Assignment Sample on Analyzing, Evaluating and Writing Materials


The teaching context of this study will be to increase the academic skills of the students. For teaching context of the global business language English, the teacher will follow two study materials. One of them will be “Market Leader” and the other one will be “Business One: One”. Both the study materials help the students to learn communicative activities in every page. Pronunciation and vocabulary takes precedence for learning global business language properly (Räisänen, 2018). These two study materials will help the EFL students to read and write properly which can help them to improve their comprehension skills helping them to increase their proficiency in English. In this section of the study, various criteria for evaluation of students and their learning as well as understanding will be discussed and based on the criteria a comprehensive study material for the students will be given as well.

The teaching context can be defined as the process or idea with the help of which the problematic situation can be addressed and use information to increase the learning and teaching process. The teaching context includes the environment such as, social, institutional, physical and personal, which influences the learning and teaching (Putri et al. 2017). It has been found that, the desks arrangements encourages some types of interactions and discourage others. An ideal classroom refers to a positive place where the students work towards the particular goals and set them in the class objectives. In addition, the teaching context enhances the academic skills of the students and helps them to achieve the desired goals. In the context of teaching the students are going through the different experiences of learning and develop different skills and abilities (Sermsook et al. 2017). Two study materials are used by the teacher for the teaching context regarding the Global Business Language. These two study materials help the EFL students to increase their knowledge and vocabulary in English. The language goals and needs of the EFL students are described in this study.

The meaning of EFL is “English as a foreign language is learning” the students who are from the non English Specking country need to enhance their knowledge and skills in English language and vocabulary to achieve the desired goals. Teaching and learning English can be considered as the most significant part for the EFL students to communicate with other people across the globe and can able to contribute to the success of the learners efficiently.


Four criteria have been justified for evaluation such as listening, speaking, reading and writing which is important for the EFL students. For the context of teaching these four criteria are necessary as listening help the EFL students to increase their speaking ability and it is one of the most significant parts of the teaching context. At first the students need to understand what they are listening for answering or reacting, if they are not able to understand what they are listening the entire teaching process will be in vain. Besides, listening can be considered as the real life activity and it help them effectively to learn English quickly (Tipmontree. and Tasanameelarp, 2018).

Speaking is another major part of learning English as in this stage the EFL students are develops their skills to speak or answer the question in English language. It can be said that the speaking stage depends upon the listening stage as if they understand what they are listening they will definitely speak or answer in English language. The next criteria of this evaluation is reading and writing which are also significant for the EFL students. By practising reading the study materials in English language the students will able to develop the pronunciation ability and learn sentences, phrases and the expression and emotions of the sentences (Alhassan, 2019). Writing is another major part of this evaluation as it helps the students to increase their knowledge about a certain topic this is how these four steps collaborate and help the EFL students to enhance their knowledge and vocabulary in English language.


Listening plays a major role in learning any language as this makes sure the student is able to understand a language or not (Namaziandost and Nasri, 2019). Also this helps to improve the speaking ability of the students. Listening can be involved with the music, TV shows, movies, news, radio, podcast and so on. The lyrics of music enhance the ability of undersing. According to the view of Alhassan et al. (2021), listening is the most crucial in the classroom of English as it gives input for the students who have minimum understanding about the input and help them to increase the knowledge about the input in an effective way. This process determines how quickly and effectively the students get to learn the English language. In addition, it also helps the students to increase their speaking ability. For instance, a student can learn and even sing a song only by listening it. Similarly listening English language constantly allow the students to speak in English language.


Speaking is the most difficult activity for the EFL students. Here the difficulty could be reduced by practicing more and more (Ghufron, and Ermawati, 2018). There can be use of group selection and discussion regarding a particular topic. Also there can be a debate session which may help the students to improve their speaking ability. On the other side students may feel insecure while speaking in English. In this matter, the recording of the students’ own voice can be helpful providing self-judgement. Apart from that, talking to friends, classmates and teachers will be effective for improving spoken English skills for the EFL students. Djabborova (2020) have argued that speaking in English language is the major part of learning English as with the help of which the students can communicate with others across the globe. The difficulty in speaking English language can be mitigated by practising active listening. In addition, conversation with teachers and classmate in English language can also help them to enhance skills.


