INTRODUCTION
Rationale
English for Specific Purposes (ESP) has emerged as a crucial field of study at Vietnamese universities, reflecting the global significance of English as a means of communication across various sectors As Vietnam enters an era of integration with numerous economic partners, proficiency in Business English is essential for enhancing economic cooperation and social development ESP is incorporated into various undergraduate programs, primarily aimed at non-English majors, while English majors benefit from advanced professional training to prepare for their future careers.
Business English plays a crucial role in the English for Specific Purposes (ESP) sector, offering diverse language contexts that help individuals enhance their professional skills and academic proficiency In Vietnam, the instruction of Business English has been prevalent in universities and colleges for many years, catering to both English majors and non-English majors However, the differing curricula for these two groups result in an imbalance in knowledge acquisition, creating challenges for educators in developing effective teaching strategies that align with communication competence requirements.
Business English equips learners with essential professional skills through practical lesson tasks, making the Market Leader Advanced (3rd edition) an ideal resource for enhancing oral communication Each unit provides foundational knowledge that supports various activities, allowing students to engage with diverse business topics and develop effective communication skills in English Analyzing the discourse features within the reading materials not only enhances student learning but also identifies the most effective methods for teaching communication in a business context As Cook (1989) noted, understanding discourse is crucial for using English accurately in real-world situations.
‘This tacit knowledge may enable [students] to communicate successfully’
Aims of the study
The purposes of this study are aimed at:
- analysing the task-based approach elements in the book Market Leader Advanced in accordance to the oral skill tasks
- examining how the tasks applied in the book Market Leader Advanced helps improve oral skill
- enhancing the effectiveness of task-based approach to oral skill development.
Research questions
1 What are students’ perceptions toward task-based approach in the book Market Leader Advanced?
2 Does task-based approach applied in the book Market Leader Advanced help develop students’ oral skills?
Research methodology
This study utilizes questionnaires, interviews, and classroom observations to assess students' attitudes toward the task-based approach Additionally, it examines how the task-based approach presented in the Market Leader textbook aids in the development of students' oral skills.
Scope of the study
This study focuses on the oral skills tasks from units 1 to 6 of the third edition of the Market Leader Advanced textbook, as the remaining units primarily address economic topics relevant to banking and finance The evaluation aims to enhance students' understanding of the business environment, particularly for K55 students of FLD at Vinh University who have utilized this course book These students participated in a questionnaire to express their attitudes towards the task-based approach in their learning experience.
Design of the study
Chapter 1: Introduction This part introduces the rationale, the purposes, the methods of the study, the research questions, the research methodology, the scope of the study, and the design of the study
Chapter 2: Literature review and theoretical background The former provides the Literature review illustrating the summary information of the previous research papers The latter mentions the fundamental elements of key term concepts relating to the study and synthesizes the brief view of some researchers
Chapter 3: Methodology This section describes the research methods
Chapter 4: Findings and discussions This part shows the analysis of data and discusses the results of the study
Chapter 5: Conclusion This part summarizes the main points and contents based on the results of the study The implication of the study and the recommendation for further research will be presented
LITERATURE REVIEW AND THEORETICAL BACKGROUND 4
Literature review
Numerous studies highlight the effectiveness of the task-based approach in enhancing speaking skills According to Munirah (2015), this approach significantly improves both speaking accuracy and fluency among students Implementing the task-based approach is crucial for teaching speaking skills and boosting self-confidence Students engage enthusiastically with topics that relate to real-life conversations, making it easier for them to participate in discussions and perform confidently in group settings.
Kazak (2008) explored the use of task-based instructions combined with poetry to enhance students' attitudes and vocabulary acquisition This study aimed to identify more effective vocabulary teaching methods by comparing Task-Based Learning, which incorporates innovative elements like poetry, to traditional teacher-centered approaches such as the presentation-practice-produce model.
In a study by Gabriel (2017), the effectiveness of task-based language teaching (TBLT) on improving speaking fluency among ninth-grade English as a foreign language (EFL) learners at PUNIV-Cazenga in Luanda was evaluated The use of picture-description tasks significantly enhanced students' performance, with audio recordings taken before and after the teaching to measure progress The results revealed that learners demonstrated notable improvements in speaking fluency, characterized by increased speech production speed, enhanced grammatical accuracy, more elaborate utterances, and the development of interactional language skills.
In a study conducted by Francis (2008), the attitudes of English language teachers and students towards Task-based Language Teaching (TBLT) were examined in a Hong Kong secondary school The findings provide valuable insights into the perceptions and effectiveness of TBLT within the educational context of Hong Kong.
