higher than or 2.02 < 5.26 > 2.71. for those analysis, the null hypothesis (Ho) was rejected and t alternative hypothesis (Ha) was accepted. Hence, it was inferred that there were significant difference between students’ narrative writing score who were taught by dictoglos technique. Keywords: Dictogloss Technique, Experimental Design, Narrative Text

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A Business English Course in the Digital Era: Design and Analysis

Cited by 5 publications

References 15 publications

Identifying Students’ English Language Needs: Digital Business Students' Perspectives

Identifying Students’ English Language Needs: Digital Business Students' Perspectives

A mixed-methods study of online learning in the EFL classroom

Applying Dictologloss Technique on Students’ Narrative Text: A Quasi Experimental Study

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