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Journal articles on the topic 'English in China's Workplace'

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Published: 19 February 2023

Last updated: 20 February 2023

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1

Xie, Qing. "Applying vocational education and training pedagogy in business English courses for China's English major undergraduates." Education + Training 63, no. 2 (January 12, 2021): 292–312. http://dx.doi.org/10.1108/et-07-2020-0183.

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PurposeIn light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.Design/methodology/approachThe study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.FindingsThe study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.Originality/valueInformed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.

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2

Zhang, Lu. "Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College." Advances in Multimedia 2022 (August 16, 2022): 1–9. http://dx.doi.org/10.1155/2022/7092811.

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In the context of economic globalization, as an international language, English plays an increasingly essential role in the communication and exchange of ideas. As an output skill that fully reflects one’s linguistic and cultural literacy and logical thinking ability, English writing is undoubtedly the most difficult of the four basic skills of listening, speaking, reading, and writing. Writing is a form of expression that enables human thoughts to communicate and exchange across time and space, and it is also a powerful witness to the collision of ideas. However, most college students treat English writing with contempt. The reasons for this situation are related to the traditional teaching methods and assessment methods of English writing in universities. After all, today, many universities focus on the development of learners’ input skills or on the training of translation skills in the workplace. However, the development of English writing skills is weak. As a result, a great number of learners’ English writing skills lag behind other skills. This is because, for many years, the English writing curriculum and teaching mode in universities have only emphasized students’ learning of passive language input and rarely highlighted the importance of language output skills and activities. As a result, the imbalance in the interaction between language input and output has led to a lack of students’ writing skills. The teaching model of college English writing is mostly that teachers teach the theory and skills of writing through model essay analysis, and then, they are responsible for assigning writing tasks. The new standards promulgated by the Ministry of Education in 2001 also clearly state that the evaluation system should reflect the diversity of evaluation subjects and the variety of evaluation methods. In other words, both outcome evaluation and process evaluation should be considered. The focus of formative assessment is on students’ learning process. The evaluation content focuses on students’ performance, emotions, attitudes, and learning strategies in the learning process. The subjects of evaluation are teachers, students, and peers, which coincide with the requirements of the new curriculum reform. After more than 20 years of lightning-fast development in the Internet era, China’s Internet industry has achieved unprecedented success and is playing an unprecedented role on the world stage. Under the guidance of relevant policies, China is steadily moving toward becoming a cyber power. Education is the main means of training talents in China, but the traditional teaching mode is bounded by time and place. Therefore, teaching through the Internet is convenient and unconstrained in this era. In addition, the convenient connection of mobile Internet anytime and anywhere has facilitated the rapid integration of online and offline education. Education, as a future-oriented business, is bound to bring about a change. In this study, an improved collaborative filtering automatic assessment system for teaching English writing in college is designed.

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3

Zhu, Ying. "China's changing workplace: dynamism, diversity and disparity." Asia Pacific Business Review 19, no. 1 (January 2013): 142–43. http://dx.doi.org/10.1080/13602381.2012.693766.

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4

PETRICK, JOSEPH A., and FOSTER C. RINEFORT. "The Challenge of Managing China's Workplace Safety." Business and Society Review 109, no. 2 (June 2004): 171–81. http://dx.doi.org/10.1111/j.0045-3609.2004.00190.x.

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5

Bernhardt, Stephen A. "Teaching English: Workplace Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 132–33. http://dx.doi.org/10.1080/00098655.1992.10114180.

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6

ALVARO, JOSEPH JAMES. "Analysing China's English-language media." World Englishes 34, no. 2 (May 13, 2015): 260–77. http://dx.doi.org/10.1111/weng.12137.

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7

Botha, Werner. "English in China's universities today." English Today 30, no. 1 (February 5, 2014): 3–10. http://dx.doi.org/10.1017/s0266078413000497.

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According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especially with regard to how they use various languages in various aspects of their lives, increasingly sampling different ‘worlds’, both ‘physical’ as well as ‘imaginary’ (see also Blommaert, 2010). Studies of migration and mobility within Greater China – particularly with regard to how this relates to the use of English in the context of local languages and language varieties – have received very little attention. This paper aims to fill this gap by providing a sociolinguistic account of the contemporary use of English in China's higher education, by specifically reporting on a recent large-scale sociolinguistic study that was carried out in Macau and Guangzhou, in southern China. The study reported on in this paper captures the increasing use of English as a medium (or additional medium) of instruction in two universities at these locations. The study also reveals how English is used in the personal lives of ordinary Chinese students.

