The Asian workplace is a dynamic environment with ever-evolving contexts and fast-paced changes (Du-Babcock & Bhatia, 2013; Tonby et al., 2020). Asia has also been mistakenly viewed as one market with one context and culture when in fact it is diverse and distinct in each country an region (McCorkindale et al., 2021; Du-Babcock, 2018). Professional communication in these Asia markets should not only be personalised but also localised and constantly updated. This creates an exciting opportunity for educators designing and teaching professional communication courses to consider the most relevant and important principles during the curriculum design and for faculty to consider how they would facilitate discussions that stimulate active learning and critical thinking (Boyer, 1990). There is, hence, a need to consider how professional communication specialists can keep up with industry changes, shifting communication needs and evolving expectations of the Asian workplace to inform curriculum design and teaching (Al-Musalli, 2019; Winchester-Seeto & Piggott, 2020) and how professional communication faculty can deepen and refresh their disciplinary, subdisciplinary and interdisciplinary understanding in the backdrop of evolving Asian business contexts. This conceptual paper uses the scholarship of discovery, integration, application and teaching (Boyer, 1990) as a framework to suggests ways in which professional communication specialists can continually develop their understanding of the professional communication discipline in the context of Asia. Insights drawn could potentially contribute to the professional development of faculty which will in turn have an impact on curricula that prepare students for communication at the workplace.
2025-10-10
Professional communication skills courses are developed with the intention to prepare students for the workplace. To ensure and enhance relevance and workplace readiness, theoretical frameworks on situated learning (Brown et al., 1996), and deliberate design and practice-based learning (Boud, 2016) are consulted in the design of communication courses and workshops. This reflection will share anecdotal observations from a professional communication course and a workplace communication workshop on assertive communication. The focus on assertive communication in the context of workplace interaction is based on the principles of situated learning. The workshop expands on a component from a semester-long professional communication course, and the observations on students’ perceptions about assertiveness are consistent in the course and workshop. This reflection considers the reasons behind students’ perceptions of assertive communication by referencing a recent survey finding on Generation Z (Gen Z)’s predispositions. Through insights gained from the finding and feedback from workshop participants, I plan to incorporate scenarios more relatable to Gen Z’s concerns in my content. These include expanding the range of topics for difficult conversations to include issues like advocacy and work-life balance. Additionally, in-person role-play practices can also be continued on a generative AI platform after a workshop, to provide an alternative for online learning as an extension of classroom engagement.
This article aimed to study the predictors of how Singaporeans/Malaysians of Chinese origin evaluate oral presentations, based on factors which provide informational input on emotions, namely eye contact, voice, facial expressions and body movements. The key finding is that voice is the most predictive of the overall performance of oral presentations, which is consistent with research on Eastern Asian subjects. However, facial expressions were found to be the most predictive of emotional input. If facial expressions were more important, this mode would also be the most predictive of the overall performance of oral presentations and not voice. The lack of consistency challenges the assumption that the effective delivery of oral presentations rely more on the visual display of emotions than other non-visual nonverbal modes. These results have implications for how oral presentations are taught in an East Asian context. In cultures where an outward display of emotion is not generally expected, it would be more appropriate to give more attention to other nonverbal modes of communication such as voice.
This longitudinal study explores the efficacy of an internship program designed for English majors, with the goal of enhancing students’ professional competencies through a seamless integration of academic learning and practical experience. The study aims to strengthen the connections between academia and the business community, thereby improving students’ readiness for the competitive job market. By employing a triangulated mixed-methods approach, we collected both quantitative and qualitative data to capture the multifaceted impact of the internship experience from various stakeholder perspectives. The findings indicate that host supervisors expressed overall satisfaction with interns’ performance, while qualitative data revealed that interns demonstrated readiness for employment, showcasing strong potential in career-related contexts, especially within Asian markets. However, the feedback also highlighted areas for improvement, such as the need for interns to refine their decision-making skills and adopt a more professional demeanor. The study concludes that the internship program has a profound and transformative impact on students’ learning experiences, facilitating the practical application of communication theories and enhancing business efficiencies. These insights provide critical frameworks for future curriculum development, highlighting the transformative potential of experiential learning in bridging the gap between education and professional practice.
