Review Article - Educational Research ( 2025) Volume 16, Issue 1
Received: 05-Nov-2024, Manuscript No. ER-24-153117; Editor assigned: 08-Nov-2024, Pre QC No. ER-24-153117 (PQ); Reviewed: 22-Nov-2024, QC No. ER-24-153117; Revised: 16-Jan-2025, Manuscript No. ER-24-153117 (R); Published: 23-Jan-2025, DOI: 10.14303/2141-5161.2025.280
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.
Business English major (BE), Bilingual, Professional development, Effectiveness, Chinese Universities
Business English has grown and flourished in Chinese universities. Many institutions offer this unique business course to young people to improve their abilities to understand English as a language and to communicate in professional business settings using the universal language of business. Therefore, the ability to communicate effectively and comprehend complex business concepts in English is paramount. As China further opens up to the world and economic globalization strengthens, there is a growing need for business English professionals with excellent English language skills and a deep understanding of business.
To meet this demand, universities have introduced business English programs to equip students with the necessary language skills and business knowledge. Understanding and communicating in English is crucial for individuals seeking employment in multinational corporations, foreign trade, and other international business ventures.
Therefore, exploring the current situation and taking significant steps towards identifying challenges and improvement areas is crucial if the business English major is taught for a specific purpose. Understanding how existing teachers are meeting the needs of this field will help address any gaps or challenges. This research aims to outline several possible areas that could be explored during research:
•Curriculum enhancement
•Practical exposure
•Teacher training
•Technology integration in teaching methodologies.
This article will discuss the above issues based on existing research results.
The origin of English and the reform of education in China
The origin period of business English was before 1840. Since the beginning of the silk road in the Han Dynasty, China showed prosperity in foreign transactions with Central Asia, East Asia, and Europe after the height of the Tang Dynasty the boom period for rapid growth of navigation also; it further expanded in the territory of overseas transportation. From 1840 to 1949, English became an international practice, and people gradually detected the commercial functions of English for trade with westerners. Since then, the function of modern business English has been further strengthened in the field of transaction purposes. Despite the above, the modern language policy in China is greatly influenced by the historical situation; however, it was during the era of president Deng Xiaoping that goals were first set forth to strengthen the fields of agriculture, industry, defense, and science and technology in China. At the beginning of "Reform and Opening-up," Then president Deng further proposed the idea of "xiaokang" or "Moderately prosperous society" in 1979.
The establishment of New China marked the beginning of a new phase in educational progress. The government implemented an education policy focused on mass education for the general population, thus making education more accessible to the working people (Jin Huang, 2023). Over the past decades, China has shaped and raised the expansion of foreign language education programs, which have become extremely popular (Lihe Huang, 2019). Lihe continued to state that different scholars have articulated that "in China today, English has already become the most important foreign language since 1978". For our research, we will concentrate on business English as the bilingual foreign language major in this case. In 2001, Huazhong Agricultural University successfully applied from the Ministry of Education for the major of Business English, becoming the first among other agriculture and forestry colleges in China to be granted permission to open this course, and students were accepted the same year.
The development and environment situation of business English major
A theoretical research group of business English at the university of international business and economics, and a preeminent institution for business English research, examined the state of the intended course in 2006 and revisited the study's goals, discipline orientation, and development trajectory. According to Lin (2010), the group noted that business English would continue to be a useful interdisciplinary field of study for a very long time.
As a tool for cross-cultural and business communication, business English has also advanced significantly and quickly. Many academics have attempted to draw attention to the evolution and current state of the important course in China since the rise of business English (Terry M, 2020). Wang and Li Lin summarized the history of business teaching and the current state of the business English discipline before reviewing the disciplinary mission and the environmental situation of foreign business language in 2011. Ye (2014) examined the intimate connection between the learning environment and the internationalized talent generated in order to ascertain whether it satisfies the particular requirements of the students who plan to pursue careers in business.
The curriculum enhancement
Curriculum serves as a cornerstone for professional development and students training as the most important and direct stable factor for improving the knowledge quality for both students and (Pilan Wen, 2022).
And since China opened up to the world and transitioned to a market economy in the early 1980’s, students studying business English have been required not only to acquire language proficiency but also to understand business practices. Consequently, the array of course offerings expanded significantly. In addition to the traditional three-course structure, content-based courses covering marketing, management, and international cooperation were introduced in English (Li Yuan, 2021). The prevailing assumption was that students would naturally acquire the language through immersion in English-mediated instruction, leading to an increase in course materials with appealing titles (James, 2023).
