Teaching and Learning English for Business Communication: A Case in Spain

Ruiz-Garrido, Miguel F.

doi:10.1177/108056990707000113

Cited by 6 publications

(4 citation statements)

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“…One hundred percent have been doing it for more than 15 years (between 15 and 20 years). Considering the number of years that students have studied English before reaching university, one sees their level, in general, should be much higher (Castilla Polo et al, 2012;Halbach et al, 2013;Ruiz-Garrido, 2007;Sánchez-Hernández et al, 2014, among others), which could suggest that we EFL teachers should have a critical and reflective position regarding this issue.…”

Section: Resultsmentioning

confidence: 99%

“…This research study arises from the low proficiency level of English detected in many Spanish students who enter university. Considering that in Spain people start learning English at the age of 3, one would expect a much higher level 2 than what they usually reveal, but that is not the case, as several Spanish studies have already shown (Castilla Polo et al, 2012;Halbach et al, 2013;Ruiz-Garrido, 2007;Sánchez-Hernández et al, 2014).…”

Section: Introductionmentioning

confidence: 91%

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University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

Fernández-Carballo

2021

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Noticing the generally lower-than-desirable English language proficiency level with which Spanish students start university, I considered trying a different approach in which the use of a familiar application would be introduced in the classroom. The main objective of this work is to explore Primary Education degree programme students’ attitudes towards the integration of YouTube in the English language classroom. To this end, 46 third-year intermediate-level students participated in the study. It adopted a mixed-method approach, using a combination of qualitative and quantitative methods. The results show that, although participants mentioned some drawbacks, they reacted positively to the use of the platform. Given these results and the benefits offered, the integration of YouTube in the foreign language classroom is highly recommended.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 91%

University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

Fernández-Carballo

2021

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“…However, extensive research into this field can be found in the literature (cf. Almagro Esteban & Perez Cañado, 2004;Beaugrande, 2000;Kurtán, 2001Kurtán, , 2003bKurtán, , 2014Major, 2000Major, , 2002Ruiz-Garrido, 2007;Taillefer, 2007;Trinder & Herles, 2013;Silye, 2005;Wiwczaroski, 2009).…”

Section: Business English Teaching Contextsmentioning

confidence: 99%

Business English Teacher Competencies: A Mixed-method Study of the Required Competencies of Business English Teachers for Running In-company Business English Courses at Mulinational Companies in Hungary

Kóris¹

2015

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“…However, a lack of motivation towards this issue is appreciated when students enter university and their language proficient is well below the desired (Ruiz, 2007). Some experts attribute this problem to methodological differences existing between locations and the limited time devoted to language learning (Rodríguez & Varela, 2004).…”

Section: English At the Spanish Educational Systemmentioning

confidence: 99%

Starting point towards bilingualism in higher education: results in english at the university entrance test from a gender perspective

Pérez

Manzano‐Agugliaro

Ramiro

2012

ESPIRAL-CUADERNOS DEL PROFESORADO

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ABSTRACT:The current level of internationalization of Spanish universities is demanding an increase in the command of foreign languages among students. Numerous Spanish universities are introducing in their syllabi courses taught in languages different from Spanish, mainly English, through different multilingual programmes. The present paper analyzes the results obtained for the English exam at the Spanish university entrance test (PAU) from 2002 to 2010 in order to study the students' language level before entering tertiary studies. We took a sample of 15897 students, 6454 men and 9443 women. Analytically processed data provide excellent qualitative comparisons between the two groups, showing the differences of both and contrasting results with the national trend. They also provide information about the specific factors that influence the outcomes of these types of tests, in contrast with certain gender stereotypes attributed to language performance. The present study reveals that, as a starting point for successful bilingual education in higher education, the results in English at the entrance examination to university should be on average at least two points above the current. This would only be possible by the increase of the number of hours devoted to language teaching as well as by the restructuring of the current language teaching system both in secondary and bachillerato.Key words: Gender, University Access Exams, english, bachelor's degree. RESUMEN:El nivel actual de internacionalización de las universidades españolas está demandando un aumento en el dominio de lenguas extranjeras entre los estudiantes. Numerosas universidades españolas están introduciendo asignaturas impartidas en lenguas diferentes del español en sus planes de estudio, principalmente en inglés, a través de diferentes programas multilingües. El presente trabajo analiza los resultados obtenidos en el examen de inglés de la prueba de acceso a la universidad (PAU) desde 2002 a 2010 con el fin de estudiar el nivel de idioma de los estudiantes antes de comenzar estudios superiores. Para ello se tomó una muestra de 15897 alumnos, 6454 hombres y 9443 mujeres. El análisis de estos datos permite excelentes comparaciones cualitativas entre ambos grupos, mostrando las diferencias en sus resultados y contrastando con la tendencia nacional. También proporciona información sobre los factores específicos que influyen en los resultados de este tipo de pruebas, a diferencia de los estereotipos de género atribuidos a las capacidades lingüísticas. Este estudio revela que, como punto de partida para el éxito de la enseñanza bilingüe en educación superior, los resultados de la prueba de inglés en el examen de ingreso a la universidad deberían situarse, al menos, dos puntos de media por encima de los actuales. Consideramos que esto sólo sería posible a través del aumento del número de horas dedicadas a la enseñanza de idiomas, así como a través de la reestructuración del sistema actual de enseñanza de idiomas, tanto en secundaria como en bachillerato.

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Teaching and Learning English for Business Communication: A Case in Spain

Cited by 6 publications

References 0 publications

University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

Business English Teacher Competencies: A Mixed-method Study of the Required Competencies of Business English Teachers for Running In-company Business English Courses at Mulinational Companies in Hungary

Starting point towards bilingualism in higher education: results in english at the university entrance test from a gender perspective

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