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8

He, Gaochao. "What Do Workers Want in China's Industrial Workplace?" China: An International Journal 02, no. 02 (September 2004): 323–29. http://dx.doi.org/10.1142/s0219747204000172.

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9

He, Gaochao. "What Do Workers Want in China's Industrial Workplace?" China: An International Journal 2, no. 2 (2004): 323–29. http://dx.doi.org/10.1353/chn.2004.0012.

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10

Duval‐Couetil, Nathalie, and Larry Mikulecky. "Immigrants, English, and the workplace." Journal of Workplace Learning 23, no. 3 (April 5, 2011): 209–23. http://dx.doi.org/10.1108/13665621111117233.

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11

Ekkens, Kristin, and Paula Winke. "Evaluating Workplace English Language Programs." Language Assessment Quarterly 6, no. 4 (October 21, 2009): 265–87. http://dx.doi.org/10.1080/15434300903063038.

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12

Stennett, Jack, Renyou Hou, Lola Traverson, Valéry Ridde, Kate Zinszer, and Fanny Chabrol. "Lessons Learned From the Resilience of Chinese Hospitals to the COVID-19 Pandemic: Scoping Review." JMIRx Med 3, no. 2 (April 6, 2022): e31272. http://dx.doi.org/10.2196/31272.

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Background The SARS-CoV-2 pandemic has brought substantial strain on hospitals worldwide; however, although the success of China’s COVID-19 strategy has been attributed to the achievements of the government, public health officials, and the attitudes of the public, the resilience shown by China’s hospitals appears to have been a critical factor in their successful response to the pandemic. Objective This paper aims to determine the key findings, recommendations, and lessons learned in terms of hospital resilience during the pandemic; analyze the quality and limitations of research in this field at present; and contribute to the evaluation of the Chinese response to the COVID-19 outbreak, building on a growing literature on the role of hospital resilience in crisis situations. Methods We conducted a scoping review of evidence on the resilience of hospitals in China during the COVID-19 crisis in the first half of 2020. Two online databases (the China National Knowledge Infrastructure and World Health Organization databases) were used to identify papers meeting the eligibility criteria. After extracting the data, we present an information synthesis using a resilience framework. Articles were included in the review if they were peer-reviewed studies published between December 2019 and July 2020 in English or Chinese and included empirical results pertaining to the resilience of Chinese hospitals in the COVID-19 pandemic. Results From the publications meeting the criteria (n=59), we found that substantial research was rapidly produced in the first half of 2020 and described numerous strategies used to improve hospital resilience, particularly in three key areas: human resources; management and communication; and security, hygiene, and planning. Our search revealed a focus on interventions related to training, health care worker well-being, eHealth/telemedicine, and workplace organization, while other areas such as hospital financing, information systems, and health care infrastructure were less well represented in the literature. We also noted that the literature was dominated by descriptive case studies, often lacking consideration of methodological limitations, and that there was a lack of both highly focused research on specific interventions and holistic research that attempted to unite the topics within a resilience framework. Conclusions We identified a number of lessons learned regarding how China’s hospitals have demonstrated resilience when confronted with the SARS-CoV-2 pandemic. Strategies involving interprovincial reinforcements, online platforms and technological interventions, and meticulous personal protective equipment use and disinfection, combined with the creation of new interdisciplinary teams and management strategies, reflect a proactive hospital response to the pandemic, with high levels of redundancy. Research on Chinese hospitals would benefit from a greater range of analyses to draw more nuanced and contextualized lessons from the responses to the crisis.

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13

Zhou, Xiaoyi, and Q. S. Tong. "English literary studies and China's modernity." World Englishes 21, no. 2 (July 2002): 337–48. http://dx.doi.org/10.1111/1467-971x.00253.

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14

Zhu, Cherrie Jiuhua. "Book Review: China's Changing Workplace: Dynamism, Diversity and Disparity." Economic and Labour Relations Review 23, no. 2 (June 2012): 141–44. http://dx.doi.org/10.1177/103530461202300212.

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15

Moron, Veronique, and Bahaudin G. Mujtaba. "Helping Non-English Speakers Speak English in the Workplace." American Journal of Education and Learning 3, no. 1 (2018): 14–26. http://dx.doi.org/10.20448/804.3.1.14.26.

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16

Yinghong, Xu. "Workplace English Teaching and College English Test Band 4." Education Study 1, no. 1 (2019): 30–36. http://dx.doi.org/10.35534/es.0101003.

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17

Wu, Shaojie. "Exploring the prospects of English in the tourism economy." Journal of Contemporary Educational Research 4, no. 2 (February 19, 2020): 82–85. http://dx.doi.org/10.26689/jcer.v4i2.1011.