This study explores the implementation of Task-Based Language Teaching (TBLT) among English language teachers in Hong Kong, utilizing various research methods such as surveys, lesson observations, and personal interviews It highlights the discrepancies between teachers' expressed attitudes towards TBLT and their actual practices, suggesting that these differences may be linked to the diverse data sources used The findings enhance our understanding of the attitudes, perceptions, and practices of both teachers and students regarding TBLT, while also considering the contextual factors specific to a Hong Kong school environment.
Atefeh (2012) states that learners are keener on using task-based language teaching primarily because they believe task-based learning benefits learners’ communication abilities
Gersorn (2012) found that task-based learning significantly enhances students' English speaking skills, fostering positive behavior during tasks and favorable perceptions of this teaching approach in the classroom.
According to Neni (2014), task-based learning significantly enhances students' mastery of grammar by encouraging them to directly apply language rules through engaging activities This approach not only fosters a more dynamic classroom environment but also boosts student motivation and enthusiasm for learning grammar in both theoretical and practical contexts.
Lochana and Deb (2006) validated Tanasarnsanee’s (2002) research, emphasizing that Willis’s (1998) principles of task-based learning provide students with opportunities for creative language use Additionally, this approach significantly boosts learners' language proficiency.
The effectiveness of task-based learning is confirmed by the study of Arumporn
In 2004, a study conducted in Ayutthaya province, Thailand, focused on Mattayom Suksa IV students to explore the impact of task-based learning on their speaking skills The results demonstrated that task-based learning significantly enhanced students' speaking abilities.
Rattanawong (2004) identified the effects of teaching English through the task- based learning approach with Prathom Suksa 6 learners The results showed that the
6 four language skills, reading, writing, speaking, and listening of the experimental group were higher than the control group
Watthanamara (1996) studied to compare the task-based effect on learning to speak English communicatively The result was the learner achieved more English skills
Siripitakchai (1999) studied teaching language through the task-based teaching learning The result shows that learners are able to speak and write English accurately
Wan Yu (2010) conducted a study on students' perceptions of the English Village program at Fong Shan Elementary School in Kaohsiung County, Taiwan, utilizing both qualitative and quantitative research methods The study employed various instruments, including student questionnaires, interviews, classroom observations, and teacher interviews Findings indicated that themed classrooms featuring communicative activities, the instructional styles of native English-speaking teachers, and the communicative language teaching approach significantly motivated students to learn English Overall, students expressed positive attitudes towards the communicative activities implemented in the classroom, along with a notable increase in their motivation to engage with the language.
In a study conducted by Troudi (2006) at a Malaysian college, the shift in students' perceptions and attitudes towards learning English was examined Utilizing weekly journals and interviews as research instruments, the findings indicated a notable transformation in students' attitudes from secondary school to college The results showed that students developed more positive attitudes towards learning English in the college environment, which fostered greater opportunities for communication and engagement in the language.
Joe & Hahn (2006) studied task-based language teaching in Korean secondary school They found that the task-based learning improved their English
According to the research above, task-based learning represents an important approach in teaching English for communication.
Theoretical background
Task-based language teaching (TBLT), or task-based instruction (TBI), was
7 first developed in India by N.S Prabhu in the 1980s and has become a keen contemporary interest in English language teaching (ELT) field Willis (1996), Brown
(1994), Littlewood (2004), some of TBLT proponents, presents it as a logical development of Communicative Language Teaching (CLT) since the emphasis of TBLT is on communicative learning and teaching of language
Task-Based Language Teaching (TBLT) holds varied interpretations among educators, and its implementation in second language classrooms remains a topic of debate among applied linguists Nunan's (1989) TBLT framework emphasizes the importance of adapting real-world tasks into classroom activities, equipping learners with the necessary skills to meet task demands This approach is particularly suited for adult learners, who typically possess the cognitive abilities to navigate and manipulate language structures effectively In contrast, younger students may find these tasks overly challenging, and establishing a clear connection between pedagogical tasks and real-world applications within school settings can be problematic.
Task-Based Language Teaching (TBLT) is increasingly endorsed by language researchers and educators worldwide, even as its precise definitions continue to evolve According to Richards and Rodgers (2001), TBLT emphasizes task application in curriculum planning and foreign language instruction Foster (1999) highlights that various task-based approaches prioritize student interaction over rote learning of language items, encouraging learners to utilize natural language throughout lessons This interactive practice allows students to comprehend one another and convey their own meanings effectively Both Richards and Rodgers (2001) and Larsen-Freeman (2000) define "task" as a central component of classroom activities, where the target language serves a communicative purpose aimed at achieving specific outcomes while focusing on meaning exchange rather than mere language form production TBLT tasks encompass a diverse range of language elements but concentrate on specific structures, functions, or vocabulary groups, grounded in the belief that students can use language more effectively when engaged with the task itself rather than fixating on the language being used.
