English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Being able to communicate effectively in English has remained being increasingly important in various contemporary business environments. While these environments can generally become increasingly global in nature in terms of involving people from around the world, English has remained being the worldwide lingua franca, and therefore being bilingual is certainly an asset, while being fluent in English is often a compulsory condition for most positions, as is the ability to communicate in various forms of media. Yet, being able to operate in English is insufficient to prepare students for real world applications in the workforce. They must also be able to perform various tasks, and these include far more than simple face to face communications. This is especially case in the tourism and hospitality industries, where a great deal of the workload commonly involves communication with others, often over wide distances, and also taking different cultures of the people involved into account in order to help allay the potential of there being misunderstandings. Hence, with all of these myriad factors, the question becomes how instructors can effectively train students who intend to enter the tourism and hospitality industries and are learning English as a second language. Straightforward English language instruction, even if it is of high quality, is insufficient as a means of being prepared for these types of workplaces. This likewise applies to the instruction for students who are learning about these industries and learning English as well. A potential solution lies in setting up classroom activity simulations that will provide students with a combination of opportunities to communicate and to learn business-oriented skills as well in conjunction with simulation-based tasks that allow for authentic assessment and having students collaborate, just as they would in the real world. These are the key elements to effective instruction in this field of study. This work will thus present a simulation-based, authentic activity to be staged in an ESL business classroom, as the dual goals of teaching business skills along with English communication protocols and language abilities are vital for real world success in a future workplace.

A Simulation-Based Model for Teaching Business English: An Application in the Tourism and Hospitality Industries