The 1990’s marked a notable expansion in business English education within China, as the number of colleges and universities offering such programs surged. A significant milestone during this period was the Ministry of Education's accreditation of business English as a primary avenue for cultivating "fu he xing ren cai," or multi-talented individuals. Over the past few decades, there have been continuous efforts to enhance the business English curriculum in China. Research by Huiyu Zhang and Yayu Shi (2023) recommended a two-tiered curriculum that emphasizes both subject knowledge and language skills. Additionally, Huiyu Zhang (2023) advocated for a more coherent business English curriculum, emphasizing the integration of subject knowledge with language acquisition. The Higher Institution Education (HIE) curriculum encapsulates the comprehensive design and arrangement of educational content, processes, and standards established by HIE organizers. It serves as a foundational framework for various educational, instructional, practical, and vocational activities within the educational sector (G. Tan-Sisman and Y. Karsantk, 2021).
Practical exposure
An essential focus area is providing students with exposure of business assimilation scenarios. While the importance of theoretical knowledge cannot be understated, practical experience is vital for students to cultivate the skills and confidence necessary for career success (Sadia Anjum, 2020). Internships, partnerships with industry, and experiential learning opportunities serve to bridge the gap between theoretical understanding and practical application.
By combining conceptual knowledge and training through academic internship programs, students can be enabled to easily implement their concepts on the job Sadia Anjum. According to Gault et al., (2010) academic internship is a "bridge" which is connecting theory to practice through taking part in supervised work, planned and structured (Gault et al., 2010). These internship programs not only hone the skills of students but also enhance their career development. With enhanced awareness about the significance of internship programs (Carrie L. Shandra, 2022), today everyone from educational institutes to students and business recruiters are well acquainted with it. In fact, internship programs are gateway for educational institutes to upgrade student enlistment and work on their curriculum (Diane G. and Sunita M, 2020).
Internships afford colleges opportunities to augment recruitment and refine curriculum. However, major companies like Google and Apple no longer necessitate degrees for hiring, the Glassdoor Team notes (2020). Therefore, institutes of Higher Education (HIE) will need reassess frameworks and devise means of outfitting students with skills and knowledge boosting employability. Baron-Puda (2017) underscores that institutes' central challenge lies in furnishing student’s abilities, knowledge and understanding to navigate labor market demands (Baron-Puda, 2017). Critically, continuously cultivating competencies and awareness contributing to graduates' employability matters regardless of credentials.
In conclusion, various scholars advocate the importance of engaging students in authentic business contexts, thereby facilitating practical comprehension, enhancing problem-solving, and nurturing professional networks. To this end, institutions providing a business English major must cultivate robust relationships with the business sector and create opportunities for students to gain hands-on experience (Thiyazan Q and Kamal T, 2021).
Professional teacher's training
The business English major has transformed drastically within Chinese HEI, rendering it a highly coveted path of study among both students and career-minded individuals. As the pedagogy of business English continues to evolve with enhanced variety, richness and nuance, expectations of instructors simultaneously rise to match growing demands. Indeed, Zhu W (2015) emphasizes that teachers possessing a balanced integration of English proficiency alongside business acumen are optimally positioned to satisfy requirements of bilingual business education.
BE teachers would be best served embodying multifaceted competencies, representing a defining attribute within modern China. Such multi-talented instructors must demonstrate mastery of the English language alongside substantial expertise in a particular business domain to effectively facilitate specialized courses conducted solely in English, according to Changlan Lu (2021). This category group of multi-competent member of foreign language department can be segmented into three fundamental categories, as summarized by Table 1 below.
| Types of professors in BE college | Requirement and ability |
|---|---|
| English major teacher | • They can teach proper English communication, which includes speaking, listening, and writing. |
| Business management + English course teachers | • They can teach both business major courses and English communication. • They pursue research in the disciplines of management and English. |
| Instructors specializing in the field of business management only. | • They possess a commendable proficiency in the English language, primarily instructing courses related to business majors, including management, economics, and global marketing through English medium. • They primarily engage in academic research exclusively within the management discipline. |
Table 1. Categories of skilled teachers in BE.
In addition, the BE teachers are acquired through several methods such as sending teachers of English major to a foreign university to study for a master's or doctorate program in business management, recruiting teachers from two majors, recruiting foreign experts specialized in business management, administration and economics courses, etc. The ultimate goal of any BE program is to permit its users to effectively communicate in a business context, whether that communication is in correspondence, face-to-face meetings, or other methods.
