Literature review
Business English
I.1.1 The overview of business English
Over the past twenty years, Business English (BE) has gained significant popularity and recognition, leading to the proliferation of BE courses in language schools globally However, despite this growing interest, BE remains underexplored by linguistics researchers, who tend to focus on more clearly defined aspects of specialized English.
According to Mark Ellis and Christine Johnson (1994:3), Business English (BE) should be understood within the broader framework of English for Specific Purposes (ESP), as it encompasses essential components such as needs analysis, syllabus design, course development, and material selection, which are integral to all ESP fields Similar to other ESP varieties, BE focuses on defining a specific language corpus and emphasizes particular communication types relevant to specific contexts However, BE distinguishes itself by blending specialized content related to specific job sectors with general content aimed at enhancing overall communication skills in business settings.
In the 1960s and 1970s, educators and course designers shifted their focus in Business English (BE) towards specialized vocabulary, often contextualized within written texts or dialogues related to specific topics The primary exercises during this period included comprehension questions, vocabulary drills, and the practice of randomly selected grammatical structures.
The following second approach placed a greater emphasis on training „the skills of communication in English speaking, writing, listening and reading within a business context‟
In the mid-1970s and 1980s, Business English (BE) teaching shifted towards functional language, emphasizing formulaic expressions for recommendations, opinions, and agreement Since the late 1980s, BE instruction has integrated elements from previous methodologies while prioritizing the development of practical language skills for effective communication in business contexts.
In the 1980s, Embleton and Hagen (1992) highlighted the emergence of company training programs that offered employees courses in essential skills such as presentation techniques and negotiation This shift underscored the growing importance of proficient business communication skills for professionals, significantly influencing workplace dynamics and effectiveness.
While the primary role of a Business English (BE) teacher is not to train students in behavioral techniques like presentation or negotiation skills, the significance of effective behavioral skills in successful communication cannot be overlooked Many learners with professional experience enroll in language courses to enhance their English proficiency for tasks they already perform in their native language Conversely, novice language learners may require training in these essential skills, leading to a growing recognition in colleges and business schools of the importance of incorporating basic presentation techniques into their curricula.
I.1.2 Characteristics of the language of business
Mark and Johnson (2003) emphasize that the key characteristic of business exchanges is a clear sense of purpose, where language serves as a tool to achieve specific outcomes in transactions For professionals in the business environment, proficiency in English is essential for enhancing job performance Given the competitive nature of business—both between companies and among employees—performance objectives often take precedence over traditional educational goals Consequently, the language skills required by businesspeople are predominantly transactional, focusing on effectively obtaining desired results and persuading others to support proposed actions.
According to Rasanen A (1991), international business professionals often face the challenge of connecting with unfamiliar individuals or those they barely know Due to time constraints, meetings tend to be brief, highlighting the necessity for a universally accepted approach to facilitate interactions This would enable individuals from diverse cultural backgrounds and languages to establish comfort and rapport quickly.
Social interactions are typically structured and follow established rituals, utilizing formulaic language in greetings and introductions These exchanges often adopt a polite yet concise style, aiming to foster positive relationships while steering clear of excessive familiarity While some contexts may demand a more elaborate approach, the overall tone of social communication prioritizes respect and clarity.
Effective communication requires clarity to minimize misunderstandings and reduce processing time for both the speaker and listener This emphasizes the importance of using clear and logical language, along with concise wording that highlights the logical flow of ideas (Rasanen-1991).
Business meetings worldwide are often conducted in English, even when it is not the native language of participants The language used tends to focus on essential vocabulary and structures rather than the rich expressions found in native speech In a business context, understanding complex grammar and idiomatic nuances may not be crucial; however, certain areas, such as conditionals for negotiations and modality for politeness, require more emphasis in Business English (BE) courses Therefore, syllabus designers must carefully select content that meets the specific needs of BE learners.
I.1.2.4 Business and General English courses
Not all courses run by a company or a business college necessarily merit the title of
Many companies and educational institutions offer Business English courses without conducting a thorough needs analysis, often relying on general English coursebooks This approach may stem from a desire to enhance participants' overall English proficiency or may indicate a lack of strategic planning and expertise among trainers.
