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Abstract
The abstract provides a clear background and objective but lacks sufficient detail regarding the methodology and results, making it difficult to evaluate the impact of the research. The study aimed to explore the integration of communication strategies within ESP frameworks to enhance soft skills development. A mixed-methods approach, combining quantitative quasi-experimental design and qualitative interviews with 100 employees undergoing ESP-soft skills training, was used. The findings highlighted significant improvements in communication skills, including a 25% increase in active listening, enhanced negotiation skills, and better cultural sensitivity. Participants also reported increased confidence and improved client interactions, demonstrating the effectiveness of the training. These results suggest that incorporating communication strategies into ESP training not only boosts language proficiency but also fosters essential soft skills for handling complex workplace dynamics. The study offers valuable insights for both theory and practice, providing a framework for corporate trainers to develop comprehensive training programs that prepare employees for the challenges of modern workplaces.
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References
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- Neeley, T. (2017). The Language of Global Success. Princeton University Press. https://doi.org/10.1515/9781400888641
- Ningsih, N., Rahman, P., & Nelson, S. S. (2024). Tailored Linguistic Instruction for ESP: Strategies and Applications in the Global Arena. International Journal in Applied Linguistics of Parahikma, 7(1).
- Robles, M. M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace. Business Communication Quarterly, 75(4). https://doi.org/10.1177/1080569912460400
- Shanavas, S. P., Singh, S., & Vargheese, K. J. (2024). Teaching English for Specific Purposes in Tertiary Contexts: Navigating Education and Assessment Challenges. Changing English, 31(2), 188–199. https://doi.org/10.1080/1358684X.2024.2309992
- Sing, C. S. (2017). 14. English as a lingua franca in international business contexts: Pedagogical implications for the teaching of English for Specific Business Purposes. In Handbook of Business Communication (pp. 319–356). De Gruyter. https://doi.org/10.1515/9781614514862-014
- Tsaoussi, A. I. (2020). Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education. The Law Teacher, 54(1), 1–30. https://doi.org/10.1080/03069400.2018.1563396
References
Aguaguiña Pilla, M. P., Gordón Fiallos, B. A., Casa Molina, P. E., & Nuñez Melo, N. N. (2025). Development of communicative competence in specific contexts: Teaching English for Specific Purposes (ESP) in fields such as Medicine, Business, and Technology. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 5991–6004. https://doi.org/10.37811/cl_rcm.v9i1.16302
Bekkaoui, H. (2024). A Review of Teaching English for Business Purposes in Morocco. Journal of English Studies in Arabia Felix, 3(1), 43–54. https://doi.org/10.56540/jesaf.v3i1.96
Belcher, D. D. (2006). English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life. TESOL Quarterly, 40(1). https://doi.org/10.2307/40264514
British Council. (2020). The English effect. British Council.
Canale, M., & Swain, M. (1980). Theoretical bases of com-municative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Carnevale, J. B., & Hatak, I. (2020). Employee adjustment and well-being in the era of COVID-19: Implications for human resource management. Journal of Business Research, 116. https://doi.org/10.1016/j.jbusres.2020.05.037
Chafi, M. B., Hultberg, A., & Yams, N. B. (2022). Post-pandemic office work: Perceived challenges and opportunities for a sustainable work environment. Sustainability (Switzerland), 14(1). https://doi.org/10.3390/su14010294
Chen, Y., & Zhang, L. (2019). The impact of soft skills training on employee productivity: A meta-analysis. Journal of Organizational Behavior, 40(5).
Gulliksen, J., Lilliesköld, J., & Stenbom, S. (2023). The ‘New’ New Normal—Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic. Interacting with Computers, 35(5), 691–706. https://doi.org/10.1093/iwc/iwac034
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Louhiala-Salminen, L., & Kankaanranta, A. (2011). Professional communication in a global business context: The notion of global communicative competence. IEEE Transactions on Professional Communication, 54(3). https://doi.org/10.1109/TPC.2011.2161844
Meluso, J., Johnson, S., & Bagrow, J. (2022). Flexible Environments for Hybrid Collaboration: Redesigning Virtual Work Through the Four Orders of Design. Design Issues, 38(1). https://doi.org/10.1162/desi_a_00670
Mitchell, A. (2023). Collaboration technology affordances from virtual collaboration in the time of COVID-19 and post-pandemic strategies. Information Technology and People, 36(5). https://doi.org/10.1108/ITP-01-2021-0003
Neeley, T. (2017). The Language of Global Success. Princeton University Press. https://doi.org/10.1515/9781400888641
Ningsih, N., Rahman, P., & Nelson, S. S. (2024). Tailored Linguistic Instruction for ESP: Strategies and Applications in the Global Arena. International Journal in Applied Linguistics of Parahikma, 7(1).
Robles, M. M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace. Business Communication Quarterly, 75(4). https://doi.org/10.1177/1080569912460400
Shanavas, S. P., Singh, S., & Vargheese, K. J. (2024). Teaching English for Specific Purposes in Tertiary Contexts: Navigating Education and Assessment Challenges. Changing English, 31(2), 188–199. https://doi.org/10.1080/1358684X.2024.2309992
Sing, C. S. (2017). 14. English as a lingua franca in international business contexts: Pedagogical implications for the teaching of English for Specific Business Purposes. In Handbook of Business Communication (pp. 319–356). De Gruyter. https://doi.org/10.1515/9781614514862-014
Tsaoussi, A. I. (2020). Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education. The Law Teacher, 54(1), 1–30. https://doi.org/10.1080/03069400.2018.1563396