THE ACADEMIC
Journal of English Language Education Volume 10 No.
1 June 2025 ISSN: 2528-3677.
E-ISSN: 2988-408X
OPTIMIZING BUSINESS ENGLISH TEACHING TO UNIVERSITY STUDENTS:
INSIGHTS AND RECOMMENDATIONS
Nurdiana Department of Applied Linguistics.
Universitas Al-Azhar Indonesia
ABSTRACT
English is a compulsory subject at schools and universities in Indonesia, with students commonly learning General English and English for Academic Purposes.
Some universities integrate Business English or English for Specific Purposes into their curriculum, given the increasing demand for workplace communication skills.
However, teaching Business English requires not only linguistic competence but also familiarity with professional contexts, appropriate instructional strategies, and mastery of specialized terminology.
This study aimed to discuss insights and recommendations for teaching Business English to university students by conducting a systematic literature review.
This issue warrants further exploration as evidence shows that many Indonesians learning Business English struggle to perform key business communication tasks, such as negotiating, giving presentations, and writing emails and reports, due to limited exposure to real-world language use and insufficient instructional support.
The study concludes that Business English teaching can be enhanced through the integration of simulations and role-plays, as well as the use of authentic materials that reflect actual workplace practices.
These approaches help bridge the gap between classroom learning and real business communication demands.
Key Words : Business English.
role-plays.
authentic materials.
university students INTRODUCTION Business English is a specialized area of English for Specific Purposes (ESP), designed to meet the communicative needs of students preparing for careers in business and commerce.
In today's globalized economy, fluency in Business English is not only desirable but essential.
In the Indonesian context, it is pretty challenging for university teachers to prepare students to engage in Business English activities, such as attending meetings, negotiating, writing reports, and delivering presentations.
Teachers are required to have a working knowledge of Business English, understand the relevant jargon and terminology, and be able to deliver the materials effectively using appropriate teaching methods.
Regarding the working knowledge of Business English, it is recommended that teachers gain practical exposure to real-world business contexts within national or multinational companies to develop a deeper understanding of the language.
They may obtain the knowledge from the existing coursebooks, yet they may not be able to AofeelAo the authentic use of the knowledge.
Gilmore .
strongly supported the idea that authentic materialsAithose taken from real-world contexts, such as newspapers.
TV English Language Education Department Bosowa University THE ACADEMIC Journal of English Language Education Volume 10 No.
1 June 2025 ISSN: 2528-3677.
E-ISSN: 2988-408X
shows, interviews, or casual conversationsAioffer significant benefits to language learners.
He underlined that:
A Authentic materials reflect the complexities and richness of real language use, including idioms, discourse markers, and cultural references.
A They enhance learner motivation because they are more engaging and meaningful than contrived textbook dialogues.
Exposure to real language helps learners develop communicative competence, which is essential for real-life interaction.
The concept of authentic materials has been defined in various ways.
Ellis and Johnson .
defined authentic materials as encompassing content derived from real-world contexts, rather than content specifically developed for educational settings, while Gardner and Miller .
defined authentic materials as any form of textAiwhether printed or digitalAior audio recording that was designed for purposes unrelated to teaching the target Paton and Wilkins .
said that the term authentic refers to materials that were not created for language instruction, while House .
emphasizes that a text can be considered authentic if it employs genuine language and was produced by an actual speaker or writer for a real According to Chapelle .
, the use of authentic materials enables students to engage in critical reflection on the social, cultural, and political issues relevant to the country or countries in which the target language is spoken.
Hence, concerning the teaching of Business English, employing authentic materials helps teachers and learners understand relevant jargon and terminology of Business English, and consequently, they can use them in more authentic use and settings.
In addition to the use of authentic materials, teaching Business English requires appropriate teaching methods.
To create authentic business contexts, three components are included, one of which is employing simulation activities (Sampath & Zalipour, 2.
Simulation or roleplay is a highly effective method for second language (L.
It promotes critical thinking and creativity, allows learners to explore and apply new language and social skills in a low-pressure environment, and helps foster the motivation and engagement needed for successful learning (Tompkins.
Having defined the authentic materials and role-plays, this study aims to provide practical insights and recommendations for teaching Business English to university students by integrating role-plays and authentic materials approaches.
English Language Education Department Bosowa University THE ACADEMIC Journal of English Language Education Volume 10 No.
1 June 2025 ISSN: 2528-3677.
E-ISSN: 2988-408X
METHOD OF THE RESEARCH
This study employed a qualitative library research approach to generate insights and recommendations for optimizing the teaching of Business English to university students.
The research focused on discussing existing literature addressing pedagogical strategies of teaching a foreign language, particularly Business English.
