Возможности динамического обучения деловому общению на английском языке студентов направлений «Экономика» и «Менеджмент»

The purpose of the study is to identify and analyze modern technologies for the formation of business communication skills in English among students of non-linguistic universities. The scientific novelty lies in the fact that the paper considers the features of the implementation of small talk technology in teaching business English to students of non-linguistic specialties. As a result, the relevance of the study of technologies for the formation of business communication skills among students of non-linguistic universities was established, the main components of the modular small talk technology were identified, the content of the educational material that contributes to the implementation of the identified components was analyzed.

English language plays a very significant role in the Indian context. It is a language which is rich in literature – humanistic, scientific and technical. Language is basically a means of communication. English in India is used not only for communicating with the outside world, but also for inter-state and intra-state communication. It is one of the most widely spoken languages across the globe, making it a ‘lingua franca’ for international communication. English language helps students interact effectively with people from diverse cultures and backgrounds. Communication skills are very essential for students in their academic career, particularly at secondary level. Good communication skills in English help students articulate their thoughts and ideas effectively. In this context, the researchers felt that English teachers should possess positive attitude and right perceptions towards developing communication skills among their students. The present study is an attempt to explore the factors affecting the attitude of teachers towards developing communication skills in English among their students in secondary schools. The present study used descriptive survey method. The data were collected from the respondents using a questionnaire. The researchers used Stratified Random Sampling technique to select a sample consisting of 90 teachers (40 Headmasters and 50 School Assistants in English) from 40 secondary schools located in Visakhapatnam District of Andhra Pradesh. The data were analyzed using descriptive and inferential statistical techniques. The findings of the study revealed that the demographic variables – Gender and Age of teachers have no influence on their attitude towards developing communication skills in English among students at secondary level. However, the location of the school has a significant positive influence on the attitude of teachers towards developing communication skills among the students at secondary level. The study suggested that in-service training programmes are to be conducted for English teachers working in secondary schools at regular intervals of time on the techniques and strategies in developing communication skills in English among their students.

Background. The training of communication skills in English is necessary both for the teaching activity of each student and for his professional development, a good specialist in the field of physical culture. The formative nature of university education is the reference framework of the initial vocational training system of the future sports teachers for efficient verbal communication in English in the international area, for a better cooperation of sports specialists. Studying a professional foreign language contributes to the development of professional abilities and attitudes by exploring the fields of other disciplines with different contents. In the process of teaching / learning English to students, professional competence is developed, but by reporting individual situations and activities of learning, reception and production, typically of foreign languages, to those of the mother tongue, a unitary conception is created about the functioning of the language as an essential element of communication. In this respect, there is a need to develop a model for the communication skills in English of students in the field of physical culture. Aim of research. Optimization the professional English language skills training process for students from Physical Education and Sports Faculties. Research objectives: 1. Studying the theory and practice of the educational process in the English discipline from the State University of Physical Education and Sports (SUPES). 2. Appreciation of the level of English professional language to SUPES students. 3. Determining the content of the English language course in order to build communication skills in foreign languages. 4. Acquisition of sports terminology and ability to read foreign literature. Research methodology. Analysis and generalization of literature, study of working documentation, pedagogical observation. Results. Using this communicative approach in teaching is that: learners learn from what they hear from the communicator, “their oral production” will be greatly increased, they will develop fluency and their level of motivation will increase. Conclusions. Foreign language is necessary to the future sports specialist not only as a means of selecting scientific information but also as a means of communication (in exchange of experience, in international sports competitions and for personal contacts, etc.). The training of English professional language to SUPES students helps in the knowledge and application of sports-pedagogical language, in the formation of general and special cognitive skills, on the basis of which they will undertake the learning and evaluation activity according to the requirements of the modernized curriculum in physical education.

. How can universities enhance their students’ internationalisation at home? The need to find teaching methodologies that boost students’ intercultural communication skills without travelling abroad has motivated the present study, carried out by two English lecturers from Florida Universitaria in Spain and Jade University of Applied Sciences in Germany. Research was divided into two stages: first, a deep analysis of the intercultural experiences organised in the past at both universities; and second, the implementation of virtual encounters with students from different cultures as tools to promote interculturality at the home university. This paper aims at showing the impact of those exchanges on boosting students’ intercultural communication in English. Two groups of undergraduate students, during their English classes, worked synchronously on topics related to essential aspects of intercultural communication. The main teaching objectives of the Virtual Intercultural Communication (VIC) exchange were to increase participants’ motivation for knowing other cultures, to raise their intercultural awareness, to foster their capacity to change perspectives, and to improve students’ English language skills and their digital abilities. Through the outcomes achieved, students’ self-reported feedback, and lecturers’ observation, it can be concluded that virtual exchanges are effective tools to improve students’ intercultural communication while they meet the English learning objectives.