TBLT framework, it is crucial to give clear definitions of tasks
Task-Based Language Teaching (TBLT) has developed in response to a deeper understanding of language acquisition, emphasizing that language is learned through communication (Foster, 1999; Howard, 1984) Research in Second Language Acquisition (SLA) indicates that learners do not acquire a target language in the sequence presented, regardless of how well it is organized (Foster, 1999; Skehan, 1996) The use of communicative tasks is supported by contemporary language learning theories, which assert that language use drives development (Long, 1989; Prabhu, 1987) Advocates of these theories, such as Pica, Kanagy, and Falodun (1983), argue that social interactions are the most effective means of learning a language These interactions enable students to pursue clear goals, share information, negotiate meaning, seek assistance, and receive feedback, allowing them to utilize and refine their interlanguage, thereby enhancing acquisition (Norris et al., 1998).
Kasper (2001:520) emphasizes that second language learners thrive in classroom environments where they can practically apply foreign languages and engage in comfortable communication This highlights the importance of using tasks that align with key hypotheses on foreign language acquisition.
Swain's output hypothesis (1985) emphasizes that tasks facilitate foreign language development by enabling learners to produce language, allowing them to test their understanding and internalize linguistic knowledge This output is not merely a result of learning but a crucial step in the process (Adams, 2003:248) Additionally, Long's interaction hypothesis (1996) supports the use of tasks in L2 classrooms, as it highlights that learners negotiate meaning during interactions to achieve mutual comprehension This negotiation involves various strategies, such as confirming message content or requesting explanations from interlocutors.
Task-based learning (TBL) is believed to enhance foreign language development by promoting meaningful interaction among learners From the perspective of communicative competence, tasks enable learners to engage effectively in discourse (McCarthy & Carter, 2001b; Dinapoli, 2000; Ellis, 2003) Candlin (1987) emphasizes that TBL improves classroom communication and language acquisition, while Sheen (1994) views it as a key mechanism for facilitating language learning.
The concept of 'task' is fundamental to Task-Based Language Teaching (TBLT), and understanding its evolving definitions in the literature is crucial for achieving a clear and unambiguous definition This clarity is essential for addressing the discrepancies between pedagogical approaches advocated in academic literature and those outlined in official curriculum documents By examining various definitions of 'task' in English language teaching, this section aims to elucidate how different interpretations of tasks influence the implementation of TBLT in classroom practice.
The term "task" originates from the Old North French word "tasque," which referred to a duty, tax, or work assigned as an obligation This word is derived from the Latin "taxere," meaning to evaluate, estimate, or assess.
According to Crookes (1986), there is a lack of consensus in both research and language pedagogy regarding the definition of a task, which complicates the process of establishing a clear definition Additionally, he notes that the terminology used to describe various methods for eliciting learner language is inconsistent.
Tasks can be defined in various ways, encompassing multiple dimensions as highlighted by Ellis (2003), including task scope, perspective, authenticity, required linguistic skills, psychological processes, and outcomes Crookes (1986) emphasizes the importance of language use in tasks, arguing that the term should not extend to language-free activities, as a task fundamentally involves the myriad of actions people undertake.
10 everyday life, at work, at play, and in between" (Long, 1985: 89)
According to Bygate, Skehan, and Swain (2001), a task is defined as an activity that necessitates the use of language focused on meaning to achieve a specific goal Nunan (1989) aligns with this definition, emphasizing both the importance of meaning and the outcome of the task, while also highlighting the cognitive aspects alongside the linguistic ones He asserts that a task should possess a sense of completeness, functioning independently as a communicative act (Nunan, 1989: 10).
Barnhatt (1998) claims the early definition of task originated from tasque, Latin taxere to evaluate, estimate, or assess
Tasks, as defined by Willis (1996), are activities that engage learners in using the target language to achieve specific lesson objectives These tasks can vary widely, encompassing activities such as completing a puzzle or making an airline reservation.
Scholars such as Nunan (2004), Long (1985), Breen (1987), and Skehan (1996b) offer various definitions of tasks, emphasizing different scopes and perspectives Nunan (2004) specifically defines a task as a classroom activity that engages learners in using the target language for production, prioritizing the enhancement of their grammatical knowledge to convey meaning over merely focusing on grammatical form.
Pedagogical tasks are centered around communicative language use, distinguishing themselves from grammatical exercises by focusing on achieving specific outcomes through a diverse range of language structures, as noted by Willis and Wills (2001) Skehan (1998) builds on this concept by providing a definition of tasks inspired by Candlin.
