EMPOWERING ESP LEARNERS THROUGH BUSINESS MEETING SIMULATIONS: INSIGHTS ON CHALLENGES AND OPPORTUNITIES
Main Article Content
Abstract
In ESP courses, it is important to provide students with authentic and realistic learning activities to improve their communicative competence. This study explores students’ perceptions of the use of business meeting simulation in an ESP course. There are two research questions guiding this study (1) How do the students perceive the use of business meeting simulation in improving their communicative competence? (2) What obstacles are faced by students in conducting the business meeting simulation? This research was conducted at the Port and Shipping Management department of a maritime polytechnic in Indonesia. A questionnaire consisting of close-ended questions and open-ended questions was used to collect data. Twenty-four students in semester seven were involved in completing a questionnaire exploring their perceptions. The quantitative and qualitative data from the questionnaire were recapped and analyzed. The findings of the study showed that most students agreed that the activity of business meeting simulation can improve their communicative competence, especially politeness strategies and various expressions used in a meeting. The study also revealed the obstacles faced by students, i.e., lack of vocabulary mastery and low self-confidence, limited time for preparation, and problems with group work.
Article Details
How to Cite
Sari, L. I., Sari, R. H., & Amrullah, Y. F. (2024). EMPOWERING ESP LEARNERS THROUGH BUSINESS MEETING SIMULATIONS: INSIGHTS ON CHALLENGES AND OPPORTUNITIES. English Review: Journal of English Education, 12(2), 537-546. https://doi.org/10.25134/erjee.v12i2.9267
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References
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Baranovskaya, T., & Shaforostova, V. (2018). Learner autonomy through role plays in English language teaching. Journal of Language and Education, 4(4), 8–19. https://doi.org/10.17323/2411-7390-2018-4-4-8-19
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Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics, 6(2), 5–35.
Chang, P. (2023). Reading Research Genre: The Impact of Thematic Progression. RELC Journal, 54(1), 129–148. https://doi.org/10.1177/00336882211013613
Chen, M. H., Huang, C. C., Huang, S. T., Chang, J. S., & Liou, H. C. (2014). An automatic reference aid for improving EFL learners’ formulaic expressions in productive language use. IEEE Transactions on Learning Technologies, 7(1), 57–68. https://doi.org/10.1109/TLT.2013.34
Chou, M. H. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455
Farrokhi, F., & Mahmoudi, A. (2014). A socio-cognitive approach to developing oral fluency and naturalness in iranian EFL learners. International Journal of Applied Linguistics and English Literature, 3(2), 1–15. https://doi.org/10.7575/aiac.ijalel.v.3n.2p.1
Fatima, I., Mohamed Ismail, S. A. M., Pathan, Z. H., & Memon, U. (2020). The power of openness to experience, extraversion, L2 self-confidence, classroom environment in predicting L2 willingness to communicate. International Journal of Instruction, 13(3), 909–924. https://doi.org/10.29333/iji.2020.13360a
Fielden Burns, L. V., & Rico García, M. (2022). Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem-based learning. International Journal of Applied Linguistics (United Kingdom), 32(1), 3–24. https://doi.org/10.1111/ijal.12370
Giang, N. D., Tuan, V. V., & Minh, B. N. La. (2023). Investigating Demotivating Factors in Learning English for Specific Purposes at a Higher Education Institution. Российский Психологический Журнал, 20(1), 162–181. https://doi.org/10.21702/rpj.2023.1.11