Reading is the process that helps the human brain to develop word and pronunciation capability (Mohamed, Safian, and Ashraff, 2017). It can be said that reading takes a lot of time to develop the spoken English skills for the students but on the other side it improves grammatical skills of the students. Also reading helps the students to understand expression of a sentence, phrases and as well as use of words in a more effective way. It can be said that a student may have read a book in their native language but reading the translated book can improve the capability of spoken English in the long run. Alhassan et al. (2021) have analysed that with the help of practicing reading the EFL students can improve their grammatical errors and enhance their vocabulary. Besides, growth in vocabulary reading also allows the students to increase self-esteem, and empathy. It can be said that students who read can become an autonomous learners.


Writing is another criterion that helps to develop the understanding of language. Writing can be considered as discipline, though it is intimidating for multiple people. It can be said that writing will be helpful for the EFL students to remember the essential criteria of spoken English (Angell and Tewel, 2017). On the other hand, writing on a regular basis can be helpful for tracking improvement of the students.  Writing is useful for the students to express their ideas regarding a topic. Also the teachers will be able to understand how the students are going to implement their learning in official matters to get progress in their career. As opined by Tipmontree and Tasanameelarp (2018), writing allows the students to increase the clarity in the grammatical knowledge and help them to develop a good understanding of the language. . Besides, it allows the students to express their emotion in English language.


Two of the materials will be helpful for the EFL students for listening, speaking, reading and writing. It is known that Market Leader and Business One: One both of the study material are used for the English literature students (Çiftçi and Akbaş, 2021). Hence, it has been identified that these two materials are able to improve the way of thinking for the students. On behalf of the EFL students it can be evaluated that these study materials will be helpful for enhancing the reading skills of the students as this includes exclusive English. On the other the materials will enhance the listening power of the students if read it loud. In addition, the material includes multiple interesting words and the students can use that as vocabulary while speaking (Ramlan, Mohamed, Safian and Ashraff, 2017). The undertaken materials such as Market Leader and Business One: One can help the students to improve their listening, speaking, writing and reading skills. The study materials are in English language and allow the students to enhance their reading and writing ability. With the help of the study materials the evaluation process can be fulfilled and the EFL students can increase their vocabulary growth and can able to express the emotion in English language (Putri et al. 2017). The effective evaluation processes help the students to achieve the desired goals in the professional fields.


For proper evaluation of the students and to gain insight into their learning and understanding of the study material, several evaluative criteria can be selected. Evaluative criteria refer to the basis of evaluation topics or point of views through which something can be judged and compared with others (Tenzeret al. 2017). For assessment of development intervention, five evaluative criteria are usually selected and they are relevance, efficiency, effectiveness, impact and sustainability. These evaluative criteria will be used to identify issues and to correct the responses and learning process of students. These two study materials were chosen depending on several features. For example, Market Leader contains challenging activities of communication. It has themes such as, brands of money, functional business skills and others. On the other hand, The Business One: One contains key vocabulary, grammar, phrases and writing skills. Each unit of the pages provide knowledge related to business and helps to increase the communication skills. In order to increase the efficiency and to address the issue related to learning English language of the EFL students the evaluate criteria need to be used. The EFL students face difficulty in speaking, writing and reading English as they are from the non-English speaking country and are not able to communicate with other people across the world (Tipmontree. and Tasanameelarp, 2018). English can be considered as the global language and help people from every corners of the world to stay connected. Thus, it becomes essential for them to learn English language and develop their ability to communicate with other people. Thus, the evaluation criteria i.e. listening, speaking, reading and writing need to be addressed by the students.


One of the main issues of learning for the students as well as for the teachers is to set up the pace of the study and match that pace with every student of a class. Based on the pace of learning perceived or set by the teacher, study materials are also needed to be altered. If appropriate learning materials are not selected that are relevantly concerned with learning pace of the class, it can cause hindrance in the learning process (Angell and Tewell, 2017). There are several adaptations that can be taken for improvement of the learning process. Five adaptations are described below.

Adaptation 1: Change of a reading text

In the global business world, the language proficiency that is sought among the students the most is the global business language, English. In order to do so, rather than having an in depth understanding of the history of the language, it is preferred to have application-based understanding of the language. The application-based understanding of English includes writing and reading skills, pronunciation and being thoroughly skilled in English speaking. As a business the world revolves around negotiations and inventory management, reading and writing with high efficiency has high-demand (Yunus et al. 2020). This also includes an increase of vocabulary to present thoughts efficiently. Thus, the reading text of Market Leader can be changed that is rich with the history of the language. Thus, a reading text similar to Business One: One that has modern communication-based language proficiency can be included as the study material.