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As an ancient civilization with a world-renowned reputation, China has rich cultural and historical tourism resources. In recent years, with the continuous improvement of China's economy and comprehensive national strength, China's tourism economy has also achieved unprecedented development. With the rapid development of China's tourism economy, the tourism economy for international tourists urgently needs to be further expanded, and for that, English plays an important role in the development of China's tourism economy in the new era. This paper mainly analyzes the current status of China's tourism economy and the impact of English on the development and prospects of tourism economy, and discusses and studies how to use English to promote the development of tourism economy.

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18

Setiawan, Dedy. "Survey for Workplace English in Indonesia." European Journal of English Language and Literature Studies 10, no. 5 (May 15, 2022): 36–49. http://dx.doi.org/10.37745/ejells.2013/vo10.n5pp3649.

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The present study uses survey to investigate the use of English in Indonesian workplaces. Thirty-six respondents who are polytechnic alumni who already work and managers in four different companies were asked to complete the questionnaire. The study found that over 80% of the respondents suggested that English was one of the requirements to obtain a job. This can be seen from the time they applied for a job in which English was used either as ‘complete language’ or language mixed (code mixing) with Indonesian. English also helps respondents to be promoted to higher level. In addition, the survey uncovers the frequency of use of sub skills of English used for listening, speaking, reading and writing in Indonesian workplaces and how the alumni coped with those skills.

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19

Botan, Carl, and Geneva Smitherman. "Black English in the Integrated Workplace." Journal of Black Studies 22, no. 2 (December 1991): 168–85. http://dx.doi.org/10.1177/002193479102200202.

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20

Nair-Venugopal, Shanta. "English, identity and the Malaysian workplace." World Englishes 19, no. 2 (July 2000): 205–13. http://dx.doi.org/10.1111/1467-971x.00169.

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21

Nair-Venugopal, Shanta. "Malaysian English, normativity and workplace interactions." World Englishes 22, no. 1 (February 2003): 15–29. http://dx.doi.org/10.1111/1467-971x.00269.

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22

Skinner, Elizabeth F., Nancy A. Siefer, and Barbara A. Shovers. "English-language training for the workplace." New Directions for Adult and Continuing Education 1987, no. 33 (1987): 17–25. http://dx.doi.org/10.1002/ace.36719873304.

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23

HU, YUANYUAN. "China's English language policy for primary schools." World Englishes 27, no. 3-4 (October 30, 2008): 516–34. http://dx.doi.org/10.1111/j.1467-971x.2008.00582.x.

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24

ALVARO, JOSEPH JAMES. "Political discourse in China's English language press." World Englishes 32, no. 2 (May 22, 2013): 147–68. http://dx.doi.org/10.1111/weng.12006.

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25

BOLTON, KINGSLEY, and WERNER BOTHA. "English in China's universities: Past and present." World Englishes 34, no. 2 (May 13, 2015): 190–210. http://dx.doi.org/10.1111/weng.12133.

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26

Zhang, Wei. "Chinese-English code-mixing among China's netizens." English Today 28, no. 3 (September 2012): 40–52. http://dx.doi.org/10.1017/s0266078412000260.

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One of the most fascinating aspects of Chinese English in the contemporary age is the growing practice of code-mixing on China's Internet. This study uses participant observation to explore the ‘mixing’ practices of Chinese netizens in online social networking communities, by focusing on code-mixing in domains of government administration, pop culture and social interaction. The results of the study suggest that a mixed-code variety of Chinese English is gaining popularity in China's homegrown social networks. For the young generation in mainland China, ‘mixing’ has become part of their everyday communication practices as they build multicultural identities, transform the traditional social relationships and practice their social responsibilities, using new communication technologies as well as their linguistic and cultural repertoires.

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27

Adamson, Bob. "English with Chinese Characteristics: China's New Curriculum." Asia Pacific Journal of Education 21, no. 2 (January 2001): 19–33. http://dx.doi.org/10.1080/02188791.2001.10600192.

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28

HE, DEYUAN, and LINDSAY MILLER. "English teacher preference: the case of China's non-English-major students." World Englishes 30, no. 3 (August 18, 2011): 428–43. http://dx.doi.org/10.1111/j.1467-971x.2011.01716.x.

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29

Botha, Werner. "English and international students in China today." English Today 32, no. 1 (December 10, 2015): 41–47. http://dx.doi.org/10.1017/s0266078415000449.