The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

The study examined the insight of English Teacher towards students of standard XI in acquiring communicative skill in English. The main objective of the paper was to identify the problems of the students in acquiring communicative skill in English. The Normative survey method was adopted in the study. One hundred teachers were considered as a sample for the study. Problem inventory for the teacher was selected as a tool for the study. After establishing Reliability and validity of the tool, it was considered for the final study. Findings of the study is a significant association between the Male and Female teachers on the opinion of problems of the learners in Listening skill with respect to stress pattern, cohesive device, Distinctive sound, Intonation, Contextual meaning and Homophones. Communicative skill can be practiced in the classroom transaction by using role play, pandemonium, discussion, interaction, translated version of Tamil cinema, etc. Written communicative skill can be developed by conducting essay competition, preparing advertisement, preparing projects, etc.

Being proficient in English and having good communication skills have been recognized as important criteria employers look for in hiring fresh graduates. This review paper aims to present the relevant literature on English communication skills of accounting undergraduates in Malaysia from the perspectives of both the undergraduates and the employers. It also examines suggestions for helping undergraduates improve their English communication skills. This review covered the related literature published in the past ten years from the year 2010 until 2020 using research search engines, namely Google Scholar and Research Gate. It was found that most studies on English communication skills in Malaysia involved undergraduates from several fields of study such as engineering, computer science, hospitality, business and marketing, but very few on accounting undergraduates. Thus, there exists a gap in the literature related to the present study on the English communication skills of undergraduates from this field. Furthermore, a large number of the past studies were found to employ the quantitative method of data collection such as through questionnaires and surveys, while studies employing the qualitative method were less frequent. The implication based on the findings of this review paper is the need for more in-depth studies to further explore the English communication skills of accounting undergraduates in Malaysia. Keywords: English communication skills; Accounting undergraduates; Generic skills; Oral skills; Written skills.

In the world of education, students' English skills cannot be separated from the learning process provided by teachers. Lecturers, as instructors, strive to provide the best teaching and learning process for their students. English is a course that develops oral and written communication skills, understanding and expressing information. This course is no longer just a grammar course but can also develop students' English communication skills both orally and in writing. For this reason, a creative approach is needed to help students be more active and interesting in learning English. One of the methods proposed by the speakers is to learn English using audio-visual media, including videos, movies and music. In teaching English materials, using this learning material is one of the appropriate learning materials to use. The purpose of this review is to provide strategies for using audiovisual media to improve students' English learning outcomes. Technically, the strategy for using audiovisual media in the process of teaching and learning English is divided into 3 stages: preparation, use and the final stage is monitoring after use. This strategic use of media will make learning English more effective, interactive and enjoyable. Teachers will be more optimal in presenting material and students will understand the lesson more easily.

The English language teaching at Pondok Pesantren Nurul Falah aims to improve the students' communication skills in English through an approach that is more adaptive to the organizational culture. This pesantren has a habit of using Arabic in daily life, so in the teaching of English, Arabic terms such as “huwa,” “huma,” and “huna” are used in teaching pronouns. The method applied involves interactive teaching, adapted to the students’ habits, where each session begins with an explanation of English concepts, which are then linked to Arabic terms that the students are already familiar with. This activity took place over four meetings per month, with morning and afternoon sessions. The results of the teaching activity showed an improvement in the students' understanding of basic English concepts, especially in teaching pronouns, which were easier to understand when linked to Arabic. The discussion in this activity revealed that adapting the language of instruction to the local culture, in this case, Arabic, can create a more comfortable atmosphere and support the students' enthusiasm for learning. Students, who initially felt less confident in speaking English, became more active and open to practicing. In conclusion, English teaching that is adapted to the organizational culture, especially through the use of Arabic in teaching, has proven effective in improving students' understanding and communication skills in English, as well as creating a learning environment that is more enjoyable and relevant to their needs

In the 21st century, effective communication is considered the bedrock towards globalization. In the Philippines, English communication is made the medium of instruction. Some state universities and colleges in the country like Cebu Normal University Integrated Laboratory School, students in the elementary and high school department are taught in English by the student teachers. Observations noted that the latter still lack the proficiency of the language. It is therefore the aim of this study to assess the Bachelor of Secondary Education and Bachelor of Elementary Education-student teachers’ English communication skills in oral and written discourses and their teaching performance. Using the Pearson –r correlation, finding revealed that both groups are comparatively better in oral than in written communication. As regards teaching performance, both groups show satisfactory results. There is however a low relationship between the English communication skills and the student teachers’ teaching performance. If a student teacher is equipped to teach, he/she can still perform well with the consciousness that facility of the language still needs to be continually enhanced. Based on the mentors’ comments and students’ observations, the student teachers’ second language facility serves as an opportunity for the latter towards wider exposure in various oral communication setting as well as a challenge to realize the need for more comprehensible communication of ideas. With the belief that facility of the language helps usher meaning learning, then appropriate and relevant training is a potent avenue to ensure consistency of purpose.

This research article entitled “Advancing Dynamic Proficiency Skills in Teaching English as a Second Language in Indian Setting” is devoted to deliberate the uniqueness of Communication Skills in English for special as well as secondary purpose. It is in short about refining the speaking skill in English as a second language in India. In the course of its deliberation it would point out the central insights of the topic, and would elucidate the outcomes of the research. Some recommendations will also be stated in this article. Teaching and learning English, in addition to the vernacular language, is highly essential for communicative purposes so as to cope with the ever increasing regional, national and the global demands for communication skills in English. In India, English is the official language, and is used for the purposes of education, employment and for wider communication within and among the states as well for traveling to foreign countries. To cope up with the national and global demand, innumerable efforts have been made to the Indian educational system to enhance the learners English speaking skills.