According to Nunan (1989), Long (1989), and others, a task is defined by several key characteristics: it prioritizes meaning, involves communication to achieve a solution, relates to real-world activities, emphasizes the importance of task completion, and is assessed based on the outcomes produced.
RESEARCH METHODOLOGY
Participants
A study involving 100 senior students from the Foreign Languages department at Vinh University focused on the Business English course utilizing the Market Leader textbook Recent curriculum changes emphasized Business English to enhance students' knowledge, skills, and experience while complementing their training in essential language theories and translation studies Students engaged with the widely-used Market Leader textbook by Pearson Longman, designed to improve communication skills for professional settings and expand their understanding of the business world.
The study involves 100 seniors aged 20 to 21 in the Foreign Languages program at Vinh University, representing both urban and rural backgrounds Their English proficiency was assessed using the VSTEP standard proficiency test, ensuring a relatively uniform skill level Upon entering university, these students received foundational English training, and by their third year, they are transitioning to an Advanced level of business English, which is essential for enhancing practical skills necessary for future employment.
Instruments
This research utilized three methods for data synthesis: questionnaires, lesson observations, and personal interviews These approaches are frequently used in case study research as they offer diverse evidence sources regarding the implementation of Task-Based Language Teaching (TBLT) in a secondary school in Hong Kong.
To gather data for this study, a perception questionnaire was employed to assess students' attitudes towards the task-based approach after completing various units from the Market Leader course book The questionnaire includes both close-ended and open-ended questions Participants rate their opinions on a scale of 1 to 5, where 1 represents "Strongly Disagree" and 5 signifies "Strongly Agree." Additionally, open-ended questions are included to explore the challenges students face while learning business English.
Brown (2001) state that “Questionnaires are certain written instruments that shows responses to a set of questions or sentences, either by writing down their answers or sorting out from existed answers
Markey & Gass (2005) assert that questionnaires are an effective tool in language research, allowing for quick data collection on participants' beliefs and motivations from multiple respondents Given this significant advantage, the author chose to utilize a questionnaire in this study to explore students' attitudes and motivations regarding the task-based learning approach.
The researcher conducted an observation of a speaking lesson in a classroom, utilizing various tasks from the Market Leader textbook Following the observation, the author interviewed several students to validate the findings gathered from a questionnaire.
Data collection
Data analysis involves inspecting, transforming, and modeling data to uncover valuable insights, draw conclusions, and aid in decision-making This evaluation aimed to assess students' mastery of English speaking skills in a business context through the application of a task-based approach.
The questionnaire was designed through google form, which makes participants available to provide the feedback Finally, the google system automatically synthesizes the answer and launches the data through graphs
FINDINGS AND DISCUSSION
What are students’ attitudes toward task-based approach?
I enjoy the opportunities of communicative exchanges through various forms of tasks
I usually feel nervous during the performance of oral tasks in the classroom
Task performance in the class is fun to me 4% 4% 22% 26% 44%
I tremble when I am called on to perform an oral task in front of other students 14.3% 20.4% 25% 18% 22.4%
I don’t worry about making mistakes when I perform oral tasks in the classroom
Even though I am well prepared for the task performance session, I feel nervous about it
Tasks help me engage in spontaneous interactions 4% 10% 14% 32% 40%
Task performance in the classroom will prepare me to cope with communicative challenges in the real world
Tasks help me make actual use of expressions and grammar patterns I have learned
Figure 1: Students’ attitudes toward task-based approach in the book Market Leader
The bar chart displays student feedback on the task-based approach in the third edition of the Market Leader advanced course book Notably, 52% of students favor communication through diverse tasks, marking the highest percentage Additionally, 45.8% believe that task performance effectively addresses communicative challenges Furthermore, 40% of students strongly agree that tasks facilitate their participation in spontaneous interactions.
44 percent consider tasks fun to them
A study on student attitudes towards oral skills revealed that 4% found communicative exchanges enjoyable and beneficial for expression and grammar While 32% of students reported feeling relaxed during oral tasks, 10% experienced nervousness Additionally, 24.2% admitted to feeling anxious when called to perform, while 14.3% disagreed with this sentiment Notably, 34% were eager to take on tasks without fear of making mistakes, contrasting with 20% who were more cautious about errors Furthermore, 29% felt anxious despite thorough preparation, while 16.3% did not share this anxiety.