Business English (BE) encompasses a diverse range of English varieties, lacking a strict definition It includes both specific and general forms of English In the context of Teaching Business English, key distinctions between Business English and General English (GE) are highlighted.
The process involves conducting a needs analysis, assessing proficiency levels, developing a syllabus, setting course objectives, managing time, understanding learner expectations, selecting materials, determining methodology, and evaluating outcomes Nonetheless, we recognize that in various contexts, these distinctions may not always be clearly defined.
Oral presentation
Presentation is a structured activity where students present on a chosen topic, either selected by themselves or assigned by a teacher Unlike informal conversations, these presentations are focused on specific subject matter and are prepared in advance, giving them a more formal, "writing-like" quality As a distinct speaking genre, well-organized presentations can be engaging and beneficial for both speakers and their audience.
Comfort suggests four stages a presenter should follow through his or her presentation including:
In the introduction, the presenter introduces themselves and outlines the title and objectives of the presentation, specifying the duration and key topics to be discussed They also mention the visual aids that will be utilized and inform the audience about the designated time for questions.
In the body of the presentation, the presenter elaborates on the points introduced earlier, utilizing visual aids to enhance understanding and employing effective body language to engage the audience To ensure clarity and maintain audience interest, the presenter should use key words and phrases to signal transitions between different sections of the presentation, linking ideas seamlessly.
Finishing off: The presenter summarizes what have been mentioned and invites questions from the audience
Question time is a crucial segment of the presentation, allowing both the teacher and fellow students to engage with the presenter and seek clarification on the material This interactive phase not only enhances understanding but also provides the teacher with valuable insights into the audience's attentiveness and comprehension of the topic discussed.
Introducing procedures in advance boosts students' confidence in making presentations, as they understand the task at hand Encouraging creative expression allows individual creativity to engage the audience effectively Additionally, prompting students to ask questions or provide feedback during the Q&A session enhances their focus on the presentation.
I.2.3 Advantages of oral presentation towards ESP students
Presentation skills significantly challenge learners' communicative abilities, as highlighted by Comfort (1995) Presenters face high-pressure situations where they must meet personal objectives, satisfy audience expectations, and respond to challenging questions from both teachers and peers Additionally, they must stand and speak in English while effectively utilizing visual aids to enhance their presentations.
In order to meet those demands, presenters must have certain knowledge about ESP including knowledge of language and knowledge of content, knowledge of how to make presentation
Oral presentations are utilized to enhance student participation in classroom speaking activities, typically following discussions This approach encourages students to engage more actively as they prepare to present in front of their peers The topics chosen are relevant to their areas of expertise, and as Huchinson and Waters (1987) noted, the language used in English for Specific Purposes (ESP) is often applied in real-world communication, which boosts student interest in their learning Ultimately, this method provides students with concrete, future work-oriented objectives in their education.
I.2.4 Some problems of presentation making
Although this kind of activity has salient advantages towards developing learners‟ communicative competence, both students and the teacher may have some difficulties carrying out it
Engaging in public speaking activities poses significant challenges for students, as they must deliver presentations in English under pressure while capturing the audience's attention and addressing their questions To excel in such tasks, learners need a solid grasp of the language, content knowledge, and essential presentation skills In mixed-level classes, there's a tendency for more proficient students to take the lead, which can impact the overall dynamics of the activity.
Many students struggle with confidence during presentations due to limited opportunities to speak English publicly and a lack of essential knowledge Additionally, when presentations fail to engage the audience, it can further diminish students' self-assurance in delivering their talks.
Finally, this kind of activity takes time so not all students have chance to speak English in one lesson
To enhance student performance in activities, it is crucial for teachers to provide topics in advance This allows students sufficient time to prepare effectively, ensuring they are well-equipped in both language skills and content understanding.