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China has since 2000 started marketing itself as a hub for international education, and there has been a push by the government to attract a large number of foreign students to the country's universities. Sharma (2011) reported that there were around 260,000 foreign students studying in China's universities, and that the aim of the Ministry of Education was to attract around 500,000 foreign students by 2020. However, as China is a so-called ‘emerging destination’ for foreign students, perhaps not surprisingly, the vast majority - around two-thirds - of its foreign student population is currently from the Asia region (Study in China, 2012). Although the largest number of foreign students in China study Chinese language programs, an increasing number are attracted by such programs as engineering and medicine. These courses are also being promoted as English-medium programs, with whole degree programs offered from undergraduate to postgraduate levels in English. Little research has been carried out on how these programs are being conducted, the reception of these programs by foreign students in China, and the impact this is having on China's universities. The attraction of international students to China's higher education institutions would no doubt alter the dynamics of language use on these university campuses. This article reports on the reception and use of English by foreign university students in one such international degree program: international undergraduate students studying for a degree in Bachelor of Medicine and Bachelor of Surgery (MBBS) in the School of Medicine of one of China's leading universities. This case study provides an example of how English-medium instruction programs are currently being used to attract foreign students to China's universities, partly in order for these universities to promote themselves as ‘international’ institutions (see also Botha, 2014; and Bolton and Botha, 2015).

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30

Robbins, Bruce. "Weaving Workplace Writing into the English Classroom." English Journal 91, no. 2 (November 2001): 41. http://dx.doi.org/10.2307/822343.

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GRITSENKO, ELENA, and ALEXANDRA LALETINA. "English in the international workplace in Russia." World Englishes 35, no. 3 (June 10, 2016): 440–56. http://dx.doi.org/10.1111/weng.12211.

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32

Brady, M. Ann. "Expanding English studies to include workplace writing." ACM SIGDOC Asterisk Journal of Computer Documentation 23, no. 4 (November 1999): 23–26. http://dx.doi.org/10.1145/339119.339140.

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33

Archer, Katherine. "Workplace English as a Second Language Program." Adult Learning 3, no. 8 (June 1992): 9–14. http://dx.doi.org/10.1177/104515959200300803.

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34

Ting, Su-Hie. "Is English Needed in a Malay Workplace?" RELC Journal 33, no. 1 (June 2002): 137–53. http://dx.doi.org/10.1177/003368820203300108.

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35

Hiranburana, Kulaporn. "Use of English in the Thai workplace." Kasetsart Journal of Social Sciences 38, no. 1 (January 2017): 31–38. http://dx.doi.org/10.1016/j.kjss.2015.10.002.

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36

Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.

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37

Xiang, Debao. "China's image on international English language social media." Journal of International Communication 19, no. 2 (August 2013): 252–71. http://dx.doi.org/10.1080/13216597.2013.833535.

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38

Han, Xinxin, Feng Jiang, Lijun Shen, Yuanli Liu, Tingfang Liu, Huanzhong Liu, Peicheng Wang, Zimo Yang, Yi-Lang Tang, and Jiming Zhu. "Workplace Violence, Workforce Stability, and Well-being in China's Psychiatric Hospitals." American Journal of Preventive Medicine 62, no. 4 (April 2022): e265-e273. http://dx.doi.org/10.1016/j.amepre.2021.09.013.

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39

Bell, Jill Sinclair. "Canadian experiences of training linguistically diverse populations for the workplace." Australian Review of Applied Linguistics 18, no. 1 (January 1, 1995): 35–51. http://dx.doi.org/10.1075/aral.18.1.03bel.

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It has increasingly become apparent that multicultural workplace programs which focus exclusively on teaching English to immigrant employees are inadequate. This paper draws on recent Canadian research in j o b training programs to question whether the development of English language proficiency has a positive impact on the career prospects of most workplace learners. Some recent research suggests on the contrary that increasing English use can actually have a negative impact on an employee’s work life. The paper goes on to describe some of the newer workplace programs which include anti-racist training and cross cultural awareness for all members of the workplace.

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40

Mat Husin, Mohd Zulfadli, and Noor Raha Mohd Radzuan. "Identifying English language needs among administrative support staff in a Malaysian Public University: A preliminary study." English Language Teaching Educational Journal 4, no. 3 (December 31, 2021): 199–212. http://dx.doi.org/10.12928/eltej.v4i3.4974.