27 students slightly agree that grammar and expression are essential, converse to 28 strongly disagree
A task has a clearly defined outcome 2 6 34 34 24
Tasks are an effective means to facilitate my communicative skills in
6.1 4.1 12.2 46.9 30.6 task-based learning provides a relaxed atmosphere to promote target language use
4.3 8.5 21.3 27.7 38.3 task-based resources are meaningful and purposeful based on the real- world context
Studying oral skills would give me more opportunities in my future career
Figure 2: Students’ attitudes toward oral skill tasks in course book Market Leader
In their 1972 work, Pearson and Johnson differentiate between 'inside the head' factors—knowledge and skills gained through tasks—and 'outside the head' factors, which encompass background knowledge, interest, and motivation They emphasize that comprehension serves as a bridge between the known and unknown Brindley (1987) expands on this by highlighting additional learner factors such as confidence, motivation, prior learning experiences, learning pace, observed language skills, cultural knowledge, and linguistic knowledge Recent data from the Market Leader third edition textbook reveals that 46.9% of students view oral skill tasks as effective for enhancing English communication, while 44% believe that studying oral skills increases future job opportunities, marking the second highest level of agreement in this section.
A significant 34 percent of students feel neutral or slightly agree regarding the clarity of task definitions When focusing on tasks, 36.7 percent slightly agree that they have a primary focus, while 24.6 percent strongly agree Conversely, 2 percent of students strongly disagree about tasks having a clear outcome and primary focus Task-based learning fosters a relaxed environment, with support increasing from 21.3 percent neutral to 27.7 percent slightly agreeing Both meaningful and purposeful task-based resources grounded in real-world contexts received a 6.1 percent rating for strongly and slightly disagree Notably, 38.8 percent of students slightly agree with the effectiveness of these resources In terms of developing oral skills for future job prospects, only 2 percent slightly disagree, with 14 percent remaining neutral.
Analyzing learner’s factors based on different units in textbook Market Leader
This section evaluates key factors influencing student performance, including confidence, motivation, prior learning experiences, learning pace, and observed language skills Additionally, it examines cultural and linguistic knowledge, focusing on tasks outlined in the textbook.
Market Leader Advanced emphasizes the importance of learner confidence in task execution It explores the extent of a learner's confidence and assesses whether they possess the necessary level of assurance to successfully complete the task at hand.
Confidence How confident does the learner have to be to carry out the task?
Does the learner have the necessary level of confidence?
Motivation How motivating is the task?
Does the task assume familiarity with certain learning skills? Does the learner’s prior learning experience provide the necessary learning skills/strategies to carry out the task?
Learning pace How much learning material has the learner shown he/she is capable of handling?
Observed ability in language skills
What is the learner’s assessed ability in language skills the skills concerned?
Does this assessment conform to his/her observed behavior in class?
Cultural knowledge Does the task assume cultural knowledge?
If so, can the learner be expected to have it?
Linguistic knowledge What linguistic knowledge is assumed by the task?
The data presented in figures 1 and 2 indicate that learners' confidence significantly outweighs their anxiety when engaging in tasks, with confidence levels at 52 percent compared to only 10 percent for anxiety This confidence stems from their eagerness to gain knowledge and skills relevant to communication tasks, which fosters a positive learning environment Additionally, most students report feeling relaxed during oral tasks, benefiting from teamwork and the opportunity to freely exchange ideas with peers, thereby enhancing their discussions.
Students exhibit a willingness to make mistakes during oral tasks in the classroom, which enhances their readiness for spontaneous interactions Through input processes and collaborative discussions, they develop stronger communication skills According to Miller (2003), a high level of self-confidence is essential for maintaining effective participation in these activities.
Most learners believe that clear outcomes for each task enhance motivation and allow them to track their progress effectively Each unit contains various components that provide focused learning opportunities Additionally, communicative skills are integrated to facilitate information exchange and improve language performance, encouraging the use of the target language The resources offered encompass practical contexts, enabling students to explore and acquire knowledge and skills more thoroughly.
The tasks are designed to align with the content and skills of each unit, allowing students to engage in intensive communication-based practice through business skills and case studies after learning listening, discussion, reading, and language This textbook serves as an upgrade for students aiming to enhance their language proficiency, building on the basic English skills—listening, speaking, writing, and reading—developed in the previous academic year The availability of innovative resources facilitates the introduction of new subjects, enabling students to effectively apply their knowledge to complete the tasks.
The comprehensive learning material enhances various skills through structured tasks in listening and discussion, reading and language, business skills, and case studies Learners can easily track their progress across these components In the listening and discussion section, they engage with authentic interviews featuring business professionals, applying essential skills like listening for key information, note-taking, and summary writing Additionally, they expand their vocabulary by acquiring useful new words and phrases.