In addition, the BE program targets understanding business and economics ability and awareness plus language appropriacy, accuracy, and awareness to enhance students' ability to reflect on the use of language in business (Lyatamila N, 2019). Therefore, BE teaching involves how to communicate strategically in this international business social and economic discourse such teaching ensures that students alter both the language and ways of business convention (Mats H et al., 2018). It sets a heavy educational goal for our undergraduate English majors. Most commonly with BE the learner is to grasp only those fundamental business genres, business scenarios and business terms which are proffered as the true make-up of fictive business worlds.
Technology Integration in teaching methodologies
The integration of technology in teaching methodologies has become a crucial aspect of education in the 21st century. With the rapid advancement of technology, it is imperative to explore how digital tools and platforms can be effectively utilized to enhance the learning experience for business English students (Simone G, 2023). This part of the literature review aims at reviewing various scholar's opinions on how technology can be integrated into teaching practices, the benefits it offers, and the potential challenges that may arise. One of the key advantages of incorporating technology in the classroom is its ability to facilitate interactive and engaging learning activities (Abid Haleem et al., 2022). Abid H et al., (2022) continued to state that digital tools such as interactive whiteboards, educational software, and online platforms provide students with opportunities to participate actively in their learning process. For instance, interactive whiteboards enable teachers to create visually appealing and interactive lessons, allowing students to manipulate and engage with the content. This hands-on approach fosters a deeper understanding of the subject matter and promotes critical thinking skills (Kryukov V., & Gorin A. 2017).
Furthermore, technology can provide access to authentic business resources, which is essential for business English students. Online databases, industry-specific websites, and business news portals offer a wealth of real-world materials that can be used to supplement traditional teaching materials (Mohd Javaid et al., 2023). By incorporating authentic resources, students can develop a better understanding of the language and concepts used in the business world. This exposure to real-world materials also helps bridge the gap between classroom learning and the practical application of business English skills.
Mats Heida et al., (2018) suggested interactive learning activities and access to authentic resources; technology enables effective communication and collaboration among students; virtual classrooms, and online discussion forums provide a platform for students to interact with their peers, share ideas, and engage in collaborative projects. This fosters a sense of community and allows students to develop their communication and teamwork skills, which are essential in the business world. Moreover, technology allows for seamless communication between teachers and students, enabling timely feedback and personalized support (Abdul Jalil Toha Tohara et al., 2021). Abid Haleem et al., (2022) emphasized that it is crucial to note that the use of technology in teaching should always be purposeful and aligned with the learning objectives. While technology offers numerous benefits, it should not be used for the sake of using technology. Teachers must carefully select and integrate digital tools and platforms that enhance the learning experience and support the attainment of specific learning outcomes (Randall S. D and R.E. West, 2014). Additionally, teachers need to be adequately trained to effectively integrate technology into their teaching practices. Professional development programs and ongoing support are essential to ensure that teachers are equipped with the necessary skills and knowledge to leverage technology effectively (Xiayan Liao and Satha Phongsatha, 2023). Therefore, to conclude from the scholar's research, the integration of technology in teaching methodologies has the potential to greatly enhance the learning experience for business English students. However, it is crucial to ensure that the use of technology is purposeful, and aligned with learning objectives and that teachers are adequately trained to effectively integrate technology into their teaching practices.
Theoretical foundation
Teacher-student relationship analysis: TSR has been studied by a wide range of theoretical frameworks, such as developmental systems theory, attachment theory, socio-cultural theory, social cognitive theory, and ecological theory. The teacher-student relationship plays a crucial role in the effectiveness of any educational program, including business English major. This theory suggests that the quality of the relationship between teachers and students directly impacts students' experience, personal development, and academic success (Gan S, 2021). The quality of this relationship is determined to a large extent by the teacher's attitude and behavior. Teachers need to create a positive relationship with students by providing clear guidance and feedback (Zhang Q, 2022). Zhang (2022) continued to emphasize teachers should also create an atmosphere of mutual respect and trust to foster an effective learning environment. Clear guidance and feedback from teachers not only help students understand what is expected of them but also provide them with a roadmap for improvement. Li S (2023) suggested that when students receive specific and constructive feedback they can identify their strengths and weaknesses, leading to targeted efforts to enhance their learning. Additionally, a strong teacher-student relationship fosters open communication, mutual respect, and trust. This is particularly important in business English education, where effective communication skills are crucial for success in the corporate world. When students feel supported and valued by their teacher, they are more motivated to engage in the learning process and take risks to improve their language proficiency.