Over the past four decades, numerous studies have explored the relationship between the Big Five Personality Traits and second language (L2) learning outcomes. However, there is limited research on the impact of undesirable personality traits, specifically the Dark Triad, on negative L2 learning outcomes. To address this gap, we investigated the potential effects of the Dark Triad (Machiavellianism, Narcissism, and Psychopathy) on L2 burnout (exhaustion, cynicism, and reduced efficacy) among 337 Chinese college L2 learners, utilizing SPSS 26 and AMOS 24. The structural equation modeling (SEM) results revealed several intriguing findings that contradicted trends observed in other fields. Notably, Psychopathy was found to be the most significant predictor, positively influencing all three dimensions of L2 burnout. Narcissism, on the other hand, was found to positively predict exhaustion and cynicism but had no significant impact on reduced self-efficacy. Surprisingly, Machiavellianism did not show a significant effect on any of the dimensions of L2 burnout. We discussed possible explanations for these findings and proposed directions for future research.
This systematic review provided an overview of the characteristics of empirical studies on research-based practices, nature of these practices, and their reported outcomes in the context of pre-service English language teacher education. Based on a comprehensive literature search in three databases, 19 studies were selected as eligible in line with the a priori defined criteria. Findings indicated a growing interest and increase in research on the topic from 2016 onwards. The most-common research-based practice offered to pre-service teachers was action research (13 studies in total). The results of the reviewed studies were synthesized with thematic synthesis. The synthesis of the findings revealed that research engagement influenced pre-service teachers’ professional learning in three interacting dimensions: developing a professional teacher identity, cultivating criticality, and merging theory with practice. The findings and their implications were further discussed for positioning pre-service English language teachers as researchers and research-based teacher education in all fields.
In the search for suitable educators to teach professional communication courses, it is essential to recognize the importance that these teachers assume in preparing graduates to thrive in today’s dynamic workplace. This analysis examines the attributes of effective professional communication educators. Insights from the professional communication teaching team from the Centre of English Language Communication (CELC) at the National University of Singapore offer perspectives on the qualities to prioritize when evaluating candidates for these roles in the hiring process.
As digital technologies continue to evolve and improve, and the range of language learning resources available continues to expand, it becomes more important that language teachers possess both the digital literacy to effectively incorporate these technologies into their teaching practices to facilitate language learning within and beyond the classroom. However, evidence suggests that teacher training programmes do not uniformly provide satisfactory levels of training on Computer Assisted Language Learning (CALL), resulting in teachers lacking the digital literacy, and consequently, the inclination, to make CALL a meaningful part of their classroom activities, and research is needed on how to remedy this issue. The main aim of this study was to design, implement, and evaluate a CALL intervention among a cohort of Teaching English to Speakers of Other Languages (TESOL) students. This involved a questionnaire to determine initial CALL knowledge and practices, and then a 4-week intervention, which was evaluated through thematic analysis of semi-structured interviews. Analysis revealed that while integration of CALL is limited through lack of knowledge and training, students increasingly see CALL literacy as a central professional responsibility, and they reported that the intervention had improved both their knowledge of CALL and their ability to find and evaluate resources. These findings indicate that short-term CALL literacy interventions can be effective in equipping language teachers with the resources to support their own learners in employing CALL both inside and outside the classroom.
Student withdrawal from second language (L2) courses is a common challenge in higher education, often attributed to individual differences or course structure. However, less attention has been paid to the role of language teachers in preventing such withdrawal. Guided by Self-Determination Theory (SDT), this study investigates how students’ perceptions of their teacher as supporting three basic psychological needs—autonomy, competence, and relatedness—affect their intention to withdraw from an L2 course. Data were collected from 269 Saudi university students enrolled in a compulsory English course, and analyzed using structural equation modeling (SEM). Results revealed that perceived teacher support for autonomy and relatedness significantly decreased students’ withdrawal intentions, while competence had no direct effect. Although competence was not a significant predictor, its effect might be mediated by actual competency and a growth mindset. These findings highlight the importance of autonomy-supportive and relational teaching practices in reducing course attrition and sustaining learner engagement in L2 contexts.
