Identifying Students’ English Language Needs: Digital Business Students' Perspectives

DOI: https://doi.org/10.33650/ijoeel.v5i2.6831

Authors (s)


(1) * Romadhon Romadhon   (Politeknik Piksi Input Serang)  
        Indonesia
(*) Corresponding Author

Abstract


This study examined the English language needs of students studying digital business, aiming to clarify their difficulties and provide recommendations for educators and policymakers. English is essential for communication between multinational corporations, start-ups, and freelancers in the digital business sector, making collaboration, communication, and information sharing easier. Students from various linguistic backgrounds may struggle to assimilate to English language requirements for their academic and professional tasks. The lack of knowledge on the specific English language requirements of students studying digital business was the cause of the current research gap. This study reveals that digital business students prioritize speaking skills, particularly in phone conversations and meeting discussions, as they are crucial for real-time interactions in the digital business environment. Writing skills are deemed less important, with 15% deemed very important. This suggests a shift towards skills better suited for immediate, interpersonal exchanges. The students also rank the functions of English language proficiency most frequently employed in their daily tasks, such as answering meeting questions, participating in discussions, speaking to foreigners by phone, answering working interview questions, scheduling appointments, writing CVs and application letters, writing reports, and responding to emails. The most prominent issues identified were presenting project/term papers orally, executing simulation tasks, attending group talks, and accurately speaking words. Listening skills were also identified as significant, with 55% of respondents stating their difficulty in capturing lecture notes via listening. Reading and analytical skills were identified as the most challenging, with 55% identifying key parts in texts and 35% predicting new vocabulary interpretations from context. Writing skills were identified as the most challenging, with 40% stating their difficulty. These findings emphasized the need for tailored approaches to enhance academic success and prepare students for the dynamic communication demands of the digital business world.



Keywords

business digital students, language learning needs, ESP



Full Text: PDF



References


Bergson-Shilcock, A. (2020). The New Landscape of Digital Literacy: How Workers’ Uneven Digital Skills Affect Economic Mobility and Business Competitiveness, and What Policymakers Can Do about It. National Skills Coalition.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64–80.

Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://books.google.co.id/books?id=Pr2VEAAAQBAJ

Diachkova, Y., Sazhko, L., Shevchenko, L., & Syzenko, A. (2021). Global issues in ESP classroom: challenges and opportunities in higher education. Arab World English Journal (AWEJ) Volume, 12.

Hariharasudan, A., & Kot, S. (2018). A scoping review on Digital English and Education 4.0 for Industry 4.0. Social Sciences, 7(11), 227.

Hendricks, S., & Mwapwele, S. D. (2023). A systematic literature review on the factors influencing e-commerce adoption in developing countries. Data and Information Management, 100045.

Hossain, M. I. (2015). Teaching productive skills to the students: a secondary level scenario. BRAC University.

Ibrahim, M., Soepriadi, D. N., Limbong, S., Sujarwo, S., & Sasabone, L. (2023). Non EFL Students’ Perception in English Language Learning Strategies (LLS) in the Digital Era. AL-ISHLAH: Jurnal Pendidikan, 15(1), 587–596.

Kankaanranta, M., & Salminen, L. L. (2013). “ What language does global business speak?”-The concept and development of BELF. Ibérica: Revista de La Asociación Europea de Lenguas Para Fines Específicos (AELFE), 26, 17–34.

Li, J. (2014). Needs Analysis: An Effective Way in Business English Curriculum Design. Theory & Practice in Language Studies, 4(9).

Mauludin, L. A. (2021). Students’ perceptions of the most and the least motivating teaching strategies in ESP classes. Iranian Journal of Language Teaching Research, 9(1), 139–157.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (Issue v. 14). SAGE. https://books.google.co.id/books?id=oMT6wQEACAAJ

Mognhode, T., & Woldemariam, H. Z. (2015). The English language needs of business students at Adama Science and Technology University, Ethiopia.

O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and team collaboration. Patient Safety and Quality: An Evidence-Based Handbook for Nurses.

Okonkwo, I., & Awad, H. A. (2023). The Role of Social Media in Enhancing Communication and Collaboration in Business. Journal of Digital Marketing and Communication, 3(1), 19–27.

Prachanant, N. (2012). Needs Analysis on English Language Use in Tourism Industry. Procedia - Social and Behavioral Sciences, 66, 117–125. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.11.253

Rao, P. S. (2019a). The importance of English in the modern era. Asian Journal of Multidimensional Research (AJMR), 8(1), 7–19.

Rao, P. S. (2019b). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6–18.

Roshid, M. M., & Kankaanranta, A. (2023). English Communication Skills in International Business: Industry Expectations Versus University Preparation. Business and Professional Communication Quarterly, 23294906231184816.

Taillefer, L. (2018). A business English course in the digital era: Design and analysis. Integrating Information and Communication Technologies in English for Specific Purposes, 165–182.

Tomlinson, B. (2023). Developing materials for language teaching. Bloomsbury Publishing.

Ushioda, E. (2017). The impact of global English on motivation to learn other languages: Toward an ideal multilingual self. The Modern Language Journal, 101(3), 469–482.

Workineh, T. (2018). English Language Needs Analysis of Business Students.

Yoestara, M. (2017). Looking Into The Process of Teaching and Learning English for Specific Purposes (esp) at the University Level in Indonesia: Problems and Solutions. Jurnal Serambi Ilmu, 18(1), 18–24.


Article View

Abstract views : 74 times | PDF files viewed : 72 times

Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijoeel.v5i2.6831


Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Romadhon Romadhon