Need analysis
The need analysis process encompasses a thorough examination of situational contexts, functional requirements, and potential solutions in the formulation of curricula. This multifaceted approach may include various analyses, such as target situation analysis, learning needs analysis, present situation analysis, pedagogic needs analysis, deficiency analysis, strategy analysis, and means analysis. Additionally, Nurhana (2021) distinguishes between target needs referring to the competencies learners must acquire to function effectively in a specific context and learning needs, which pertain to the requirements necessary for the acquisition of knowledge. This latter category encompasses necessities, shortages, and wants. Students have the autonomy to select their career trajectories, and the department of foreign languages offers comprehensive preparation tailored to these professional aspirations.
This preparation encompasses the development of effective communication skills, acquisition of relevant vocabulary, mastery of proper pronunciation, and proficiency in business techniques essential for the business English major. The business English curriculum is inherently interdisciplinary, integrating a variety of fields such as economics, fundamental management principles, introductory business concepts, business negotiation strategies, intercultural communication, and marketing management. Educators in this discipline must be adept at addressing the diverse needs of students while possessing a nuanced understanding of their capabilities and the requirements of the professional landscape. Such an approach is vital to fostering an effective teaching and learning environment (Yensi Nurisa Simaremare et al., 2023).
Need analysis constitutes an essential process for educators seeking to comprehend the various factors that influence the efficacy of teaching and learning processes, particularly in relation to student needs. This analytical approach facilitates the identification of discrepancies between desired outcomes and actual conditions, thereby supporting informed decision-making and addressing the divergence between expectations and reality. Rifiyanti and Dewi (2022) further elucidate that need analysis serves not only to ascertain the linguistic and skill-based requirements pertinent to the selection and development of instructional materials but also to evaluate student progress at the conclusion of a course.
Moreover, Yulian and Yuniarti (2019) emphasize the significance of contextualized teaching materials, particularly in light of the increasing global demand for English proficiency in corporate environments. Rao (2017) highlights that BE demand specialized language skills tailored for effective business communication, whereas English for Corporate contexts focuses on communication within a globally integrated corporate framework.
In conclusion, understanding student needs is paramount for instructors within the school of BE. The objective is to cultivate competitive graduates who are well-prepared to meet local, national, and international workplace demands. This preparation is achieved through a systematic assessment of students' academic needs and progress in mastering BE, particularly in relation to developing effective communication skills and addressing the language requirements necessary for resolving business-related challenges.
Task-based approach analysis
For decades, the Chinese universities has been dominated by direct instructions and demonstrations from the teacher to resolve routine problems with communication, which tend to be one-way from teacher to student. A task-based learning approach fosters critical thinking and problem-solving abilities. According to Xiaoyan Li (2015), this approach is also known as a constructivist teaching approach. In a 2022 study, Qing Xie posited that a task-based approach is applicable to the instruction business negotiation course. Supporting this assertion, Chen (2016) indicated that the adaptation of teaching content and tasks, the establishment of realistic objectives, and the facilitation of engaging group activities could enhance the design and implementation of business English instruction through a task-based framework. Furthermore, Xie and Ouyang (2017) conducted a comparative analysis of various business English courses, concluding that the integration of a task-based approach significantly improves teaching design (Xie et al., 2017).
While, Guoqing Zhang (2018) categorized BE studies into two primary domains: English for trade and English proficiency levels. Guoqing Z (2018) further argued that business English learning is invariably linked to specific socio-cultural contexts. He emphasized that situational learning enables students to leverage their existing knowledge to integrate new information, thereby ascribing meaningful significance to that knowledge. This process encompasses not only linguistic competencies but also the broader objective of fostering and enhancing students' abilities to apply their skills within professional domains.
From the above scholar research, we can draw back from Ellis (2012), who presumes the principles of the task-based approach are for students to become the language users, especially to simulate the language use and communication activities in the real world. This aligns with the ultimate purpose of business English teaching, to cultivate students' cross-cultural business communicative competence in the real world. Therefore, a task-based approach can be used in business English teaching. Based on China's business English national benchmarks, business English courses should mainly cultivate cross-cultural business communication, business practice, business English usage, and autonomous learning abilities. For implementing a task-based approach, the pre-task stage should consider intended outcomes, time arrangement, and using similar tasks. The in-task stage should consider time pressure and number of participants. A post-task stage should consider learner reports, repetitive tasks, and raising awareness (Qing Xie, 2022). Qing Xie (2022) continued to indicate that conducting a needs analysis to understand learners' perceptions is important, as the learner's perceptions may influence the task implementation. Based on the aforementioned scholarly research, we can draw upon the work of Ellis (2012), who posits that the principles of the task-based approach are designed to facilitate students' development as proficient language users. This approach emphasizes the simulation of language use and communicative activities that reflect real-world contexts. This perspective resonates with the overarching objective of business English instruction, which seeks to enhance students' cross-cultural communicative competence within the context of international business. Consequently, the adoption of a task-based approach is deemed appropriate for business English education.