Gu, H., Bo, H., & Ren, L. (2019). Developing ESP teaching materials based on the analysis of Information Engineering majors’ needs. Open Journal of Social Sciences, 07, 121–131. https://doi.org/10.4236/jss.2019.710011
Hardin, K., Hernandez, R. S., Shin, T. M., & Ortega, P. (2023). Medical Student Perceptions of Sociocultural Issues in Healthcare: A Multisite Study of Medical Spanish Education. Teaching and Learning in Medicine. https://doi.org/10.1080/10401334.2023.2230187
Jann, B., & Hinz, T. (2017). The SAGE Handbook of Survey Methodology. In The SAGE Handbook of Survey Methodology. SAGE Publications Ltd. https://doi.org/10.4135/9781473957893
Kasap, S., & Power, K. M. (2019). Anxiety in the EFL Speaking Classrooms. The Journal of Language Teaching and Learning, 9(2), 23–36. www.jltl.org
Katsarou, E. C., & Kambakis-Vougiouklis, P. (2020). Exploring the Role of Self-regulation Capacity and Self-esteem on Vocabulary Learning Strategy Use by Greek university learners. Asian EFL Journal, 27(4), 123–146. https://www.researchgate.net/publication/345180764
Kaufman, D., & Ireland, A. (2016). Enhancing Teacher Education with Simulations. TechTrends, 60(3), 260–267. https://doi.org/10.1007/s11528-016-0049-0
Lee, C.-L. (2016). Principles and practices of ESP course design: A case study of a university of science and technology. International Journal of Learning, Teaching and Educational Research, 15(2), 94–105. https://www.ijlter.org/index.php/ijlter/article/view/564/266
Léon, D. D. P., & Jain, H. E. B. (2017). Role play: A practical way to teach intercultural communication. Recherche et Pratiques Pedagogiques En Langues de Specialite - Cahiers de l’APLIUT, 36(2), 1–16. https://doi.org/10.4000/apliut.5746
Liton, H. A. (2015). ESP learners’ needs related learning for the workplace: A pragmatic study for business school. International Journal of Instruction, 8(2), 3–16. https://doi.org/10.12973/iji.2015.821a
Montasseri, Z., & Ahmadi, A. (2022). Washback Effects of an Interactional Competence Checklist. Teaching English Language, 16(2), 285–314. https://doi.org/10.22132/TEL.2021.140223
Ngoc, D. T. B., & Dung, T. T. (2020). Key Factors Influencing Learners’ Oral Fluency in English Speaking Classes: A Case at a Public University in Viet Nam. VNU Journal of Foreign Studies, 36(6), 93–108.
Quoc Thao, T., & Thi Nhu Nguyet, D. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science, 9(2), 53–64. https://doi.org/10.46223/HCMCOUJS
Rahayu, A. S., Anggraeni, E. A., Saputra, I., Astari, N. U., Betiya, V. M., & Septiyana, L. (2020). Analyzing Speaking Problems Faced by EFL College Learners. Journal of Linguistics and Applied Linguistics, 2(1), 11–16. http://openjournal.unpam.ac.id/index.php/LJLAL
Riadil, I. G. (2020). Does Oral Presentation Affect The Development of The Students’ Ability to Speak in EFL Classroom? Social Sciences, Humanities and Education Journal (SHE Journal), 1(2), 13. https://doi.org/10.25273/she.v1i2.6622
Riasati, M. J. (2018). Willingness to speak English among foreign language learners: A causal model. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1455332
Saeed Al-Sobhi, B. M., & Preece, A. S. (2018). Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions. International Journal of Education and Literacy Studies, 6(1), 1. https://doi.org/10.7575/aiac.ijels.v.6n.1p.1
Solano, L., Ulehlova, E., & Espinoza, V. (2018). Interactive games as educative strategy to motivate students to communicate inside the classroom. Advances in Intelligent Systems and Computing, 716, 579–586. https://doi.org/10.1007/978-3-319-73204-6_63
Thomson, H., Coxhead, A., Boers, F., & Warren, P. (2023). Increasing use of multi-word expressions in conversation through a fluency workshop. System, 113. https://doi.org/10.1016/j.system.2023.102994