Business One: One can be considered as the perfect text for the EFL students who learn the business language as this book opens with the core knowledge of business activity and communication. In addition, this book provides key vocabulary, important phrases and writing skills and grammar for learning specific English speaking (Sermsook et al. 2017). With the help of this material, the students can easily develop the communication skills, speaking, and writing ability. EFL is mainly used for the students that they can increase their communication skills in order to survive in different countries. Also this English language is a foraign language and this could be difficult for the students who belong from different language backgrounds (Hu G and Liu, 2018).

Hence, it is important to change the reading text as per interest of the students. Market Leader as well as Business One: One is identified as the perfect text for the students who learn business language. Both the pieces of writings are based on past activity in history. Also the subject history is not quite interesting for every individual. Hence it is important to replace the current reading texts with the modern reading texts (Ignoto, Tomar, and Bengio, 2019). It can be said that the modern text can be newspaper reading or the modern text could be books of a new writer. Changing reading text does not only improve the interest of the student but it will enhance their interest to learn new vocabulary. It has been identified that the students mainly go for EFL so that they can use the English lager in official sectors. Hence, learning new words and enhancing grammatical as well as vocabulary skills will help the students to use English language in daily life (Namaziandost and Nasri, 2019). Hence, changing reading text enhances the efficacy of understanding the meaning in the text. This will also boost the confidence of the students.

Adaptation 2: Change of visual

As the productivity of the students is increasing and the businesses are also demanding highly productive candidates who can contribute to the cause of the organisation, learning and teaching point-of-view is changing rapidly. Business world, nowadays, comprises of complex systems and deals with strategic directions for businesses. Thus, students are also expected to have a clear understanding of the various possibilities and key insights of the complex systems of business. Thus, the teachers also need to adapt to a multi-approach teaching process to address multi-approach skill demand issues of the students (Tenzeret al. 2017). Thus, both teachers and students need a change of visual and a good understanding of the business requirements, as commented by Räisänen (2018). In addition to good reading, writing and speaking skills in English, the students can be provided with extracurricular activities that are productive and can contribute positively to career and skill development objectives and goals of the students.

The fundamental objective of tertiary instruction is to create information about a specific control that can incite in understudies the ability to examine data and apply it to genuine cases. To improve understudies’ agreement and make the learning cycle more profitable and pleasant, they need to encounter the association between various subjects of the particular educational program, as commented by Sedgwick, and Garner, (2017). A multidisciplinary task which consolidates two first year designing units’ tasks was created by SIBT and run more than three meetings during 2017-2018. The consolidated task gives practice of programming standards to tackle genuine numerical issues.

Interdisciplinary educational programs are understanding speculations that cut across controls and feature the cycle and significance instead of consolidating diverse order substance. For instance, the plan of a clinical gadget requires designing abilities just as the information on a particular human organ’s capacity. Transdisciplinary educational plan is eliminating the limits between the central regimens’ disciplines, coordinating them to build new settings of true topics and presenting a sub-significant stream course (Giannini, Pantazi, and Cucchiarini, 2019). For instance, somewhat recently, the mechanical designing educational program has been coordinated with the gadgets and PC designing educational program to present the mechatronics designing educational program, which is now called mechanical technology.

Visualisation is another important part of any language learning. In order to learn and speak English in the non-English speaking countries, it is essential to see the real life activity or the business activity. Hence change of visual can improve the way of thinking for the students. It has been found that most of the time a student may think or imagine a certain phenomenal in their own way (Tenzer, Terjesen, and Harzing, 2017). On the other side, during the practical the incident may get changed totally. Hence proving the visual examples can improve the imagination that the stunts can relate with the actual official phenomenon. For example, the visuals changes can be done by arranging demo interviews for the students. Here the demo interview will present as an act what hoe the official interviews occur in real. These kind or practical examples can improve the skills of students and along with that the students will be able to practice English language on a regular basis. Apart from that visual changes can be done by giving challenges among the students as well (Yunus, Esa, Zakaria, and Saari, 2021).