A systematic search was conducted using Google Scholar with keywords such as Business English, how to teach Business English, authentic materials, and role-plays/simulations.
The earlier studies were selected based on their relevance and contribution to practical teaching approaches in higher education.
The selected literature was employed as references to identify the significance of the authenticity of language teaching materials and role-plays regarding teaching Business English to university students.
They were then interpreted to inform the formulation of insights and recommendations for university-level Business English teaching.
FINDINGS AND DISCUSSIONS
Xie .
reported that the students learning Business English involved in her study favoured simulations and workplace scenarios.
Most of them agreed that simulation activities were beneficial and had a positive These simulations helped them develop writing abilities, gain insights into corporate and business practices, and expand their business-related Another study conducted by Sari and Havwini .
showed that role-play helped students gain confidence when speaking English.
addition, it improved studentsAo vocabulary.
The results of the research carried out by Tipmontree and Tasanameelarp .
suggest that role-plays have a positive impact on studentsAo oral communication skills in a Business English context.
Also, by doing a role-play, students improved their confidence.
This is in line with a study done by Rajindra .
The research findings suggest that incorporating role-play into classroom activities can be valuable for teachers aiming to improve students' communication skills.
The role-play tasks demonstrated encouraging outcomes in preparing students to become competent, well-rounded graduates who are equipped to handle real-world situations in the future.
To sum up, the early studies of the effect of role-plays/simulations on teaching Business English revealed that role-plays are an effective classroom Students benefited from role-plays in a way that they can improve their communication skills and Business English terminology.
Moreover, they can help students build up their confidence and prepare them for real-life situations by enhancing their communication abilities.
English Language Education Department Bosowa University THE ACADEMIC Journal of English Language Education Volume 10 No.
1 June 2025 ISSN: 2528-3677.
E-ISSN: 2988-408X
To successfully teach Business English to university students, teachers need to have working knowledge of Business English and understand its jargon or terminology.
They are both obtainable in coursebooks, but they may not be authentically used.
In other words, authentic materials provide useful resources for acquiring authentic language In general, authentic materials can help learners develop their communicative competence (Tomlinson, 1.
Many scholars have highlighted the importance of authenticity as a key element in English for Specific Purposes (ESP) teaching approaches (Breen, 1985.
Rogers & Medley, 1988.
Guariento & Morley, 2001.
Gilmore, 2007.
Berardo, 2.
Shrum and Glisan .
noted that authentic materials are highly effective for presenting genuine language, integrating cultural elements, and enhancing comprehension.
Richards and Schmidt .
also argued that authentic materials often reflect more natural and realistic language use compared to those found in standard textbooks.
Richards .
summarized the main benefits of authentic materials as follows:
they expose students to real-world language.
they boost motivation.
they enhance language output.
they build confidence.
they improve awareness of natural speech patterns.
they offer genuine cultural insights.
they better match learnersAo needs.
they encourage creative teaching methods.
they stimulate interest in the practical use of the target language.
Benabdallah .
reported that authentic language materials positively supported learnersAo interests, performance, cultural understanding, skill acquisition, and language development, while Garrido and Silveira .
underlined that role-plays in Business English classes increase the likelihood that students will develop the targeted skills, knowledge, or Furthermore, they allowed for differentiated instruction.
This approach is advantageous because it actively engages learners, motivates them to participate in the learning process, and helps reduce their anxiety.
Gunnarsson .
pointed out that communication plays a vital role in an organization, not only in ensuring the effectiveness of various communicative tasks but also in maintaining the organizationAos existence.
a result, students need to understand the real forms of language used in businesses, become familiar with daily workplace routines, and make a strong effort to accurately learn the specific types of communication typical in professional environments (Zhang, 2.
Lazovic .
said that it is evident that authentic materials can be effectively used in foreign language classrooms and can support the learning process when applied appropriately.
His research revealed how English Language Education Department Bosowa University THE ACADEMIC Journal of English Language Education Volume 10 No.
1 June 2025 ISSN: 2528-3677.
E-ISSN: 2988-408X
advertisements, as an example of authentic materials, can serve as valuable educational tools, offering practical examples for teaching and learning vocabulary and grammar, enhancing speaking and writing abilities, and promoting cultural understanding in Business English settings.
In summary, authentic materials provide realistic language exposure, enhance learnersAo motivation, and build practical skills essential for real-world business contexts.
They not only improve linguistic competence but also raise cultural awareness and confidence.
To prepare students for the demands of professional environments, teachers should thoughtfully integrate authentic materials into the teaching of Business English, ensuring that instruction is both relevant and reflective of authentic business practices.
DISCUSSION