To create an engaging lesson, teachers must meticulously plan by incorporating a variety of interesting topics and clear procedures for activities Understanding each student's English proficiency level is crucial for assigning appropriate topics and supporting their progress Furthermore, teachers should equip students with essential presentation skills, highlighting the increased effort required for successful implementation of such activities.
In conclusion, though presentation has certain drawbacks it is a good technique to improve students‟ communicative ability and a „push‟ to force students to participate in-group activities
I.3 Difficulties for learning Business English oral presentation skills
I.3.1 Difficulties about real business knowledge
According to Mark and Christine (2003), there are various types of Business English (BE) learners, primarily distinguished by their experience levels Pre-experienced learners, such as university students, acquire their business knowledge mainly from theoretical sources like textbooks, resulting in a lack of practical understanding Consequently, these learners may not fully recognize their language needs for effective communication in real-life business contexts, as their expectations are shaped by their prior educational experiences and the educational policies of their home countries.
Job-experienced learners often find that their educational backgrounds shape their communication skills, as they have practical experience in professional settings This hands-on experience highlights their perceived shortcomings in fluency, message delivery, and understanding individuals from diverse backgrounds.
Pre-experienced learners frequently engage with English textbooks and lectures to obtain their desired qualifications Depending on their educational setting, they may also be required to participate in seminars and write papers in English However, without real-life experiences, they often struggle to fully grasp the objectives of their studies.
I.3.2 Difficulties about language knowledge, culture and perceptions
Teaching presentation skills in English classes faces significant challenges due to various student-related issues Research, such as Tsui's study on "Reticence and Anxiety in Second Language Learning" (1996), highlights that many learners are either unprepared or unwilling to engage in speaking activities This reluctance and reticence among students create obstacles for effectively teaching presentation skills in the classroom.
3.3.1.1 The amount of teacher talk
Effective second language (L2) acquisition requires active participation from both teachers and students, as highlighted by theories from Cook (2000) and Legarreta (1977) Teachers face the dual responsibilities of providing high-quality English language input and creating ample opportunities for students to practice the target language Research indicates that teacher talk time significantly influences language learning, with teachers typically dominating classroom discourse, accounting for about 70% of the total talk This heavy reliance on teacher explanations and management instructions restricts student participation, limiting their chances to enhance language proficiency To foster a more balanced learning environment, scholars advocate for maximizing student talk time while minimizing teacher talk time (Harmer, 2000).
Mistakes are an unavoidable part of the learning process, as noted by Brown (2002:205) A crucial aspect of a teacher's role is to identify and correct these errors Effective correction involves offering specific feedback on students' performance, which can include explanations, alternative suggestions, or prompting learners to find solutions themselves This process not only aids in clarifying students' understanding of meaning but also enhances their grasp of language construction.
Effective correction in education is vital, as it can be delivered in various ways—gently, assertively, supportively, or even rudely According to Ur (2000), encouraging and tactful correction is preferred Learners generally have a reliable sense of what type of feedback is most helpful, making their preferences an essential guide for teachers Therefore, educators must approach correction with sensitivity; insensitive methods can lead to student frustration and a loss of confidence.
Input is essential for effective language learning, as it directly influences both the language output of learners and the interactions that occur in the classroom The type and quantity of input provided by the teacher significantly impact the learning experience, raising important questions about what constitutes appropriate and beneficial input for language learners.
According to Krashen (1985), language acquisition occurs when learners receive comprehensible input, which allows them to understand messages Learning is most effective when new information is slightly above the learner's current level of understanding He emphasizes that input that is completely incomprehensible will not facilitate learning In the classroom, teacher talk serves as a primary source of language exposure, making it crucial for teachers to ensure their input is both comprehensible and appropriately scaled to support foreign language learning.
The relationship between teachers and students significantly impacts the effectiveness of teaching oral communication skills Establishing a positive rapport is essential for fostering a conducive learning environment Engaging students in discussions about their feelings and addressing their anxieties regarding presentations can alleviate difficulties in mastering presentation skills (Tsui, 1996) Teachers might consider speaking with students individually outside the classroom, as this setting may encourage more open dialogue This approach can enhance trust and collaboration between students and teachers, ultimately improving the learning experience.