Adaptation 3: Change in instruction

Instructional changes in the teaching process of the teachers can be changed as an adaptation to improve the pace of learning and to improve understanding of the study materials. As the business world is currently looking for multi-approach abled students, teachers need to adapt the teaching process accordingly which influences the guiding instructions as well (Daudet al. 2017). Apart from simply enabling the students to learn and understand the history of English as well as to improve vocabulary, teachers should provide instructions regarding the ways of using that vocabulary into speech. Teachers need to focus on the teaching process changes to match the pace of all students in a class. Keen focus on learning style and personality characteristics of the students need to be focused for giving instructions and individuality should be maintained while instructing the students. However, the teachers should encourage divergent learning and goal-setting approach for students to realize their own goals and should also use convergent teaching that can cover all aspects of learning (Angell and Tewell, 2017).

Instruction plays a major role in adopting the language and better invention of spoken English. Here the instruction mainly comes from the side of teachers (Çiftçi and Akbaş, 2021). From the beginning, the students follow the instruction of the teachers that they can improve their skills in a faster way. Teachers are the individuals who face real life challenges. Hence they can help students to learn spoken English for the official purpose in a more effective way. The instruction of the teachers changes over the time. In this modern era, a teacher must use technology to give proper instruction for the students. In order to change the instruction the teacher must think of students’ comfort and they can use different instruction strategies for different students. For adopting the English language as a speaking language, the teacher must instruct several factors that students get interested in the subject (Ghufron and Ermawati, 2018).

It is known the more loudly a student reads, the ability of understanding gets enhanced. Hence the very 1st instruction must be loud reading. This will also improve the accent of the students. Another instruction must be regarding listening. Here the listing can improve hearing of the students and they will be able to understand the English accent from any region. Apart form that the instruction can be fun activity as well. Here the teacher can instruct the students for making new friends from different negative backgrounds so that they can task with each other in English (DEWAELE, Magdalena and Saito, 2019). In a non speaking country like China or Japan, many people can come together from different language backgrounds and also they have the same motive and that is to speak in English. Here, making friends from different language backgrounds will provoke the students to speak in English, in order to make each other understand what they are thinking or what their future goals are. Here a proper instruction to the students can provide multiple benefits (Ramlan, Mohamed, Safian and Ashraff, 2017). It has been found that students have lack of confidence when they speak in English. Hence giving instruction to the students regarding thinking in in English can boost confidence. Also they would not fumble while speaking. At the English the students will be able to express their opinion or ideas in a more efficient way by English language.

Adaptation 4: An additional task

Apart from teacher’s instruction, changing texts and visuals, there are multiple other additional tasks that can help the students to adopt spoken English easier (Namaziandost and Nasri, 2019). Here the additional tasks can be interesting and on the other hand this activity will improve the spoken English skills of the students.

Watching movies can be a task for improving English of the students. A student must watch one English movie every day as a task for improving their speaking. It has been found that there are multiple movies that are dubbed in English language. Not understanding a movie can reduce the interest for the students. In this matter a student can find out the movies from their language background that have English subtitles (Namaziandost and Çakmak, 2020). Most of the movies include English subtitles so that people from different language backgrounds can watch the movie and understand it. Hence the students can use this movie watching a task for visual example. The movie will be able to provide a visual concept that how the way two people can communicate in English. On the other side the student will be able implement the works and line from the movies for better communication. The students must summarize what they have understood from the movie to their teacher for evaluation.

Using spoken English apps can be a task for the students. In this current era, the application developers have invented multiple apps that can help to improve English and also this is able to improve the throwing of words as well (MacSwan, 2020). One of the spoken English improving applications is Elsa Speak. This application helps to improve pronunciation of the students. It has been identified that people from different cultural backgrounds are not able to pronounce English words properly. Here this application can improve pronunciation and also this will boost confidence among the students. Apart from that, this application is able to track the progress of the students. By the time the vocal sounds develop as well. Another suggested application can be Open Talk (Ravanelli, Ignoto, Tomar and Bengio, 2019). In this application the students do not have to make friends before talking to a negative person. Here this application makes random calls and connects people from different parts of the world. The students can use this application as their regular task to talk with native English speakers. This additional task can be used a fun activity at home or at class that can improve the spoken English of the people.

