Enhancing Listening Comprehension in ESP Courses: A Business English Perspective

Abstract

Introduction

English proficiency plays a vital role in achieving success within the global business environment. Despite this importance, many undergraduate students face difficulties in mastering the language effectively. Specifically, Business English students require targeted instruction that integrates language skills with professional and academic contexts relevant to the business field. Understanding these specific language learning needs is essential for developing an effective curriculum that prepares students for real-world business communication.

Methods

A survey was conducted among undergraduate students enrolled in a Business English course. The survey aimed to assess students’ expectations for the course and evaluate their listening and comprehension skills during English-medium lectures and workshops. Data collection focused on identifying the students’ perceived challenges and skill gaps, particularly in listening, comprehension, and oral communication, including presentation skills.

Results

The findings reveal that students need improvement in listening and comprehension skills. Additionally, students encounter significant challenges in speaking, especially when delivering presentations and engaging in business-related oral communication. These results indicate that enhancing listening skills alone is insufficient; active language use and speaking confidence are also crucial. To address these issues, the curriculum should adopt a dynamic and interactive approach, balancing receptive skills (listening and comprehension) with productive skills (speaking and presentation delivery).

Discussion

The study underscores the necessity of designing a Business English curriculum that aligns with students’ academic and professional ambitions. Integrating content that promotes both receptive and productive skills can improve overall language proficiency, thereby better preparing students for future business opportunities. Educators are encouraged to develop contextually relevant and interactive coursework, fostering both understanding and active use of English in professional settings.