Tompkins, P. K. (1998). Role Playing/Simulation. The Internet TESL Journal, 4(8), 1–7. http://iteslj.org/Techniques/Tompkins-RolePlaying.html
Vo, T. H. Le, Wyatt, M., & McCullagh, M. (2016). Exploring the gap between Vietnamese workplace communication in English and English language teaching at a university. Asian ESP Journal, 12(1), 8–38. https://www.asian-esp-journal.com/volume-12-issue-1-june-2016/
Volobueva, O. N., & Stepanova, L. I. (2020). Up-to-date english language course as a means of developing the communicative and professional skills of IT students. Smart Innovation, Systems and Technologies, 138, 869–879. https://doi.org/10.1007/978-3-030-15577-3_80
Waluyo, B., & Bakoko, R. (2022). Effects of Affective Variables and Willingness to Communicate on Students’ English-Speaking Performance in Thailand. Studies in English Language and Education, 9(1), 45–61. https://doi.org/10.24815/siele.v9i1.21090
Watanabe, A. (2017). Developing L2 interactional competence: increasing participation through self-selection in post-expansion sequences. Classroom Discourse, 8(3), 271–293. https://doi.org/10.1080/19463014.2017.1354310
Wu, X., Liao, L., & DeBacker, T. K. (2016). Implementing task-based instruction in ESP class — An empirical study in Marine Engineering English. Journal of Language Teaching and Research, 7(5), 936–945. https://doi.org/10.17507/jltr.0705.14
Yoshihara, R., Kurata, A., & Yamauchi, A. (2020). Reflective journals to explore struggles and difficulties of novice Japanese EFL university instructors. Reflective Practice, 21(1), 81–93. https://doi.org/10.1080/14623943.2019.1708714
Zainurrahman, & Sangaji, S. (2019). A Study on the University Students’ Speaking Difficulties. Langua-Journal of Linguistics, Literature, and Language Education, 2(1).
Zhang, D., & Zhang, L. J. (2019). Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 883–897). Springer. https://doi.org/10.1007/978-3-319-58542-0_47-1
Zhang, L., Goh, C. C. M., & Kunnan, A. J. (2014). Analysis of test takers metacognitive and cognitive strategy use and efl reading test performance:A multi-sample sem approach. Language Assessment Quarterly, 11(1), 76–102. https://doi.org/10.1080/15434303.2013.853770
Zhang, W., Zhang, L. J., & Wilson, A. J. (2021). Supporting Learner Success: Revisiting Strategic Competence Through Developing an Inventory for Computer-Assisted Speaking Assessment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.689581
Zondag, A. (2021). Student teachers’ experience with improvisation activities for spontaneous speech practice in English. Language Teaching Research, 1–24. https://doi.org/10.1177/13621688211044725
Al-Jamal, D. A., & Al-Jamal, G. A. (2013). An investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), 19–27. https://doi.org/10.5539/elt.v7n1p19
Amirkhanova, K. M., & Bobyreva, N. N. (2020). Communication in training future EFL teachers: Simulation and roleplay in the English classroom. International Journal of Higher Education, 9(8), 7–12. https://doi.org/10.5430/ijhe.v9n8p7
Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56–69. https://doi.org/10.52462/jlls.4
Baranovskaya, T., & Shaforostova, V. (2018). Learner autonomy through role plays in English language teaching. Journal of Language and Education, 4(4), 8–19. https://doi.org/10.17323/2411-7390-2018-4-4-8-19
Carrier, M. (1991). Simulations in English language teaching: A cooperative approach. Simulation and Gaming, 22(2), 224–233.
Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. In E. A. Soler & M. P. S. Jorda (Eds.), Intercultural Language Use and Language Learning (pp. 41–57). Springer Science. https://doi.org/10.1007/978-1-4020-5639-0_3
Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics, 6(2), 5–35.