According to the national benchmarks for business English in China, as delineated by Wang et al., (2015) business English curricula should primarily focus on fostering cross-cultural business communication, practical business skills, proficiency in business English, and the development of autonomous learning capabilities. In implementing a task-based pedagogical approach, it is essential to carefully consider several elements during the pre-task stage, including desired learning outcomes, time management, and the selection of analogous tasks. The in-task phase should address the aspects of time constraints and participant numbers, while the post-task stage should emphasize learner reflection, repetitive task engagement, and awareness-raising activities. Furthermore, Qing Xie (2022) highlights the significance of conducting a needs analysis to gain insights into learners' perceptions, as these perceptions can significantly impact the efficacy of task implementation.
Technology acceptance analysis
Business English major teaching and learning have gone through various teaching methods such as the setting up of business English courses, scenario-specific oral instruction, small-class teaching, mobile device teaching, and the affective promotion teaching method. The setup of business courses aims at the target motivate future business people to learn English so as work in larger markets, as from Wang J (2021), he argued that BE students have to have different motivation from ordinary English learners because BE students have to gain not only basic English knowledge but also business knowledge in its English version. Wang J (2021), continued in his study and pinpointed that the content of business knowledge is diverse and complex, "international business etiquette," "import and export English correspondence," and "marketing" are the top three important business skills, especially "international business etiquette" which is most important. Ziying H (2022), in his study, that the BE course provides a way to conversate and present" is designed to effectively help students improve their communication skills and achieve higher-value collaboration from BE program are set up to give students a valuable opportunity to better adapt to the needs of the market. Moreover, in specific scenarios for BE students, the contents and case studies are based on actual case events and spoken language, which intends to improve business negotiation (Phe Quang Chu, 2021). In the part of the small class teaching of BE course to students, this type of structure and formula originated from the Western culture (Zhang Q et al., 2011). Zhang Q and others continued that this kind of environment of small class teaching assists students to participate in conversations and be compelled to express themselves, and due to the limited experience of business knowledge to students, this will help the teaching mode to be characterized by high efficiency. Small class sizes allow teachers to care for more students and promptly identify and solve their problems. Therefore, using small classes for teachers should be more effective and interactive in teaching strategies to individualize teaching and learning to highlight the value of "personalized learning". Yu Y and Lei T (2020) continued to point out that hierarchical teaching strategies, "scaffolding" teaching strategies, and "portfolio assessment" teaching strategies are effective in small classes. Therefore, hierarchical teaching, especially in small classrooms, is likely to teach in small groups, offering assignments and discussions ranging from easy to tough, depending on the student's English proficiency and major understanding (Glassdoor Team, 2020). Information and Communications Technology (ICT) tools have been developed rapidly and are educationally beneficial for BE students and teachers. The emergence of mobile devices and educational apps has opened up the possibility for BE learners and teachers. More and more teaching applications, such as the Rain class (intelligent teaching support system) in China assist in overcoming the shortcomings of the traditional teaching process, in which this technology is well-organized, improving the quality of the teacher's work and this indicates that the mobile devices and apps boost the effectiveness and elevate the level of word mastery (Shanshan Li, 2023).
Research methodology
The illustrated method in this paper is a network questionnaire survey to the sampled population the undergraduate students in the foreign language department, business English majors of Huazhong Agricultural University (HZAU) especially the students who are the target were sophomore year, junior year, and senior year students. These are the reasons why the paper chooses this mode of research:
• When students reach their sophomore year, they already have a foundation of all courses and some expectations of their future major, which is very important, as they are also preparing for their future career.
• Students who are in their senior year have a full understanding of what they have learned and have known whether the education they have received has met their expectations and needs, thus the opinions of this kind of students are very useful;
• The curriculum setting in the college is modified throughout, which means that students studying the same major in the same colleges each year may have to be introduced to different courses.
• The perspective of BE teachers and opinion of
specialized competencies needed in business majors like Global Marketing, Fundamental Management, Principles of economics cross-cultural and which are among BE major subjects in HZAU.
Based on the above, the theoretical foundation of BE major courses' effectiveness can be analyzed through the theoretical framework foundation (Figure 1).
Figure 1. Source the author.
