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The term Business English is used to cover the English taught to a wide range of professional people, and students in full-time education preparing for a business career. This paper reviews the practices in the teaching of Business English to the undergraduates who have little or no experience of the business world. Generally, these pre-experienced learners gain their knowledge of business largely from books; as a result, such knowledge is incomplete and theoretical rather than practical. They are also less aware of their language needs in terms of communicating in real life business situations. This paper presents the effective strategies and practical approaches that can be incorporated in business English classrooms. The approaches are organized around a tripartite structure to create authentic business contexts. The three parts are (a) combining authentic, framework and tailor-made materials, (b) integrating business skills with simulations, and (c) implementing Information and Communication Technology (ICT) as teaching and learning tools. Sample activities will be provided in order to show the practicality of the approaches. Teaching Business English is far more than teaching Business or Language; it is about teaching communication in the authentic business contexts.

The term Business English is used to cover the English taught to a wide range of professional people, and students in full-time education preparing for a business career. This paper reviews the practices in the teaching of Business English to the undergraduates who have little or no experience of the business world. Generally, these pre-experienced learners gain their knowledge of business largely from books; as a result, such knowledge is incomplete and theoretical rather than practical. They are also less aware of their language needs in terms of communicating in real life business situations. This paper presents the effective strategies and practical approaches that can be incorporated in business English classrooms. The approaches are organized around a tripartite structure to create authentic business contexts. The three parts are (a) combining authentic, framework and tailor-made materials, (b) integrating business skills with simulations, and (c) implementing Information and Communication Technology (ICT) as teaching and learning tools. Sample activities will be provided in order to show the practicality of the approaches. Teaching Business English is far more than teaching Business or Language; it is about teaching communication in the authentic business contexts.

Writing is viewed hugely important, yet it is a daunting task for both English as a second language (ESL) teachers and learners. With the development of different approaches to teaching in general, numerous approaches to the teaching of writing have been evolved such as product, process and post-process approaches. Although these approaches have changed the role and status of writing over the years, writing still appears as one of the difficult areas to tackle as students lack academic writing skills and they are de-motivated to write in English. In view of this, researchers show an interest in looking into the possibilities of using Information and Communication Technology (ICT) tools for language teaching and learning. This paper discusses the application of the latest ICT tool, which is known as weblog as an effective tool in ESL classrooms. The aim of this study is to explore the pedagogical potentials of weblog in developing the writing skills of ESL learners. In particular, this paper wishes to identify and discuss the characteristics of weblogs as an appropriate and effective tool in assisting the learners in various ways to improve their writing skills. This study will further highlight the benefits of web logging activities and the impacts of these activities on students’ motivation to write in English as autonomous learners.

The emergence of educational technologies offers flexible learning opportunities to the twenty-first-century learners. Research affirms that online courses provide learners with some flexibility in terms of time, place and pace. However, the anonymous nature of the online learning environment can lead to demotivation and disengagement and subsequent minimal participation or even withdrawal. Although in face-to-face classrooms, students’ levels of motivation could be observed to a certain extent, with little or no physical cues, online courses present challenges and concerns in relation to students’ motivation and active participation. The challenge of engaging online learners seems common across subject matter, levels and institutions. Therefore, in order for the learners to have a positive learning experience, it is vital to identify the factors that affect students’ motivation and engagement in online courses.
This chapter is based on a case study carried out in a university in New Zealand. With activity theory as its research framework, the research methods of this study include individual interviews, observation of online learning activities and analysis of other relevant documents. The learning technologies that facilitated synchronous and asynchronous learning activities of this course comprised Adobe Connect virtual classroom and the university learning management system, Moodle. The aim of this study is to examine the factors that affect students’ motivation and engagement in an online learning environment.
Through this case study, the chapter aims to connect the readers with pedagogical and practical ideas and strategies practitioners may like to consider when designing online courses that may enhance students’ motivation and engagement in online learning environments.