Chang, P. (2023). Reading Research Genre: The Impact of Thematic Progression. RELC Journal, 54(1), 129–148. https://doi.org/10.1177/00336882211013613
Chen, M. H., Huang, C. C., Huang, S. T., Chang, J. S., & Liou, H. C. (2014). An automatic reference aid for improving EFL learners’ formulaic expressions in productive language use. IEEE Transactions on Learning Technologies, 7(1), 57–68. https://doi.org/10.1109/TLT.2013.34
Chou, M. H. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455
Farrokhi, F., & Mahmoudi, A. (2014). A socio-cognitive approach to developing oral fluency and naturalness in iranian EFL learners. International Journal of Applied Linguistics and English Literature, 3(2), 1–15. https://doi.org/10.7575/aiac.ijalel.v.3n.2p.1
Fatima, I., Mohamed Ismail, S. A. M., Pathan, Z. H., & Memon, U. (2020). The power of openness to experience, extraversion, L2 self-confidence, classroom environment in predicting L2 willingness to communicate. International Journal of Instruction, 13(3), 909–924. https://doi.org/10.29333/iji.2020.13360a
Fielden Burns, L. V., & Rico García, M. (2022). Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem-based learning. International Journal of Applied Linguistics (United Kingdom), 32(1), 3–24. https://doi.org/10.1111/ijal.12370
Giang, N. D., Tuan, V. V., & Minh, B. N. La. (2023). Investigating Demotivating Factors in Learning English for Specific Purposes at a Higher Education Institution. Российский Психологический Журнал, 20(1), 162–181. https://doi.org/10.21702/rpj.2023.1.11
Gu, H., Bo, H., & Ren, L. (2019). Developing ESP teaching materials based on the analysis of Information Engineering majors’ needs. Open Journal of Social Sciences, 07, 121–131. https://doi.org/10.4236/jss.2019.710011
Hardin, K., Hernandez, R. S., Shin, T. M., & Ortega, P. (2023). Medical Student Perceptions of Sociocultural Issues in Healthcare: A Multisite Study of Medical Spanish Education. Teaching and Learning in Medicine. https://doi.org/10.1080/10401334.2023.2230187
Jann, B., & Hinz, T. (2017). The SAGE Handbook of Survey Methodology. In The SAGE Handbook of Survey Methodology. SAGE Publications Ltd. https://doi.org/10.4135/9781473957893
Kasap, S., & Power, K. M. (2019). Anxiety in the EFL Speaking Classrooms. The Journal of Language Teaching and Learning, 9(2), 23–36. www.jltl.org
Katsarou, E. C., & Kambakis-Vougiouklis, P. (2020). Exploring the Role of Self-regulation Capacity and Self-esteem on Vocabulary Learning Strategy Use by Greek university learners. Asian EFL Journal, 27(4), 123–146. https://www.researchgate.net/publication/345180764
Kaufman, D., & Ireland, A. (2016). Enhancing Teacher Education with Simulations. TechTrends, 60(3), 260–267. https://doi.org/10.1007/s11528-016-0049-0
Lee, C.-L. (2016). Principles and practices of ESP course design: A case study of a university of science and technology. International Journal of Learning, Teaching and Educational Research, 15(2), 94–105. https://www.ijlter.org/index.php/ijlter/article/view/564/266
Léon, D. D. P., & Jain, H. E. B. (2017). Role play: A practical way to teach intercultural communication. Recherche et Pratiques Pedagogiques En Langues de Specialite - Cahiers de l’APLIUT, 36(2), 1–16. https://doi.org/10.4000/apliut.5746
Liton, H. A. (2015). ESP learners’ needs related learning for the workplace: A pragmatic study for business school. International Journal of Instruction, 8(2), 3–16. https://doi.org/10.12973/iji.2015.821a
Montasseri, Z., & Ahmadi, A. (2022). Washback Effects of an Interactional Competence Checklist. Teaching English Language, 16(2), 285–314. https://doi.org/10.22132/TEL.2021.140223
Ngoc, D. T. B., & Dung, T. T. (2020). Key Factors Influencing Learners’ Oral Fluency in English Speaking Classes: A Case at a Public University in Viet Nam. VNU Journal of Foreign Studies, 36(6), 93–108.