English communicative competence and Indian graduates' employability: A Borneo-Pacific perspective Indeed, while English is increasingly made the criterion of access to higher education by standards‐conscious regimes in many regions of globalized academe, local certifications remain definitive. This paper explores the correlation between English communication skills and career development challenges faced by university graduates in two dimensions: universities and industry participants. A total of 300 students, faculty and HR professionals from Delhi-NCR, Uttar Pradesh and Uttarakhand were surveyed using a mixed-method research design. Quantitative assessment indicated that 62% of students felt they had adequate writing skills in English, whilst only 34% were confident communicators which is undoubtedly a clear, significant disparity between learning and application. The interviews with the teachers revealed that value placed on traditional product- based, grammar-focused foreign-language education and short experiential contact block communication development. Concerning industrial needs, negative feedback was received on weak presentation through poor writing, speaking, artic ulation, inability to listen actively, and difficulty speaking in public which are directly reflected in the workplace. There was a high positive correlation (r = 0.78) between English skills and employment, statistically. The study established the fact that confidence, clarity and cultural sensitivity must be taught as life skills and not as a linguistic subject. It suggests integrating communication training from across disciplines, popularizing experiential and technology-assisted platforms for learning, encouraging university–industry partnerships and conducting faculty development programmes to reorient pedagogy with Outcome-Based Education and the aspirations of NEP 2020. Bringing about communicative ability would not only enhance graduate employability, but also prepare India’s youth to participate comfortably in the global workplace.

In this study the researcher investigates  Thai secondary students’ experiences with a personalised blended learning (PBL) platform using Microsoft Teams (MS Teams) to enhance their English communication skills and self-regulated learning (SRL) skills. Employing an intrinsic case study method, I collect data from 19 students with A1 level Common European Framework of Reference for Languages  enrolled in the remedial English course through classroom observation field notes, learners’ reflective journals, semi-structured interviews, and MS Teams assignments integration. Through thematic analysis, the findings reveal that MS Teams features, such as Reading Progress, Immersive Reader, and interactive task-based assignments, support listening, speaking, reading, and writing skills, allowing students to practise asynchronously and receive timely, personalised feedback. Regarding SRL, MS Teams enables students to set goals, track progress, and reflect on their performance while offering flexibility through adjustable deadlines and revisitable materials. However, I note challenges such as technical limitations, variations in digital literacy, and inconsistent engagement levels. Via thematic analysis I identify recurring patterns in qualitative data, while recorded data from MS Teams Insights highlight student performance and engagement trends. In conclusion, MS Teams, when integrated into PBL, significantly enhances English communication skills and SRL behaviours, providing valuable insights for improving technology-supported language instruction in secondary education contexts.

This study investigates the impact of integrating Korean culture into the ELT curriculum adopting a critical cultural awareness approach on students' cultural understanding. Furthermore, the study extends its research to examine the extent to which the local cultural understanding in English acquired from the course contributes to enhancing learners’ intercultural communication in global contexts. This nine-month longitudinal study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey questionnaires from college EFL learners and in-depth qualitative interviews. Overall, the findings have shown that the integration of local culture into the ELT curriculum helped students: (i) to enrich their understanding of local culture and history; (ii) to examine cultural values with critical perspectives; and (iii) to feel empowered and better prepared to engage in intercultural communication. The analysis also points out that students’ self-/national identity was enhanced, and their English communication skills in global contexts were promoted. Some important implications of this study are discussed for teachers who consider teaching local culture by connecting critical cultural awareness approach in foreign language curricula. Considering that there has been little research on teaching local culture in English class to improve intercultural communication in Korean educational contexts, it is recommended that further research should highlight more dynamic intercultural communication cases by providing on-line communication with students in other countries to facilitate intercultural experiences.

The continuous claim about the unsatisfactory performance of Malaysian graduates during interviews and at workplace in relation to their communication skills in English is alarming. This raises questions about the extent to which future workforce is prepared for this globalised world which requires them to interact and collaborate with individuals not only from their own country but also from other countries. At higher learning institutions, many English language educators face challenges in creating language learning environment that supports intercultural communication. In preparing future workforce for international communication, English language teaching and learning needs to go beyond the four walls of a classroom, over to other regions. An alternative to provide such language learning environment is by designing e-collaborative learning that provides opportunities for language learners to learn the language with students from other countries in a meaningful way. This paper showcases the impacts of e-collaborative English language learning conducted between engineering students of one technical university in Malaysia and one higher learning institution in Bordeaux, France for about one semester. At the end of the semester, the students from both countries wrote a reflection of their experience. The data from the reflective writing were analysed using thematic analysis to highlight the impacts of the e-collaborative learning on students' intercultural communicative competence. This study highlights key considerations to structure e-collaborative language teaching and learning among students of different regions.