Despite the burgeoning interest in English as a Lingua Franca (ELF), there is scant research on the principles that can inform ELF assessment. To address this gap, this mixed-methods research synthesis sought to review and synthesize relevant studies on ELF to outline principles that can serve as a basis for ELF assessment, including test domains, dimensions, and rating rubrics. We drew on three main inclusion criteria to select relevant studies (a) published as journal articles, book chapters, or conference proceedings, (b) appearing during the period from 2000 to 2023, and (c) focused on ELF assessment. The search yielded 58 studies for this research synthesis. Findings revealed nine main principles that can underpin test domains (Using ELF corpora, Prioritizing ELF local context, and Measuring ELF multidimensional competence), test dimensions (Test accommodation, ELFinformed tasks), and rating rubrics (Discipline-informed rating rubric, Nonnative English speakers as raters, Strategy use, and Intelligible pronunciation). Implications are discussed for test developers’ awareness of ELF principles that can inform test construct definition, operationalization, and rating criteria.
English oral communication is an essential skill for students’ academic achievement and social integration. Despite its pivotal role in facilitating academic participation and enabling engagement in global contexts, it remains insufficiently prioritized within general English curricula across expandingcircle higher education systems. This study presents empirical evidence from the development and evaluation of a learner-informed oral communication coursebook designed to address the functional and sociolinguistic needs of Thai university EFL students. To address this gap, the study employed a mixed-methods design guided by the ADDIE model. Data were collected through a needs analysis involving 145 undergraduates and focus group interviews with 12 experienced instructors, aiming to identify learners’ necessities, lacks, and wants in language function, linguistic competence, and sociolinguistic awareness. Findings revealed a significant mismatch between students’ perceived competence and the importance they attributed to key communicative functions, including expressing opinions, persuading, and giving suggestions. Instructors highlighted the need for communicative strategy training and the use of contextualized content to support student interaction. These insights informed the design of a six-unit coursebook, which was subsequently evaluated by five ELT experts using a structured rubric. Expert evaluations using a structured rubric yielded high ratings (M>3.25) across all five pedagogical dimensions (i.e., learning objectives, content, activities, design, and assessment), with particular strengths in task authenticity, alignment with communicative goals, and inclusion of diverse English varieties. The study contributes a replicable model for localized, needsresponsive materials development that integrates Global Englishes and learner-driven content. Pedagogically, it offers implications for curriculum designers aiming to promote real-world oral communication skills in EFL higher education contexts.
Global Englishes Language Teaching (GELT) was developed as a pedagogical framework to prepare students for using English with socioculturally diverse English users. Implementing GELT requires teachers to reevaluate their classroom practices and redesign pedagogy to prepare students to use English in the globalized world where multilingualism is the norm. Teacher education plays a vital role in equipping teachers with the necessary knowledge and skills to implement GELT. Previous studies on teacher education for GELT (TE-GELT) have sought ways to educate teachers about GELT, but they were primarily short-term (16 hours to 4 months). Thus, this study fills a research gap by exploring the lasting effects of TE-GELT on a teacher’s classroom practices through a longitudinal study. Using an ethnographic case study design, the teacher was observed for one academic year (120 hours), triangulated with interviews (6 hours), and artifacts. Informed by language teacher cognition theory, the findings revealed that TE-GELT could help develop the teacher’s adequate knowledge and skills to implement GELT; however, classroom practices remained oversimplified, superficial, and had a partly inclusive application of the GELT framework. The findings suggested that TE-GELT, with the content-focused approach alone, might not be adequate to create lasting effects on teachers’ classroom practices.
2026-07-16
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