Researching Current Strategies for Designing Business English Programmes in EFL Schools in Cambodia

Abstract

This research examined the strategies and curricular approaches used by three English as a Foreign Language (EFL) schools in Phnom Penh, Cambodia to design Business English programmes (BEPs). Additionally, it explored the teaching methodologies used by Business English teachers to teach these programmes as well as learning expectations of students studying in the programmes. Four approaches to curriculum design suggested by research literature were used as grounded themes for the present study. Research literature suggested that to design BEPs more effectively, curriculum designers should first of all gather information related to students’ learning needs, that is the actual English language used in the workplace. Needs Analysis (Theme 1) can be used as an approach to identify the needs. The language content of the programmes should then be developed based on the information collected to make the learning more relevant to the needs of the students. The research literature suggested using a wide range of teaching methodologies (Theme 2) when teaching Business English. Curriculum designers should also take into account embedding technology in teaching (Theme 3) as it facilitates the teaching and improves students’ learning. To facilitate students’ learning, textbooks and teaching materials should be contextualised (Theme 4) since this makes lessons more relevant to students and fosters understanding. Three leaders from three different EFL schools in Cambodia reported using the four approaches suggested by the literature in designing their BEPs. The curricular frameworks underpinning each approach, however, differed for each School. Results of interviews of Business English teachers and students indicated a mismatch between curricular goals and teaching practice as well as teaching practice and students’ actual learning needs. The findings of this research further suggested that the way BEPs are designed in Cambodia still needs improving. Their design causes difficulties in both teaching and learning. More importantly, the findings based on reports from students studying in the programmes indicated that the design of the BEPs did not fully satisfy their learning expectations.