After analyzing and collecting the data found through questionnaires and semi-structured interviews from the students of the foreign language department, business English major, the researcher analyzes the data found based on Robinson's (1991) theory to analyze the problems faced by students and the student's needs of ESP for Business Administration Department. Based on Hutchinson and Waters (1987) theory, there are two components; target situation needs and learning needs. These data will show the necessities, lacks, wants, and how the students learn the language. This study uses the Likert scale as the research instrument and the survey was administered to students who are enrolled in foreign language department business English-major. The participants were provided with a questionnaire in categories.
The 1st stage survey consists of six questions, including multiple-choice questions, rating questions, and open-ended questions. The survey questions were adapted from Nunan. 1st stage aimed to understand participants' business English levels, their awareness, and satisfaction with the current tools and equipment used for this course.
The 2nd stage survey was administered to sophomore, junior, and senior students leaving out freshmen. This 2nd stage survey consists of 14 questions, including rating and open-ended questions. The survey questions aligned with the Hutchinson and Waters theory, the components that were the main target to understand how the task base approach method simulates the real-world practice of business scenarios and will assist us in understanding target situation needs.
The 3rd stage of the survey was administered to the junior, senior, and BE teachers to understand the learning needs; this category consisted of 6 rating questions. The focal point was to understand the participant's perspectives on the outcome of learning this blended major and the role of teacher-student in this particular case (Table 2).
| Profile | No of participants |
|---|---|
| Total number of participants | 172 |
| Male | 48 |
| Female | 141 |
| English majors | 68 (31.3%) |
| Business English major | 104 (68.7%) |
Table 2. Participants profile.
The survey response rate is thoroughly adapted based on research instruments used in previous studies, such as Xie et al., (2016) which generated essential and meaningful results, ensuring the reliability and validity of the research instruments for this study. This study follows the ethical principles of second language research by parallel translating English and Chinese. The participants were assured that the study outcomes would help improve their business English learning effectiveness, and to protect the confidentiality of the identities of participants, pseudonyms were used for the study, and the main reason was since the researcher is their lecturer in the same department teaching business English courses.
Research question 1
The target audience analysis in this part included
• Freshmen
• Sophomore students
• Junior students and
• Senior students.
A total of 128 students were in this first part of the survey including both male and female students. Our target audience was highly motivated and they all had an initial background in the basic courses of business English.
The participants first assess the current method, tools, and equipment used on rating scale of A-E, where A represents unaware and E represents very aware of the situation. For the freshmen students, 28% responded they were unaware of the teachers and teaching method used and either the tools that were supposed to be used during and for class while senior students had the highest rate of 51% aware of the teacher's teaching method, tools, and equipment's that are supposed to be used during and after class, as shown in Table 3 below.
| Option | Score | Percentage |
|---|---|---|
| Freshmen (first year) | ||
| A. Very unaware | 8 | 28.80% |
| B. Unaware | 6 | 21.40% |
| C. Neither aware nor unaware | 8 | 28.80% |
| D. Aware | 4 | 14.30% |
| E. Very aware | 2 | 6.30% |
| Total | 28 | 100% |
| Sophomore (second year) | ||
| A. Very unaware | 2 | 6.30% |
| B. Unaware | 6 | 18.80% |
| C. Neither aware nor unaware | 8 | 25% |
| D. Aware | 10 | 11.30% |
| E. Very aware | 6 | 18.80% |
| Total | 32 | 100% |
| Junior students (third year) | ||
| A. Very unaware | 1 | 3.20% |
| B. Unaware | 3 | 9.70% |
| C. Neither aware nor unaware | 2 | 6.50% |
| D. Aware | 10 | 32.30% |
| E. Very aware | 15 | 48.30% |
| Total | 31 | 100% |
| Senior students (fourth year) | ||
| A. Very unaware | 0 | 0% |
| B. Unaware | 1 | 2.70% |
| C. Neither aware nor unaware | 4 | 10.80% |
| D. Aware | 13 | 35.10% |
| E. Very aware | 19 | 51.40% |
| Total | 37 | 100% |
Table 3. Student's awareness and satisfaction with the current method, tools, and equipment used.