Learners engage with authentic articles from sources like the Financial Times and various business management books, covering a wide range of contemporary topics Through discussions and responses to these articles, they enhance their reading skills Additionally, a language review following each article reinforces their understanding and mastery of the language.
31 structures which are common for advanced learners
Business skills enhance communication abilities essential for the workplace, including effective presentation delivery, handling inquiries, participating actively in meetings, and negotiating Additionally, strategies for telephone and teleconference interactions are covered Each section features a Useful Language box that equips learners with the necessary vocabulary and phrases to successfully complete practical tasks outlined in the textbook.
Case studies are integral to each unit's business topics, focusing on real-world business challenges that enable learners to enhance their language and communication skills These case studies provide opportunities for learners to practice speaking, listening, reading, and writing in a realistic context, fostering a comprehensive understanding of business scenarios.
Observed ability in language skills
Statistics indicate that 44% of students slightly agree and 28% strongly agree that tasks enhance their ability to apply expressions and grammar patterns This emphasis on language use significantly improves their engagement with other aspects of a unit, providing them with more effective means of expression to incorporate into their tasks.
38.8 percent slightly agree and 28.6 percent strongly agree that task-based resources are meaningful and purposeful based on real-world context As learning though units, learners access different topics reflecting on realistic contexts, such as: partnership, training, energy, employment trends, business ethics, finance and banking, consultants, strategy, doing business online, new business, project management
Figure 4: The amount of linguistic knowledge in textbook Market Leader advanced
The pie chart illustrates the distribution of linguistic knowledge in the Market Leader textbook, highlighting that idioms make up the largest segment at 19% Multiword verbs and discourse devices each account for 18%, while other areas of linguistic knowledge represent 9% each.
Students have learnt this amount of knowledge in previous English terms, so approaching these in business English helps improve better level of English use.
Tasks evaluation
The Market Leader Advanced textbook emphasizes task evaluation in listening, discussion, and business skills across units 1 to 6 Due to time constraints, some units, particularly those related to economic aspects, are not covered in the course Each unit features two components focused on task-based evaluation, highlighting listening and discussion skills alongside essential business competencies.
This section assesses tasks based on their clarity of goals for students, alignment with learners' proficiency levels, and relevance to real-world or educational contexts It evaluates how effectively tasks promote the application of classroom knowledge in real-life situations and examines the underlying beliefs about language and learning that are embedded within each task.
Figure 5: the goals of discussion, listening and business skill
Discussion: Public speaking Students are encouraged to discuss public speaking, inspirational speakers, effective presentations and international audiences
Listening: experiences of giving presentations Three business people talk about their experiences of giving presentations in intercultural settings and gives tips for speaking to international audiences
Vocabulary: Tips for giving presentations Students look at some tips for giving presentations to international audiences and use related vocabulary in context
Discussion: Types of presentation Students talk about setting up rooms for different types presentations, colour connotations, audience reactions and advice for giving presentations in their country
Networking is a crucial business skill that involves effectively communicating with unfamiliar individuals Students can enhance their networking abilities by sharing tips on how to engage with people they don't know well, such as listening attentively during delegate meetings and practicing introductions at international conferences By mastering these techniques, participants can confidently introduce themselves and build valuable connections in diverse professional settings.
Discussion: training Students discuss their experiences of training courses, different learning styles and what they know about coaching and mentoring
Listening: Interview with a training consultant
A training consultant talks about the purpose of some of the training activities she does and the aims of coaching and mentoring programmes Vocabulary: company training
Students learn some key training words and expressions and use them in context
Students discuss training courses, their views on mentoring and coaching and their future training plans
Business skill: Students listen to two telephone conversations where people need to clarify and confirm information
Discussion: private provision of public services Students discuss examples of private-sector involvement in public services
Listening: PPPs in the UK Students listen to a radio programme where experts debate the pros and cons of PPPs in the UK
Vocabulary: PPPs Students look at words relating to public partnerships Discussion: views on PPPs
Students discuss their views on PPPs
Business skill: negotiating: being vague and being precise Students look at expressions for negotiating, listen to a conversation where they are used and apply them in a role-play
Unit 4: Energy Discussion: sources of energy and ways of saving energy
Students discuss sources of energy and ways of saving energy Listening: The future of natural gas
Students listen to an energy expert talking about developments in the gas industry
Discussion: trends in the energy sector Students discuss implications of rising energy costs and mergers of energy companies
Vocabulary: Energy and the environment Students learn key words used in talking about energy and sustainable business
Business skill: Problem- solving Students listen to two problems being discussed, look at the language pf
35 problem-solving and role-play a problem solving scenario
Listening 1: Work patterns Students listen to short extracts and decide what type of employment the speaker is talking about
Listening 2: Trends in employment Students listen to an interview with a business studies lecturer, who talks about recent research into employment trends in the UK
Vocabulary: Employment Students look at words related to employment Discussion: Employment trends 1 talk about employment trends
Effective business skills include conflict resolution, where students explore workplace conflicts through discussions and role-plays They engage in listening to a conversation about conflict and gain insights from an expert on misunderstandings that often occur in email communication This comprehensive approach helps students develop the necessary skills to navigate and resolve conflicts in professional settings.