Using vocabulary mobile games can be other useful tasks for improving the English. As a regular task the student must play these games and record the score that they are getting on a regular basis (Räisänen, 2018). Track the scores will be helpful for self-judgement and on the basis of improvement the student can enhance their practice and skills. It has been found that, once the pupil gets interested in learning and understanding the subject, they try to implement the skills in their daily life. As a task, learning 10 vocabulary can helpful for the students. It has been found that the students can improve their vocabulary by using the words on a regular basis what they have learnt. As an additional task, the teachers can implement this strategy. Here the student must make a sentence with the words that have learnt and give it to the teacher for examining the correct sentence. On the other hand, using a dictionary must be included in the task for the students (Sedgwick and Garner, 2017). It is known that every language has a deictically that helps to translate words in English. Thinking is English is one of the major factors that has been discussed before. Hence from that perspective it can be said that the students may get stuck multiple times during translating the words or the sentences while thinking. Hence as an additional task dictionary of the student’s own native language is essential to implement.

Adaptation 5: Change the sequence of a task

In order to get progress in spoken English with the help of tasks, it has to be in sequence (Ovchinnikova, Giannini, Pantazi, and Cucchiarini, 2019). It has been identified that tasks involve reading of texts, visualizing, learning through act in the class, watching movies, learning vocabulary on a regular basis, using spoken English applications and thinking in English. On the other hand it is essential to set the sequence and set a proper timing for fast improvement. Also changing the sequence will help to set the process in a systematic manner. It has been identified in the studies that, the more a student practices a subject or a skill the students become more efficient for further implementation of the skills in the real life activity (Tenzer, Terjesen, and Harzing, 2017). Hence it can be said that the task must be divided between class work and homework. Here the class works will include reading the text where the teacher will be able to understand the progress of students regarding their reading skills and pronunciation. On the other side the visualisation and acts will also become a part of class work where the students will be able to take part in debate. Also the student will speak in front of the teacher and the teacher will be able to judge the progress of the student.

Apart from that, rest of the other tasks will be homework of the students where they will practice the skills with the help of application. In order to talk with the native speakers in different countries, it is essential to remember that the timings are different in different parts of the world (Yashima, 2020). Hence depending on the students regional timing the, thay can set their own timing to reach people. On the other hand the students can use the Elsa Speaks application during their free time. Also the games for the vocabulary can be played any time of a day. There are several tasks that can be done in class as well as in in home. As an example, in order to change the sequence, the teacher can suggest interesting books to the students for reading. Once the students complete reading the books, the teacher may ask for explanation in brief (Ismail, Noordin, Smigiel, and Whitsed, 2020). This will be helpful for improving spoken English. On the other side the regular vocabulary must be implemented in the explanation during the class in front of the other students and teachers.


It can be concluded that EFL is effective for the students to improve their spoken English. Especially if the speakers of different language groups apply for EFL so that they can enhance their skills and use it in their professional field (Atmojo and Nugroho, 2020). As per this assignment, two of the study materials have been used such as Market Leader and Business one: one for the improvement of the students. Also it has been justified that two of these language study materials are effective for improving listening, reading, writing and speaking ability. On the other hand it can be concluded that two of the metals could be effective for the skill development of the students. Both of these materials are specially used for language studies and this is helpful for improving the writing and vocabulary skills for the students. Hence, in order to reduce the critical factors, the alternative factors have been used as well. Total hive adoption factors have been used which is able to enhance the skills of the students.  The concept of changing a reading text has been used in this chapter to the benefit of EFL students. On the other hand, the concept of change a visual, concept of change the instructions have been implemented as well. At the end the importance of additional tasks has been explained in the chapter and the sequence has been changed for the tasks (Giannini, Pantazi and Cucchiarini, 2019). All of these alternative factors are able to enhance the skills of the students and apart from that the students will be able to enhance their skills faster.


Al-Ahdal, A., 2020. Overcoming pronunciation hurdles in EFL Settings: An evaluation of podcasts as a learning tool at Qassim University Saudi Arabia. Asian EFL Journal Research Articles, 27.

Albahiri, M.H. and Alhaj, A.A.M., 2020. Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms. The Electronic Library.

Alhassan, A., 2019. EFL postgraduate students’ learning needs on English-medium business programmes: An exploratory study. Language Teaching Research, p.1362168819857861.

Alhassan, A., Ali, N.A. and Ali, H.I.H., 2021. EFL students’ challenges in English-medium business programmes: Perspectives from students and content teachers. Cogent Education8(1), p.1888671.

Angell, K. and Tewell, E., 2017. Teaching and un-teaching source evaluation: questioning authority in information literacy instruction. Communications in Information Literacy, 11(1), p.5.