Quoc Thao, T., & Thi Nhu Nguyet, D. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science, 9(2), 53–64. https://doi.org/10.46223/HCMCOUJS
Rahayu, A. S., Anggraeni, E. A., Saputra, I., Astari, N. U., Betiya, V. M., & Septiyana, L. (2020). Analyzing Speaking Problems Faced by EFL College Learners. Journal of Linguistics and Applied Linguistics, 2(1), 11–16. http://openjournal.unpam.ac.id/index.php/LJLAL
Riadil, I. G. (2020). Does Oral Presentation Affect The Development of The Students’ Ability to Speak in EFL Classroom? Social Sciences, Humanities and Education Journal (SHE Journal), 1(2), 13. https://doi.org/10.25273/she.v1i2.6622
Riasati, M. J. (2018). Willingness to speak English among foreign language learners: A causal model. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1455332
Saeed Al-Sobhi, B. M., & Preece, A. S. (2018). Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions. International Journal of Education and Literacy Studies, 6(1), 1. https://doi.org/10.7575/aiac.ijels.v.6n.1p.1
Solano, L., Ulehlova, E., & Espinoza, V. (2018). Interactive games as educative strategy to motivate students to communicate inside the classroom. Advances in Intelligent Systems and Computing, 716, 579–586. https://doi.org/10.1007/978-3-319-73204-6_63
Thomson, H., Coxhead, A., Boers, F., & Warren, P. (2023). Increasing use of multi-word expressions in conversation through a fluency workshop. System, 113. https://doi.org/10.1016/j.system.2023.102994
Tompkins, P. K. (1998). Role Playing/Simulation. The Internet TESL Journal, 4(8), 1–7. http://iteslj.org/Techniques/Tompkins-RolePlaying.html
Vo, T. H. Le, Wyatt, M., & McCullagh, M. (2016). Exploring the gap between Vietnamese workplace communication in English and English language teaching at a university. Asian ESP Journal, 12(1), 8–38. https://www.asian-esp-journal.com/volume-12-issue-1-june-2016/
Volobueva, O. N., & Stepanova, L. I. (2020). Up-to-date english language course as a means of developing the communicative and professional skills of IT students. Smart Innovation, Systems and Technologies, 138, 869–879. https://doi.org/10.1007/978-3-030-15577-3_80
Waluyo, B., & Bakoko, R. (2022). Effects of Affective Variables and Willingness to Communicate on Students’ English-Speaking Performance in Thailand. Studies in English Language and Education, 9(1), 45–61. https://doi.org/10.24815/siele.v9i1.21090
Watanabe, A. (2017). Developing L2 interactional competence: increasing participation through self-selection in post-expansion sequences. Classroom Discourse, 8(3), 271–293. https://doi.org/10.1080/19463014.2017.1354310
Wu, X., Liao, L., & DeBacker, T. K. (2016). Implementing task-based instruction in ESP class — An empirical study in Marine Engineering English. Journal of Language Teaching and Research, 7(5), 936–945. https://doi.org/10.17507/jltr.0705.14
Yoshihara, R., Kurata, A., & Yamauchi, A. (2020). Reflective journals to explore struggles and difficulties of novice Japanese EFL university instructors. Reflective Practice, 21(1), 81–93. https://doi.org/10.1080/14623943.2019.1708714
Zainurrahman, & Sangaji, S. (2019). A Study on the University Students’ Speaking Difficulties. Langua-Journal of Linguistics, Literature, and Language Education, 2(1).
Zhang, D., & Zhang, L. J. (2019). Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 883–897). Springer. https://doi.org/10.1007/978-3-319-58542-0_47-1
Zhang, L., Goh, C. C. M., & Kunnan, A. J. (2014). Analysis of test takers metacognitive and cognitive strategy use and efl reading test performance:A multi-sample sem approach. Language Assessment Quarterly, 11(1), 76–102. https://doi.org/10.1080/15434303.2013.853770
Zhang, W., Zhang, L. J., & Wilson, A. J. (2021). Supporting Learner Success: Revisiting Strategic Competence Through Developing an Inventory for Computer-Assisted Speaking Assessment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.689581
Zondag, A. (2021). Student teachers’ experience with improvisation activities for spontaneous speech practice in English. Language Teaching Research, 1–24. https://doi.org/10.1177/13621688211044725