I.3.3.2 Teacher’s deficiency in English communicative competence
A significant challenge in teaching presentation skills arises from teachers' lack of proficiency in English communicative competence Historically, language education focused on enhancing students' linguistic abilities, emphasizing the mastery of English The underlying belief was that by learning individual components of the language, students would eventually be able to combine them effectively for communication.
Models of communicative competence, as outlined by Littlewood (1994) and Hedge (2000), emphasize the importance of sociolinguistic competence, which is the ability to use language appropriately in different contexts Hedge identifies key components of communicative competence essential for effective teaching and learning, including linguistic, pragmatic, discourse, strategic competence, and fluency However, in English oral classes, educators often focus predominantly on linguistic competence—covering syntactic structures, vocabulary, and pronunciation—leading to students' inadequate communication skills This narrow approach highlights the need for a more comprehensive teaching strategy that incorporates all aspects of communicative competence to enhance presentation skills.
I.3.3.3 Teacher’s deficiency in business English knowledge and teaching skills
Many language teachers transition into Business English (BE) from a general Teaching English as a Foreign Language (TEFL) background, often holding a TEFL qualification Some may find themselves in BE by chance due to their institutions expanding course offerings, while others are drawn to BE and actively choose to specialize in this area.
Business English (BE) teaching becomes more effective when teachers possess a business background, as their firsthand experience in corporate environments enhances their understanding of organizational dynamics Additionally, students who have job experience contribute valuable content knowledge to the classroom, enriching the learning experience The ideal scenario occurs when both teachers and students share a business background, fostering a more relevant and engaging educational atmosphere However, such situations are not always common in various educational contexts.
Many teachers and learners often lack clarity about the fields they are entering, as noted by Mark and Christine (2003:25), who highlight that numerous language instructors begin teaching professional skills without prior business experience This gap in knowledge can impede the achievement of educational goals To address these challenges, the authors propose several solutions aimed at enhancing both skill development and content knowledge.
Effective personal skills development for learners involves three key attributes: having an outgoing personality to engage with diverse individuals, being a skilled negotiator who employs tact and diplomacy, and possessing a strong curiosity about various business aspects Trainers can significantly enhance learners' motivation and potential by demonstrating a connection to the topics that matter most to them.
The author emphasizes that it is a misconception for English for Specific Purposes (ESP) trainers to be subject matter experts Their primary role is not to teach business strategies or economic theory, but to help learners communicate effectively in English about their specialized fields To enhance their understanding of business topics, trainers should engage with various printed and video materials Additionally, collaborating with knowledgeable Business English (BE) learners can provide valuable insights, as asking questions and listening to their experiences often yields more practical knowledge than traditional resources Accessing these human resources is essential for becoming an effective BE trainer.
The objective factor like multilevel classes and textbook also result in the difficulties in learning and teaching presentation skills
Julies Mathews-Aydinli and Reginal Van Home (2006) highlight the challenges teachers face in managing multilevel classes, where diverse learner levels and interests complicate activity design and organization This complexity often drains teachers' energy and time Their study offers solutions, emphasizing that teachers should adopt specific strategies to enhance the effectiveness of multilevel classes, ensuring success not only during presentations but throughout all instructional periods.
Textbooks often raise concerns regarding their alignment with learners' abilities, as they frequently present challenges that exceed students' understanding Consequently, adapting these materials is essential to ensure they are suitable for various educational contexts.
3.3.1.3 Input theory
Input is essential for effective language learning, as it directly influences both learner output and classroom interaction The type and quantity of input provided by teachers significantly impact the learning process, raising important questions about what constitutes appropriate and beneficial input for language learners in educational settings.
According to Krashen (1985), language acquisition occurs through a learner's exposure to comprehensible input, meaning that individuals learn a language primarily by understanding messages Effective learning happens when new information is slightly above the learner's current level of understanding Krashen emphasizes that input that is completely incomprehensible will not facilitate learning In the classroom, teacher talk is a crucial source of language exposure, particularly in foreign language learning; therefore, it is essential for teachers to ensure that their input is both comprehensible and appropriately scaled to the learners' needs.