Atmojo, A.E.P. and Nugroho, A., 2020. EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), pp.49-76.

Çiftçi, H. and Akbaş, E., 2021. Stancetaking in spoken ELF discourse in academic settings: interpersonal functions of I don’t know as a face-maintaining strategy. Eurasian Journal of Applied Linguistics, 7(1), pp.484-502.

Dang, T.N.Y., 2018. A hard science spoken word list. ITL-International Journal of Applied Linguistics, 169(1), pp.44-71.

Dang, T.N.Y., Coxhead, A. and Webb, S., 2017. The academic spoken word list. Language Learning, 67(4), pp.959-997.

Daud, M.F., Salleh, A.S., Ku, K.A., Ramlan, M.A., Mohamed, M.S., Safian, R. and Ashraff, N.M., 2017. Understanding language as a communication barrier among executives in corporate organization towards effective communication. Journal of Global Business and Social Entrepreneurship (GBSE), 3(8), pp.1-11.

DEWAELE, J.M., Magdalena, A.F. and Saito, K., 2019. The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language Journal, 103(2), pp.412-427.

Djabborova, F.O., 2020. Ways of developing listening skills of English learners in ESL and EFL classroom. European Journal of Research and Reflection in Educational Sciences8(10), pp.212-216.

Dobeš, Š., 2020. The use of phrasal verbs in spoken academic English.

Ghufron, M.A. and Ermawati, S., 2018. The strengths and weaknesses of cooperative learning and problem-based learning in EFL writing class: Teachers’ and students’ perspectives. International Journal of Instruction, 11(4), pp.657-672.

Hu, G. and Liu, Y., 2018. Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves. Journal of English for Academic Purposes, 35, pp.16-30.

Kramar, N., 2019. Engagement Markers in The Feynman Lectures On Physics: Applying Hyland’s interaction framework to spoken academic discourse. Advanced Education, 6(12), pp.127-133.

Lugosch, L., Ravanelli, M., Ignoto, P., Tomar, V.S. and Bengio, Y., 2019. Speech model pre-training for end-to-end spoken language understanding. arXiv preprint arXiv:1904.03670.

MacSwan, J., 2020. Academic English as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 24(1), pp.28-36.

Namaziandost, E. and Çakmak, F., 2020. An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, pp.1-15.

Namaziandost, E. and Nasri, M., 2019. The impact of social media on EFL learners’ speaking skill: a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), pp.199-215.

Putri, N.L.P.N.S., Artini, L.P. and Nitiasih, P.K., 2017. Project-based learning activities and EFL students’ productive skills in English. Journal of Language Teaching and Research8(6), pp.1147-1155.

Räisänen, T., 2018. Translingual practices in global business. A longitudinal study of a professional communicative repertoire. In Translanguaging as everyday practice (pp. 149-174). Springer, Cham.

Sedgwick, C. and Garner, M., 2017. How appropriate are the English language test requirements for non-UK-trained nurses? A qualitative study of spoken communication in UK hospitals. International journal of nursing studies, 71, pp.50-59.

Sermsook, K., Liamnimit, J. and Pochakorn, R., 2017. An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students. English Language Teaching10(3), pp.101-110.

Strik, H., Ovchinnikova, A., Giannini, C., Pantazi, A. and Cucchiarini, C., 2019. Student’s acceptance of MySpeechTrainer to improve spoken academic English.

Tenzer, H., Terjesen, S. and Harzing, A.W., 2017. Language in international business: A review and agenda for future research. Management International Review, 57(6), pp.815-854.

Tipmontree, S. and Tasanameelarp, A., 2018. The effects of role-playing simulation activities on the improvement of efl students’ business english oral communication. Journal of Asia TEFL15(3), p.735.

Yashima, T., 2020. Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), pp.54-66.

Yunus, A.S.M., Esa, N., Zakaria, M.H., Saari, N., Ismail, A., Noordin, N., Cummings, R., Smigiel, H. and Whitsed, C., 2020. Comparison between the senior and junior academics’ perceptions on criteria in measuring teaching effectiveness. Universal Journal of Educational Research, 8(3), pp.17-30.

Assignment Services Unique Submission Offers:

  • Essay Writing Help
  • Dissertation Writing Help
  • Case Studies Writing Help
  • Presentation Assignment Help
  • MYOB Perdisco Assignment Help
  • Coursework Writing Help

Leave a Comment