ภาษาอังกฤษเพื่อการประกอบธุรกิจ

English for Business Career

Course Aims
1. To develop students’ business English skills;  listening, speaking, reading, and writing, for accurate and appropriate use in real workplace situations.
2. To enhance students’ ability to communicate effectively in business contexts such as making telephone calls, applying for jobs, attending interviews, and writing business correspondence.
3. To build students’ confidence in using English for professional communication and business interactions.
4. To prepare students to use English as a practical tool for their future careers in both local and international business environments.
5. To cultivate a positive attitude toward learning English and raise awareness of its importance in today’s globalized business world.
1. To revise the course content and learning activities so that they align with current trends in business English usage and the needs of the modern job market.
 
2. To develop and update teaching materials and exercises that emphasize real-life business situations and practical communication skills.
 
3. To improve the assessment methods so that they better reflect students’ competence in business English communication — including speaking, writing, and interactive tasks.
 
4. To encourage students to gain greater confidence and fluency in using English for workplace communication and professional purposes.
Study about business English skills such as listening, speaking, reading, and writing as a tool for future career by simulating scenarios, for example, making business calls, applying for jobs, and interviewing as well as writing letter in English.
3. Number of hours provided for academic advice and guidance to students

     -    The faculty member provides academic advice and guidance to students             (individual/group) 5 hours/week.

     -    The faculty member announces the advising schedule by announcing in the class.
1.1.1 Discipline, honesty, and responsibility in learning and communication
1.1.2 Respect for others’ opinions and cultural diversity
1.1.3 Adherence to professional ethics in communication and teamwork
1.2.1 Integrate ethical discussions into classroom activities
1.2.2 Encourage cooperative work and mutual respect in group projects
1.2.3 Use role plays and case studies that emphasize professional ethics
1.3.1 Observation of student behavior, participation, and teamwork
1.3.2 Evaluation of ethical decision-making in class discussions
1.3.3 Peer and instructor feedback on attitude and responsibility
2.1.1 Business-related English vocabulary and expressions


2.1.2 Structure and functions of business communication (e.g., meetings, emails, negotiations)


2.1.3 Cross-cultural communication principles and business etiquette
2.2.1 Lectures combined with interactive practice and case studies
2.2.2 Reading assignments, listening activities, and role-playing tasks
2.2.3 Group discussions and presentations on business topics
2.3.1 Assignments and written tests
2.3.2 Evaluation of oral presentations and business correspondence
2.3.3 Performance assessment during simulations and discussions
3.1.1 Analytical and problem-solving skills in communication situations
3.1.2 Ability to select appropriate language and tone for different business contexts
3.1.3 Critical thinking in evaluating information and communication styles
3.2.1 Problem-based learning and situation analysis
3.2.2 Encourage students to plan and present their own business scenarios
3.2.3 Group discussions for identifying and solving communication problems
 
3.3.1 Evaluation of case study analyses and written reports
3.3.2 Observation of student reasoning during discussions
3.3.3 Performance-based tasks and oral examinations
4.1.1 Teamwork and leadership in collaborative tasks
4.1.2 Effective interpersonal communication in multicultural environments
4.1.3 Responsibility in completing assigned tasks and meeting deadlines
4.2.1 Group projects and cooperative learning activities
4.2.2 Peer interaction and reflection exercises
4.2.3 Encouraging leadership roles within team tasks
4.3.1 Peer and instructor evaluations of teamwork
4.3.2 Observation of communication and cooperation in activities
4.3.3 Evaluation of participation and task completion
5.1.1 Use of numerical and statistical information in business climates (e.g., reports, presentations)
5.1.2 Effective communication through speaking, writing, and digital media
5.1.3 Application of IT tools for business correspondence and online communication
5.2.1 Use of online platforms for assignments, presentations, and communication
5.2.2 Practice writing business emails, reports, and data-based presentations
5.2.3 Integration of visual aids and digital tools (PowerPoint, Google presentation, canva, linkedin, etc.)
5.3.1 Evaluation of digital communication tasks and multimedia presentations
5.3.2 Observation of online collaboration and participation
 