3.3.1.4 Teacher-learner relationship
A positive teacher-student relationship is essential for fostering a conducive learning environment, particularly in teaching oral communication skills Engaging students in discussions about their feelings can help alleviate anxiety related to presentations, which often hinders their ability to learn these skills (Tsui, 1996) To facilitate open communication, teachers might consider speaking with students individually outside the classroom, as this setting may encourage them to express their concerns more freely This approach not only helps students rationalize their anxieties but also builds trust and collaboration between the teacher and students.
I.3.3.2 Teacher’s deficiency in English communicative competence
A significant challenge in teaching presentation skills is the lack of English communicative competence among teachers Historically, language education focused on enhancing linguistic competence, aiming to help students master the English language The underlying belief was that by learning various components of the language, students would eventually be able to combine them effectively for communication.
Models of communicative competence, as outlined by Littlewood (1994) and Hedge (2000), emphasize the importance of sociolinguistic competence—the ability to use language appropriately in different contexts Hedge identifies several key components essential for effective communication, including linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency Despite this, English oral classes often focus primarily on linguistic competence, such as syntax, vocabulary, and pronunciation This narrow approach can hinder students' ability to communicate effectively, as it overlooks the broader requirements necessary for mastering presentation skills.
I.3.3.3 Teacher’s deficiency in business English knowledge and teaching skills
Many language teachers transition into Business English (BE) from a general Teaching English as a Foreign Language (TEFL) background, often holding a TEFL qualification They might find themselves in BE by chance if their institutions expand their course offerings to include BE Alternatively, some teachers are drawn to BE and actively choose to specialize in this area.
Business English (BE) teaching can be facilitated by several key factors Firstly, BE teachers with a background in business bring valuable insights from their own experiences in corporate environments, enhancing their teaching effectiveness Secondly, students who are job-experienced learners contribute specific industry knowledge to the classroom, enriching discussions and learning outcomes Ideally, the best scenarios occur when both teachers and students share a business background, fostering a more relatable and practical learning experience However, it is important to note that such favorable conditions are not always present in various educational contexts.
Many teachers and learners often lack clarity about their professional orientation According to Mark and Christine (2003:25), numerous language instructors begin teaching professional skills without prior business experience, which obstructs their ability to achieve educational goals effectively To address these challenges, the authors propose solutions aimed at enhancing both skill development and content knowledge.
Personal skills development is crucial for learners, and teachers should emphasize three key attributes: an outgoing personality that fosters interaction with diverse individuals, strong negotiation skills that require tact and diplomacy, and a genuine curiosity about all facets of business To effectively unlock learners' motivation and potential, trainers must demonstrate their ability to connect with the subjects that matter most to the students.
The author emphasizes that in the field of English for Specific Purposes (ESP), trainers do not need to be subject matter experts; their role is to facilitate learners' ability to communicate in English about their specialized fields Learners will acquire knowledge of business strategies, management practices, and economic theories from other sources Trainers should utilize printed and video materials to enhance their general understanding of business topics Additionally, interacting with knowledgeable Business English (BE) learners provides invaluable insights into company operations, often surpassing what can be learned from books Accessing and leveraging these human resources is essential for becoming an effective BE trainer.
The objective factor like multilevel classes and textbook also result in the difficulties in learning and teaching presentation skills
Julies Mathews-Aydinli and Reginal Van Home (2006) highlight the challenges teachers face in multilevel classes, where catering to diverse learners with varying levels and interests can be time-consuming and exhausting Their study offers valuable solutions, emphasizing essential strategies that educators should implement to enhance the success of multilevel classes during presentations and beyond.
Textbook suitability for learners is often questioned, as materials frequently exceed their comprehension levels This mismatch highlights the need for adaptation to ensure that educational resources align with learners' abilities across various contexts.
In summary, this chapter has examined the theoretical framework surrounding Business English (BE) and explored the challenges associated with learning and teaching BE oral presentations The next chapter will focus on the methodology employed in this study.
