Putting Research into Practice: Beyond Textbook Email Task Design for Pre-experience Business English Learners

Abstract

One of the consequences of the digital era has been the undeniable rise in the use of English in business. Studies have shown that large numbers of people in the business community now rely on English to get their work done, and at the same time, that many business transactions now take place through digital technologies in the form of computer mediated communication (CMC). In this study, we will be discussing a recent project carried out with high-proficiency learners of business English located in the United Arab Emirates (UAE), with no previous business experience, which aimed to help our learners to develop the CMC skills they will need to succeed in the contemporary UAE workplace, with specific reference to email. In doing so, it went beyond what is normally included within the textbook and attempted to place our learners in a writing space more similar to that of the modern business context.

Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives

“…However, some recent studies (e.g. Albers et al, 2020;Bremner & Costley, 2018) indicate that business email communication is an area worthy of exploration with pre-workexperience EFL speakers because they will be increasingly faced with the expectation of having mastered the genre when they enter the workforce.…”

Using business negotiation simulation with China's English-major undergraduates for practice ability development

“…In the United Arab Emirates, Albers, Vences and Nickerson (2020) in their study improve pre-experience business English learners’ electronic communication skills (i.e. email writing), beyond the textbook boundaries to bring them closer to the real-world workplace practices [ 9 ].…”

Tasks in National and International ESP Textbooks : Do these Textbooks Teach ESP?

“…Occupationally-oriented, a myriad of studies have investigated the needs of English in order to be integrated in the workplace (see Albers et al, 2020;Chan 2019;Lu 2018;Spence & Liu, 2013). For academic settings, various studies have scrutinised learner needs for English as an additional language (EAL) to take vocational education or training teachers (see also Generoso & Arbon, 2020;Malmström, et al, 2018;Oliver et al, 2013).…”