Discussion: Ethical issues Students discuss the affects of competitive labour and production costs and companies that have suffered bad press as a result of unethical business practices
Listening: Corporate social responsibility Students listen to Miguel Moran, international dean of a business school in Barcelona, talk about business ethics and corporate social responsibility Vocabulary: CSR terms
Students look at language for giving opinions in the context of CSR Business skill: Ethical problem-solving
Students discuss three situations involving ethical problem-solving at work and listen to three people giving their opinions on some ethical problems
The discussion focuses on enhancing students' skills in public speaking, exploring inspirational speakers, and creating effective presentations for international audiences Students listen to three business professionals share their experiences with intercultural presentations and offer valuable tips for engaging diverse audiences The vocabulary section includes contextual exercises that help students learn essential terms related to international presentations Finally, students engage in conversations about arranging presentation spaces, understanding color connotations, anticipating audience reactions, and sharing advice for presenting in their own countries.
These tasks are designed to match students' proficiency levels and engage them with familiar topics, making it easy for them to draw on personal experiences during discussions With a solid language foundation, learners can effectively express their opinions using the lexical resources provided in the questions, facilitating group or pair discussions Additionally, the gap-filling task offers practical instruction that learners can apply in both academic settings and real-life situations Finally, the structured discussion encourages students to develop their ideas, preparing them for a professional work environment, with clear questions and suggestions to guide their thinking.
The discussion prompts students to share their experiences with training courses, explore various learning styles, and express their understanding of coaching and mentoring In the listening activity, students engage with an interview featuring Rosa Soler, a Spanish training and development consultant, and complete gap-fill exercises based on the first part of the interview They then assess statements about coaching and mentoring as True or False after listening to the second part Additionally, the vocabulary section introduces key training terms, allowing students to practice their usage in context through gap-filling exercises Overall, the discussion fosters an environment for students to reflect on their training experiences, opinions on mentoring and coaching, and their future training aspirations.
The article discusses various training models, including self-study, one-to-one, face-to-face, group, online, and experiential learning These methods are essential for learners to recognize the unique characteristics of each training type Furthermore, this knowledge enhances their understanding and equips them for effective learning experiences.
In a recent study involving 37 students, participants gained insights into the essential qualities of a successful trainer or teacher while distinguishing between coaching and mentoring A practical listening task, which included gap-filling exercises, allowed learners to listen for gist and understand the context in which speakers discuss various types of training To assess comprehension, students completed a true (T) or false (F) task that required careful listening to determine the accuracy of statements regarding coaching and mentoring Additionally, a lexical task encouraged learners to expand their vocabulary related to the training context through appropriate word choices The final discussion involved four questions about training programs, facilitating idea sharing among partners This approach effectively activates students' background knowledge of training, preparing them to apply these insights in real-world scenarios after graduation.
Students engage in a discussion about the private sector's role in funding public services They listen to a radio program on public-private partnerships in the UK and complete a listening task by filling in missing information Additionally, they summarize the arguments for and against Private Finance Initiative (PFI) projects by extracting relevant information from the audio file and organizing it into a table.
The lexical task requires students to fill in sentences with the appropriate forms of given words Following this, they engage in a discussion about public-private partnerships, evaluating the pros and cons of private sector involvement, focusing on aspects such as value for money, accountability, public interest, employment, and associated risks Furthermore, students compare their country's private sector engagement in public services with the UK's Private Finance Initiative (PFI) projects, broadening their perspectives on partnerships.
The discussion engages students' prior knowledge of eco-friendly energy sources, prompting them to identify various types of renewable energy They also articulate the environmental benefits of these sources and propose actionable solutions for energy conservation both at home and in the workplace.
The next listening task requires students to listen to Anthony Fitzgerald talking
Students engage with current industry trends by listening to audio material, selecting the best answers to related questions, and identifying errors in the text The discussion segment focuses on the implications of expensive energy sources and the potential impact of energy shortages on businesses Additionally, a vocabulary task helps students acquire essential terminology related to energy and sustainable business practices.