Methodology 15
The research context
II.1.1 Description of Dai Nam University, English course and its objectives
Dai Nam University, operational for nearly three years, comprises eight faculties including Finance and Banking, Accounting, and Information Technology, with plans to expand into tourism and the fashion industry The university aims to provide university-level training in these fields and college-level education in IT and Finance and Banking, while also launching master's programs in collaboration with international organizations Annually, it admits around 2,000 students across all faculties, preparing graduates to meet the demands of various employers, including banks and joint-venture companies Despite its short history, DNU emphasizes advanced educational methods and has invested significantly in modern learning facilities, ensuring all classrooms are equipped with the latest technology.
At present, DNU has two temporary working bases to train three first courses with nearly
In 2011, DNU will officially commence all learning and teaching activities at a new location, covering over 10 hectares, which is currently under construction and will accommodate approximately 3,000 university and college students.
Foreign language education has become a mandatory component across all faculties Similar to other universities that do not focus on language majors, the English curriculum at DNU is structured into two distinct levels: General English (GE) and English for Specific Purposes (ESP).
In the first semester, the University assesses students' English proficiency through a TOEIC entrance test Those who score below 300 marks are required to enroll in a free, non-compulsory English course, which consists of 90 periods.
The program consists of two stages, with the first stage lasting 270 periods and focusing on providing students with a comprehensive understanding of English grammar, vocabulary, and phonology while developing their four language skills Textbooks such as Cutting Edge for technology fields and Market Leader for economics are utilized to enhance students' communicative competence, allowing them to engage with real-life situations and work environments Students participate in pair and group activities to practice English in both daily and business contexts, and they have opportunities to listen to native and non-native speakers through audio materials Assessment during this stage includes a writing test, an oral progress test, a mid-term test, and a TOEIC test at the end of each term.
The second stage of English for Specific Purposes (ESP) spans 60 periods, where students acquire essential terminology and structures pertinent to their professions Each faculty utilizes diverse materials, crafted by DNU instructors, to enhance students' reading, speaking, and limited writing skills At the conclusion of this stage, students are evaluated through both a writing test and an oral assessment.
Since 2008, the University has integrated TOEIC teaching programs into its curriculum for all students, starting from the beginning of their courses alongside standard English classes This syllabus prepares students for real-world business scenarios In their final semester, students focus exclusively on TOEIC preparation, dedicating 90 periods to this subject and completing both mid-term and final assessments.
The objectives of the English course are clear At the end of the course, students are required to obtain:
- General knowledge of English with active vocabulary of 2000 words
- The ability to communicate with foreigners in English in common and specific situations
- Understanding and using the professional terms and structures
- The ability to work in dynamically real working environments
II.1.2 Description of the first year students of the Accounting faculty at DNU
The first-year students of the Accounting faculty, primarily females aged 18 to 21, exhibit varying levels of English proficiency, with some having studied the language for up to seven years, while others have only three years of experience or none at all Despite performing well in grammar exercises, many struggle with speaking fluently on common and business-related topics, often lacking self-confidence in their communication skills Additionally, motivation to learn English is generally low, as most view it merely as a mandatory subject in their university curriculum In their first year, these students are required to learn how to present business English, focusing on topics related to their major and those provided by their instructors.
Pre-experience learners often struggle with confidence in their ability to engage with business topics, necessitating improvements in their general language skills and specifically in business English (BE) oral presentation skills Therefore, it is crucial for the staff at DNU's English sessions to identify effective strategies to assist these students in overcoming their challenges in BE presentations.
II.1.3 Description of the teachers at DNU
DNU employs 10 full-time and 15 part-time English teachers, aged 26 to 60, with diverse backgrounds in education Two teachers have international experience in English-speaking countries, while the majority were trained at Hanoi University of Languages and International Studies (HULIS) and Hanoi University (HU) Approximately one-third hold M.A degrees, either obtained domestically or abroad, while others are currently pursuing M.A courses at HULIS and other institutions Many teachers bring at least 7 to 8 years of experience from previous roles at other universities, enhancing their pedagogical skills and teaching conditions However, some recent graduates lack teaching experience, and a common challenge faced by all teachers at DNU, as well as those in similar roles, is their limited understanding of the specific fields they teach, particularly in business English, beyond basic vocabulary and definitions.