Research question 2
In this section, the respondents were asked to rate how constructiveness is the teaching method and does it relates to the current environment. This part involved only sophomore, junior, and senior students, and this is due to the subjects that were taken into consideration during this survey which involved economics principles, fundamental management principles, business negotiation, marketing management, and Introduction to business. The result revealed that junior and senior students had rated high in understanding the constructive method generally related to the environment; however, some of the senior students also rated that the course doesn't simulate the working environment they have experienced during their internship time, their view of what they have learned is guidance and reference to them during performing their duties in the companies. For the sophomore students, their rate was high on basically not related to their environment because they still don't have much experience of the working environment or in-depth knowledge of related case studies. As can be seen in Table 4 below.
| Option | Score | Percentage |
|---|---|---|
| Sophomore year | ||
| A. Not at all | 6 | 15.70% |
| B. Basically not | 10 | 26.30% |
| C. Neither yes or no | 8 | 21% |
| D. Basically yes | 8 | 21.00% |
| E. Absolutely yes | 6 | 15.70% |
| Total | 38 | 100% |
| Junior year | ||
| A. Not at all | 4 | 7.50% |
| B. Basically not | 9 | 16.90% |
| C. Neither yes or no | 13 | 24.50% |
| D. Basically yes | 15 | 28.30% |
| E. Absolutely yes | 12 | 22.60% |
| Total | 53 | 100% |
| Senior year | ||
| A. Not at all | 8 | 18.80% |
| B. Basically not | 9 | 20.40% |
| C. Neither yes or no | 10 | 22.70% |
| D. Basically yes | 9 | 20.50% |
| E. Absolutely yes | 8 | 18.20% |
| Total | 44 | 100% |
Table 4. How constructive is the teaching method in relation to the real-life environment?
Research question 3
To understand how the respondents felt about this blended major, the researcher had to focus on junior and senior students because they are at a stage where they have to focus on their upcoming careers, and the BE teachers may have a better understanding of what the students should expect the moment they graduate.
The result revealed in Table 5 below is that BE teachers have been sharing different perspectives with the students since their junior year, and they have they been have also been encouraging students to join internships and part-time jobs during summer and winter vacation for a better understanding of their career outlook. The senior year students seem to be confused about the blended major career perspective as they have experienced the job hunt market being fierce. The competition they face is not only from the English major students but also those who major in business and economics in their bachelor studies. In contrast, junior-year students still have a clear imagination of their career path through this blended major and look forward to achieve that level.
| Option | Score | Percentage |
|---|---|---|
| Junior students | ||
| A. Very unaware | 0 | 0% |
| B. Unaware | 0 | 0% |
| C. Neither aware nor unaware | 5 | 10.20% |
| D. Aware | 10 | 20.40% |
| E. Very aware | 34 | 77.20% |
| Total | 49 | 100% |
| Senior students | ||
| A. Very unaware | 15 | 16.80% |
| B. Unaware | 26 | 29.20% |
| C. Neither aware nor unaware | 21 | 23.60% |
| D. Aware | 12 | 13.50% |
| E. Very aware | 15 | 16.80% |
| Total | 89 | 100% |
| BE Teachers | ||
| A. Very unaware | 0 | 0% |
| B. Unaware | 0 | 0% |
| C. Neither aware nor unaware | 6 | 23.10% |
| D. Aware | 10 | 38.40% |
| E. Very aware | 10 | 38.40% |
| Total | 26 | 100% |
Table 5. What are the outcomes of learning this blended major?
Research question 4
The last research question in this study focused on understanding how student-teacher relationships can assist in the BE major program's effectiveness. Each group of respondents they have rated the importance of the teacher-student relationship as can be seen in table 5d below. One of the freshmen students stated, "As a newbie student of this major, I look up to teachers to guide me all the way or I will be lost and have regrets for choosing this major". While for the sophomore students the teacher-student relationship seems like a way to assist students in understanding and reading more of the major-related articles, one of the students expressed "Due to the good relationship I have with my teachers I feel obliged to read more case studies so I could perform better and impress my teachers on my final scores". For the Junior students, they disclosed that in their third year, all business-related courses were on them to learn and capture so close guidance and frequent communication with teachers is very important. The senior students urged the relationship should be more than communication but also emotional support one senior student stated: "In this last year of my schooling, I have to complete all my course work and read a lot of paper for writing a good defense paper for graduation I feel a lot of stress and anxiety but when talking to my defense teacher her support and advice always cools me down, and I feel like she understands what am going through or experience and his support always calms me down and motivates me (Table 6)."
