Lyatamila Ndyali*, Zhao Ping, Hua Manyuan and Shen Qi
This study investigates the effectiveness of business English programs at Chinese universities and the challenges they confront. It employs the Likert scale and interpretive approach, encompassing social theories and perspectives that consider reality socially constructed through the involved actors' understanding of events or situations. The findings reveal that the business English program is generally effective in improving the students' English proficiency and business communication skills. However, it faces challenges such as the mismatch between teaching and lea rning approaches. This study provides insights for improving the design and implementation of business English programs in China. The study involved 128 students and 16 business English teachers, revealing that the bilingual business education program allo ws students to practice English, gain exposure to diverse business cultures, and develop relevant skills for their future careers. Additionally, the findings highlight the pivotal role of the student student-teacher relationship throughout the educational experien ce. Moreover, BE teachers recognize the need to move away from traditional teaching methods and instead incorporate technology, case studies, and practical scenarios to provide authentic learning experiences for students. However, the study also identified challenges faced by the BE major, such as misalignment between student learning approaches and teaching methods and the predominance of Western Western-centric perspectives, case studies, and cultural content in the course materials, which may not fully reflect t he Chinese business context. Furthermore, the study highlights the limited number of highly qualified teachers in the bilingual business education major, indicating that only some talented individuals are willing to engage in this specialized interdiscipli nary program. Consequently, it is crucial for BE teachers to proactively develop a multidimensional professional identity and enhance their multidisciplinary competence. Universities and colleges should also create a supportive environment that enables the se teachers to achieve their professional goals goals.
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