II.1.4 Description of Market Leader Elementary coursebook and the business related presentation topics
II.1.4.1 The course book Market Leader Elementary
At Dai Nam University, the non-major English first year students of the Accounting faculty are required to study the Market Leader Elementary (MLE) for two first semesters with
This article discusses the 120 periods designated for oral presentations, primarily based on a specific book, supplemented by additional topics provided by teachers Before examining the list of oral topics available to students, it is essential to evaluate the objectives, strengths, and weaknesses of the MLE (Multilingual Education) approach.
MLE is a comprehensive new Business English course that integrates real-world international business scenarios into language learning Developed in collaboration with the Financial Times, it guarantees a wide array of authentic business content This course is ideal for students aspiring to enter the business field or professionals seeking to enhance their English communication skills.
This book integrates innovative business concepts with a practical, task-oriented approach, featuring regular role-plays and case studies in each unit It encourages students to leverage their personal experiences and opinions, enhancing their engagement and learning throughout the course.
II.1.4.3 Strengths and weaknesses of the coursebook
The course book enhances learners' expertise in specialized areas such as product marketing, online selling, and product launches, while also broadening their understanding of general topics like conflict resolution, stress management, and career development This comprehensive approach empowers students to improve their social and business acumen effectively.
The book offers a variety of problems and scenarios for students to engage with, fostering essential problem-solving skills crucial for their future roles as executives Its task-based approach includes practical activities like negotiation and company presentations, equipping students with valuable competencies for their careers.
Research design
To gather information for this study, a survey will be conducted among two distinct groups Initially, a questionnaire will be administered to five teachers responsible for instructing first-year non-English major Accounting students at DNU Each of the eight English classes within the Accounting faculty is taught by a different instructor The aim is to identify the challenges these teachers face while teaching business English presentation skills to non-English major students.
A survey was conducted among 60 non-major students from the Accounting faculty at DNU, representing one-fourth of the second-year cohort These students were randomly selected from eight classes, KT02-01A to KT02-04B, with class sizes averaging between 25 to 30 students due to the university's recent establishment The participants, primarily first-year students aged 18 to 20, were chosen specifically from the second term, as they were actively engaged in English language studies during the questionnaire distribution.
Data for the study were collected using two research instruments: self-completion questionnaires and interviews The self-completion questionnaires featured closed questions, allowing respondents to answer independently without interviewer assistance, which promotes better cooperation and thoughtful responses Participants were instructed to select from multiple-choice options, with some questions allowing for more than one answer To select participants for follow-up interviews in the second phase, the researcher utilized a straightforward criterion focused on identifying those who reported the most significant challenges in teaching and learning presentation skills, as well as other potential difficulties.
To enhance the statistical findings from the teacher and student surveys, the researcher utilized semi-structured interviews, which included pre-prepared questions designed to clarify and enrich the data These open-ended questions encouraged interviewees to freely share their thoughts, feelings, and opinions.
In the initial phase of the study, questionnaires were distributed to 60 first-year non-English students and 5 English teachers at DNU, allowing participants to complete and return the questionnaires at their convenience Following data analysis, the second phase involved semi-structured interviews with selected students and teachers who faced significant challenges, conducted in comfortable settings chosen by the participants These interviews were recorded for detailed review, with student interviews held in Vietnamese and teacher interviews primarily in English At the outset, participants were clearly informed about the study's purpose, and the researcher adapted questions and procedures based on their responses.
Data analysis involves interpreting collected data rather than merely describing it This process includes developing coding categories through an examination of the data, rather than imposing pre-determined categories Transcriptions from interviews help identify major themes, which clarify and support the statistical findings.
In short, this chapter has looked at the setting of the study, research methods, instruments and procedures employed in this study What follows is the findings and discussion.