Unit 5 introduces two listening tasks that enhance students' understanding of employment topics The first task, Listening 1, involves short extracts where students identify the type of employment being discussed The second task, Listening 2, features an interview with a business studies lecturer who shares insights on recent employment trends in the UK, based on current research.
Students engage in a vocabulary task focused on employment by filling in blanks with relevant words The session concludes with a discussion on employment trends, allowing students to explore and answer post-listening questions.
Assessment on students’ oral performance
In order to check students’ oral performance, teacher use a grading checklist to determine how successfully the learners have performed
Suitable speed, pauses and discourses strategies how positively students contributes to the conversation
Flexibility to speakers of different level, complexity of responses
How accurate and appropriate students’ grammar is, verbs, sentence structure, individual grammar points, functional phrases
If student uses a wide variety of words and phrases, or uses new vocabulary, learned and related to the topic Word choice, idioms, and phrasal verbs, appropriate in each context
Effort made to use correct intonation, stress, individual sounds
Topic elaboration, organization, coherence and cohesion, suitable connectors
Evaluation and assessment process are conducted before, during and after learning Heaton (1990), Underhill (2000), and Weir (1993) suggest that teachers assess and evaluate learner’s communication ability via re-telling stories, interviewing,
Incorporating various techniques such as asking questions, role-playing, and using descriptive images can enhance communication skills Additionally, Wongsothorn (1995) identifies three speaking types: reporting, describing, and re-storytelling, along with expressing opinions, analyzing, and engaging in discussions or debates These methods, including the use of comparison, sequencing, speech bubbles, and maps, contribute to effective speaking and interaction.
It is common that educators assess students’ speaking abilities depending on the techniques used by teacher
The performance criteria outlined in the table are essential for evaluating learners' achievements, as they align with lesson objectives and the application of target language through assessment tasks Each criterion collaboratively contributes to the evaluation process, focusing on key aspects such as accuracy, fluency, and content, which are vital for assessing group performance effectively.
Fluency serves as a crucial link between recognition and comprehension, significantly influencing understanding when achieved It reflects various components such as decoding skills, strategic approaches, comprehension abilities, and self-monitoring In spoken language, elements like intonation, phrasing, inflection, and expression play vital roles in conveying meaning effectively.
The communicative ability is assessed through the length of the conversation that learners can interact based on their levels
Accuracy in grammar is a crucial metric for evaluating performance in a target language, as it showcases students' proficiency in utilizing the language based on given input Key grammatical elements such as words, phrases, vocabulary, and sentence structure are emphasized to assess this proficiency effectively.
Vocabulary assessment evaluates students' ability to effectively utilize words for communication It specifically focuses on topic-related vocabulary, examining word choice, idioms, and phrasal verbs that are suitable for various contexts.
The content shows how well students organize the ideas in communication It also involves cohesion, coherence, and topic elaboration
Underhill (2000:98-99) provides an example of a rating scale for general
Level 5 General proficiency on all familiar and common topics, may be a loss for words on other topics, bit is able to paraphrase successfully Can produce correct complex sentences, very rare errors in structural forms, but makes errors of idiom or collation
Level 4 Elementary professional competence Makes effective use of all tenses, including past versus perfect and simple versus continuous distinction, occasional errors in tense forms Has a fully active concrete vocabulary and larger passive vocabulary
Level 3 Basic competence for social and travel use Has basic command of all simple tenses and can operate question and negative forms Show awareness of perfect forms but makes errors in using them
Level 2 Personal limited social conversation Can answer simple questions about personal topics correctly in present and past tenses
Level 1 Very limited personal conversation Knows formulate greetings and some vocabulary Cannot construct correct simple sentences
4.4.1 The Improvement of the Students’ Speaking Fluency
Figure 7: the improvement of the students’ speaking fluency
The data indicates that the task-based approach significantly enhances students' speaking fluency, with 35% of students reaching an excellent level Additionally, 31% of students demonstrate satisfactory fluency, while 26% fall below this standard Notably, 3% of students did not complete the task.
4.4.2 The improvement of the Students’ Speaking Accuracy
The improvement of the students’ speaking accuracy is focused on pronunciation and vocabulary The rating results are presented as follows:
Figure 8: The improvement of the students’ speaking accuracy
The task-based approach significantly enhances students' oral skills, fostering motivation for interaction in pairs or groups Following the introduction of topic-related vocabulary, a majority of students demonstrate a high proficiency in pronunciation and vocabulary usage, with 42.2% achieving excellent pronunciation Additionally, there is a notable improvement in the application of vocabulary for effective communication, as all students scored above average, indicating no unsatisfactory performance in either section.