Rasha Osman Abdel Haliem is an English language and literature assistant professor of English and trainer at the Higher Technological Institute, 10^th of Ramadan City, Egypt. She is a certified teacher from University of Oregon and Cambridge TESOL, and avid researcher who presented in many national and international conferences. Email: rasha.abdelhaleem@hti.edu.eg

 

Abstract

Egypt's educational system has undergone dramatic shifts thanks to the advent of advanced network information technologies. Technology-based approaches to integrating Business English and Entrepreneurship in the English classroom have the potential to address the limitations of more conventional methods. This integrating ignites students' curiosity and enthusiasm for learning. This article focuses on the development of a model for integrating Business English and Entrepreneurship in the English classroom using digital tools to boost the effectiveness and quality of classroom instruction overall.

 

Introduction

In the modern era, people cannot imagine doing their homework, getting to work, or even living without the Internet. One major distraction to students in the classroom is the use of their cell phones for entertainment purposes. English is a relevant course for all students and integrating business and entrepreneurship content in the curriculum is relevant as it prepares students for life. This can be done via the use of technology tools in the classroom. The article primarily provides an analysis of current teaching issues and recommendations for how to use IT in the classroom to integrate business and entrepreneurship in the English language classroom.

 

Concerns with teaching business and entrepreneurship as a separate course

Typically, the approach to education is stale and fails to engage the attention of today's youth.

The conventional method of instructing Business and Entrepreneurship is based on an outmoded instruction theory-teaching model, in which instructors mechanically explain the subject matter covered in course materials. Students merely take in information without actively engaging with the material or participating in class discussions. Second, instructors are unable to present course material in an intuitive and vivid manner when using this theoretical approach to instruction. As a result, students only learn a small set of professional terms at the expense of operational proficiency and efficiency in their studies. As such, the notion of integrating business and entrepreneurship in the English language courses is a better option.

There is a lack of transparency in regards to the intended learning outcomes and the defining features of interdisciplinary coursework.

In order to achieve a high level of unification between Business and Entrepreneurship Business practice and English writing, Business and Entrepreneurship courses put an emphasis on the combination of business knowledge and English ability. However, instructors with advanced degrees, extensive work experience in the business world, and excellent Business English writing skills are hard to find.

Many educators fail to provide their students with a well-rounded education because they narrowly focus on either business knowledge or English writing instruction. The quality of instruction and education suffers as a result of their inability to fully grasp the nuanced features of business English.

An imperfect content management system and incomplete modules hinder instruction.

Traditional methods of instruction in Business and Entrepreneurship courses do not fully enhance the content integration and rearrangement, instead primarily present what is found in textbooks. To develop students' capacity to independently analyze and solve problems and become talents with high application skills, teachers of Business and Entrepreneurship courses must implement targeted module teaching based on different objectives and provide students with opportunities to make practical exercises based on actual business situations. It is clear that there is a pressing need to update the way Business and Entrepreneurship is taught.

As such the best way to prepare students for Business and Entrepreneurship courses is to integrate business and entrepreneurship content in the English classroom using technology.

 

Design a multidimensional approach to teaching and learning

For starters, it is important to recognise the value of fluency in English. Students' future success depends heavily on their ability to communicate effectively in speaking and writing in English. Therefore, teachers of English should stress the importance of language proficiency to their students and take deliberate steps to improve their students' English listening, speaking, reading, and other language skills. In addition, English teachers should incorporate business English and texts on entrepreneurship in order to prepare students for work.

The importance of teaching students about business and entrepreneurship in the English classroom cannot be overstated. English marketing knowledge, international marketing, e-commerce, international trade, and other business knowledge is a primary focus of higher education institutions. In terms of pedagogical principles, teaching business and entrepreneurship vocabulary and communicative language relies on a wide variety of complex business communication situations. As a result, lecturers need to put more effort into preparation, text choice and explanation.

Students' interpersonal interaction is crucial. When a high-quality, all-encompassing curriculum is put into place, students should develop not only theoretical and practical competence in English and business, but also in the art of conducting business communications. Here, it is important for instructors of English Correspondence to incorporate lessons in psychology, business communication, etiquette, and other related topics.