6.1.1 Ability to pronounce English words clearly and confidently in professional situations
6.1.2 Competence in performing tasks related to business communication, such as presenting, negotiating, or role-playing
6.1.3 Appropriate body language and non-verbal communication in business settings
6.2.1 Practice sessions for pronunciation, presentation, and simulation of real business interactions
6.2.2 Use of video recording for self-assessment and improvement
6.2.3 Coaching and feedback on performance skills
6.3.1 Evaluation of oral performance and pronunciation accuracy
6.3.2 Assessment of body language, gestures, and delivery during role plays and presentations
6.3.3 Instructor and peer feedback based on performance rubrics
กิจกรรมที่ ผลการเรียนรู้ * วิธีการประเมินผลนักศึกษา สัปดาห์ที่ประเมิน สัดส่วนของการประเมินผล
1 1,2,3,4 Resume, cover letter, linkedin profile and professional photo 1 and 2 10
2 1,2,3,4,5 Midterm Examination 8 25
3 1-5 Final Examination 17 25
4 1-5 Assignments 3,9,12,15 20
5 1-5 Presentation 16 20
1. English for Meetings Powell, M. (2008). English for Meetings. Oxford University Press. ISBN 978-0-19-457933-9

 

2. English for Presentations Powell, M. (2008). English for Presentations. Oxford University Press. ISBN 978-0-19-457936-0

 

3. English for Negotiating Falvey, D., & Hollett, V. (2008). English for Negotiating. Oxford University Press. ISBN 978-0-19-457950-6

 

4. English for Emails Glendinning, E. H. (2008). English for Emails. Oxford University Press. ISBN 978-0-19-457912-4

 

5. English for Socializing Grant, D. (2008). English for Socializing. Oxford University Press. ISBN 978-0-19-457939-1

 

6. English for Telephoning Telephoning, D. (2008). English for Telephoning. Oxford University Press. ISBN 978-0-19-457927-8
1. HES Resume & Cover Letter Guide - https://careerservices.fas.harvard.edu/resources/hes-resume-cover-letter-template/
2. 12 steps to a better LinkedIn profile - https://www.linkedin.com/business/sales/blog/profile-best-practices/17-steps-to-a-better-linkedin-profile-in-2017
1.1 Conduct end-of-semester student evaluations using questionnaires or online forms to collect feedback on course content, teaching methods, learning materials, and assessment approaches.
1.2 Encourage open discussions and reflection sessions where students can share opinions and suggestions for improvement.
1.3 Analyze the collected data to identify strengths and weaknesses of the course and apply the findings to future revisions.
2.1 Implement peer observation and supervisory evaluations to assess the effectiveness of teaching and learning activities.
2.2 Use student performance data and participation records to evaluate instructional quality and learning outcomes.
3.1 Incorporate authentic business communication tasks, such as simulated meetings, interviews, and business correspondence, to enhance practical learning.
3.2 Integrate modern teaching media and technology, including digital platforms, video materials, and interactive tools, to make lessons more engaging.
3.3 Update teaching resources with current business terminology and cultural communication practices.
3.4 Promote student-centered learning through group discussions, role plays, and project-based activities.
4.1 Compare students’ assessment results with intended learning outcomes (ILOs) to confirm consistency and fairness.
4.2 Review a sample of students’ work (e.g., assignments, reports, oral tasks) to validate grading accuracy and assessment criteria.
5.1 Conduct a post-semester meeting among instructors to discuss course results, teaching issues, and student feedback.
5.2 Identify strengths, areas for improvement, and specific action plans for revising the course structure or materials.
5.3 Use the outcomes of the review to plan continuous improvement of teaching quality and course effectiveness in the next academic term.