| Option | Score | Percentage |
|---|---|---|
| Freshmen | ||
| A. Not at all | 0 | 0% |
| B. Basically not | 2 | 4.40% |
| C. Neither yes or no | 4 | 8.80% |
| D. Basically yes | 13 | 28.80% |
| E. Absolutely yes | 26 | 57.70% |
| Total | 45 | 100% |
| Sophomore | ||
| A. Not at all | 0 | 0% |
| B. Basically not | 0 | 0% |
| C. Neither yes or no | 0 | 0% |
| D. Basically yes | 21 | 36.80% |
| E. Absolutely yes | 36 | 63.10% |
| Total | 57 | 100% |
| Junior students | ||
| A. Not at all | 0 | % |
| B. Basically not | 0 | % |
| C. Neither yes or no | 6 | 11.50% |
| D. Basically yes | 10 | 19.20% |
| E. Absolutely yes | 35 | 67.30% |
| Total | 52 | 100% |
| Senior students | ||
| A. Not at all | 0 | 0% |
| B. Basically not | 0 | 0% |
| C. Neither yes or no | 0 | 0% |
| D. Basically yes | 25 | 73.50% |
| E. Absolutely yes | 29 | 85.20% |
| Total | 34 | 100% |
| BE Teachers | ||
| A. Not at all | 0 | 0% |
| B. Basically not | 0 | 0% |
| C. Neither yes or no | 0 | 0% |
| D. Basically yes | 10 | 50% |
| E. Absolutely yes | 10 | 50% |
| Total | 20 | 100% |
Table 6. Is the teacher-student relationship important and may assist in the BE program's effectiveness?
The overall aim of this paper was to provide an overview of the effectiveness and the challenges of the bilingual business English major in China universities. Based on the findings of the survey and analyzing the input from students and BE teachers at Huazhong Agricultural University. In this paper the discussion was guided by understanding 1) Technology acceptance, 2) He task base or constructive approach of the course, 3) The need analysis of future path, and 4) The overall teacher-student relationship, and from these 5 aspects we were guided by four research questions. Therefore, we can conclude as follows, in research question (1) students are aware and satisfied with the current teaching method, teaching tools, and equipment used in the classroom except for freshmen students who are still learning and adapting to the university learning environment. On research question (2) the task base and constructiveness approach teaching method that relates to the real-life environment, students also concluded highly on this category especially the seniors and junior students because their major courses focus on case study learning and they have internship and part-time job experience. To understand the outcome of learning this blended major research question (3) was provided to students and teachers, and in this part where BE teachers were involved in the survey both respondents admitted that they were aware of the outcome of this course and the job opportunities it provides however, it also brought some confusion to senior year students when they experience something different from their expectation. lastly, this paper looked at research question (4) focused on understanding how the student-teacher relationship contributes a crucial role in improving the effectiveness of the BE program, all of the respondents from students to teachers have confined with this notion and agree that students to be motivated and engaged in class the teacher-student relationship plays a vital role.
In fact, in the face of the uniqueness of business English, BE teachers in China must pay attention to the uniqueness of their professional identity and actively construct multidimensional teacher identities to meet the requirements of the new environment and to achieve on the program. The BE instructors must identify and evaluate the various adjusting requirements for students at distinct academic levels-they have to make use of the most fitting and effective teaching methodologies appropriate to each cohort along with delivering their lessons in time and adequately. Senior students have a solid commitment to their academic goals and arrive on-site with increased expectations of standards and rigorous deadlines and are more likely to have set their goals already. These students usually manifest tendencies of self-directed, motivated, and goal-oriented learning styles. On the other hand, freshmen and sophomore learners might not show that much specialization in expectations; therefore, they can also afford to spend some extra time to engage with fare, both in class and chosen outside activities that the instructors must allow. Therefore, it's crucial to get methods that would suit the teaching styles; work with efficient methodologies greatly benefits learning for all targeted groups.
Overall BE major curriculum closely relates to education systems, textbooks for references, in-class teaching, and student learning, and more and more students would like to learn this blended major because, at present, most companies require their graduates to grasp three important qualifications 1) At least to be able to speak, understand or write two languages, 2) Obtain a business or commerce knowledge and 3) Familiar with different culture setting in business so these aspects influence more students select BE in their universities.
This study was conceived and proposed by L.N. as the principal investigator. L.N. developed the theoretical framework and interpretation of the results.
H.M.Y. and Z.P. assisted with conceptual and analytical data guidance, stage-by-stage paper review. S.Q was concern with data reorganization, and paper rearrangement prior to the final manuscript.
To conclude, the manuscript was written by L.N and commented on by H.M.Y.; Z.P., and S.Q., who provided feedback and oversight.
I confirm the corresponding author has read the journal policies and submit this manuscript in accordance with those policies and by submitting this article I/we agree to pay the APC in full if the article is accepted for publication (unless it is covered by an institutional agreement or journal partner, or a full waiver has been granted).
No, I declare that the authors have no competing interests, or other interests that might be perceived to influence the results and/or discussion reported in this paper.
None
No this manuscript does not report data generation or analysis.
None, there is no anyone who contributed towards the article who does not meet the criteria for authorship including anyone who provided professional writing services or materials.
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