 

Recognize the importance of explaining how the e-tools work

As more and more IT is used in teaching English and integrating business and entrepreneurship in the English courses, both the quality and effectiveness of instruction have increased. Teachers of English can benefit greatly from the use of video, audio, animation, and other carriers to help students intuitively understand the teaching content and to make knowledge acquisition easier. For instance, before teaching students the business letter formats and components of Business English correspondence, teachers can prepare a short video of a business correspondence template based on a real-world situation that will both help students understand the material and raise their interest. Teachers can use animation to present all the steps of a transaction process when explaining the "Transaction Negotiation Process", drawing students' attention to the responsibilities and obligations buyers and sellers must meet in a variety of business contexts. English teachers can use multimedia, online tools, free online resources to integrate business and entrepreneurship. This necessitates that educators have proficiency with digital tools.

 

Creative applications of dynamic information technologies

The term "interactive information method" is used to describe a teaching strategy that incorporates student engagement strategies such as touching, talking to, and physically operating a computer. When it comes to classifying course knowledge to students, teachers can use interactive information technology to do so in a step-by-step manner, and then choose targeted teaching materials based on students' actual learning ability. Second, this method of instruction can objectively and accurately determine if the student has met the learning objectives and increase the frequency with which they are trained. Colleges can better accommodate students' demand for flexible scheduling and supplemental learning materials by making use of e-books and other online resources that go beyond the constraints of traditional classrooms. It can also allow for more adaptable class times and better overall instructor quality. As such, English teachers can send comprehension passages on business and entrepreneurship to do on their own. They can send them videos to watch at home and carry on discussion and reflection in the classroom. Teachers, thus, not only integrate business and entrepreneurship in the ESL classroom but also extends the learning behind the walls of the classroom.

How to improve the quality of integrating business and entrepreneurship content in the ESL classroom using IT

Get yourself ready for class first. The lesson plan, course materials, teaching resources, preview exercises, and other content should all be distributed to students via the network infrastructure in advance of the first day of class. Therefore, it is beneficial to help students develop positive preview habits so that they can complete the preview task using the various resources provided by the teacher and teachers can communicate with students using online tools to address students' needs. However, not all students will interact the same way with the material. Therefore, educators should develop narrowly focused strategies and procedures for achieving pedagogical goals.

For the purpose of teaching their students about the topic at hand say Using Social Networking in Marketing, teachers can assign the online task How Can Facebook Be Used in Marketing and have their students watch short assigned videos from YouTube. Teachers can gain insight into their students' learning challenges when their students share their perspectives with one another on this online discussion board created on the learning management system platform. Indicators of student engagement will be reflected in their posts. In class, group discussion, jigsaw exercises can be used to make students speak and express their viewpoint. Using polls, games and multimedia in class will also enhance the teaching/learning process. These techniques enliven the classroom and lead students to knowledge mastery.

Assessment support the teaching/ learning process. Teachers should use online teaching platforms to distribute quizzes or questions after finishing classroom instruction. A majority of the questions on the test should be multiple-choice and the time allocated should be strictly adhered to. Then, using their computers or mobile devices, the students submit their answers. They will get instant feedback and grades after turning in their test papers. Teachers can quickly assess each student's current learning situation through the online assessment, and then provide individualized feedback to help boost students’ performance. Also, students can provide feedback on their learning experiences to help instructors better plan for the next class session.

 

Concluding remarks

In conclusion, the use of IT in integrating business and entrepreneurship in the English classroom can engage students’, introduce novel approaches to instruction and improve the teaching/learning process. It can also prepare students for the work market.

 

References

The Herriet W. Sheridan Center for Teaching Learning http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effectiveclassroom-practices/case-studies ( date of reference 25.08. 2014) Paul R. Lawrence. (2010). Driven to Lead:Good,

Bad, and Misguided Leadership. Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: a handbook for college faculty. Davis, B. G. (1993) Tools for Teaching. San Francisco: Jossey-

Bass. Eberly Center teaching Exellence and Educational Innovation http://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/casestudies.html (date of reference 23.08. 2014)

 David Cotton, David Falvey, Simon Kent (2001). Market Leader Intermediate Business English, Course Book. Longman.

 Erica Hall, Bill Mascull, David Riley (2001). Market Leader Intermediate Business English, Techer’s Resource Book. Longman. Pokushalova L.V. (2011). Method case-study as a modern technology of students’ professional-oriented teaching. Molodoy Uchoniy. No 5, 2

 

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