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English skills particularly in conversation are essential in workplace situations especially in the context of higher learning institutions. Little attention is being given to examining the needs of English communication skills and issues related to administrative support staff at their workplace particularly at public universities. A questionnaire was adopted to gauge the English language needs of support staff, their English skills perception as well as usage at the workplace. Data were collected from a group of 40 support administrative staff from Universiti Malaysia Kelantan (UMK) involving three administrative departments. The findings were gathered using survey and analyzed using content descriptive analysis. The results of the study revealed that the majority of the respondents strongly agreed that having a good English ability will increase their chance of being promoted to a higher position. Data also revealed that staff use English mostly during interaction with foreign staff and students. In addition, staff perceived that they need to improve their English writing skills the most. This study hopes to give better insight towards English proficiency among administrative support staff and explicit policy on English language at workplace. Therefore, English continuous professional development programmes should be developed and introduced to assist in improving their English language abilities.

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41

Solihu, Abdul-Lateef, and Lilisuriani Abdul Latif. "Needs Analysis for Workplace English Speaking Courses for University Engineering Students in the Kwara State of Nigeria." Journal of Critical Studies in Language and Literature 1, no. 3 (August 18, 2020): 25–35. http://dx.doi.org/10.46809/jcsll.v1i3.26.

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The globalization of world markets which has led to the hegemony of English language over other languages requires graduates from different fields of specialization to equip themselves with English communication skills to communicate effectively in local and international workplace contexts. This study was conducted to investigate the English speaking skills needed by engineering students in the Kwara states of Nigeria. A survey was carried out to compare how the respondents’ (undergraduate engineering students and industry workers in the Kwara State of Nigeria) self-rated their speaking interaction and production skills and to observe their perception of the importance of speaking interaction and production sub skills for workplace communication. The study concluded with suggestions for creating a better perception of the importance of English speaking skills among engineering students and creating a better workplace English curriculum so that students’ workplace speaking skills can be improved.

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42

Li, Songqing. "The use of English in China's real estate advertising." English Today 28, no. 3 (September 2012): 53–59. http://dx.doi.org/10.1017/s0266078412000272.

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One's native language is normally a marker of national identity. This is particularly true of China, which many regard as a relatively linguistically homogeneous nation. The huge impact of the spread of English on the local culture of China alongside a buoyant wave of global capitalism raises interesting questions such as the following: (i) Does the spread of English challenge or undermine the sense of China's national identity? (ii) By drawing upon English as a new linguistic and cultural resource, is China now redefining its own culture? (iii) What strategies are observable in the use of English intranationally in contemporary China? To answer these questions, this study examines the use of English in China's real estate advertising. The relatively new discourse of real estate advertisements in mainland China has been attributed to the process of increasing urbanization which has accelerated since 2000. In addition, as one of the most fundamental symbols of a nation, land is closely associated with national identity, which suggests that real estate transformed from land can be taken as a source discourse for an investigation of national identity (Smith, 1991; First and Avraham, 2007). By focusing on the use of English in China's real estate advertising and its possible association with the national identity of mainland China, this study discusses the strategic use of English as a linguistic and cultural resource in identity construction.

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43

Zhijian, Zhou. "From General English to EST: A Proposal to Reform China's Service English Teaching." TESL Canada Journal 6, no. 1 (October 26, 1988): 51. http://dx.doi.org/10.18806/tesl.v6i1.540.

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This paper gives a brief survey of service English teaching in China and proposes reform based on the theory and practice of the ESP/EST approach. The survey describes the course materials, classroom teaching activities, and students' reactions to them under the General English approach now prevalent in China, while at the same time noting an apparent upsurge of interest in EST among Chinese learners and teachers of English. The proposal argues for a shift from General English to EST and offers solutions to such problems as the preparation of EST course materials, the training of EST teachers, and the testing of EST learners. The paper also reveals how expatriate teachers of English working in China could assist in the reform and why textbooks produced in the U.S. and Britain do not suit Chinese students of science and engineering very well.

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44

Ngeow, Karen Yeok-Hwa, Keng-Soon Soo, and Avon Crismore. "Workplace perceptions and attitudes toward standard English use." Journal of Asian Pacific Communication 13, no. 2 (December 31, 2003): 231–67. http://dx.doi.org/10.1075/japc.13.2.04nge.

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This study investigated the perceptions and attitudes of Malaysian civil sector and private sector workers toward the use and acceptance of Malaysian English, a variety of nonstandard English. A survey using a 20-item Likert Scale questionnaire highlighted some language issues: current perceptions and attitudes about and use of standard English, international intelligibility, public models of language use, and behavioral intentions of civil sector and private sector Malaysians toward standard English. The major findings for the combined sectors were 1) a recognition of the importance of attaining international intelligibility of English in their interactions with foreigners and 2) mixed reactions toward the use of standard English language within their Malaysian society. Differences were found for some items between the civil sector and private sector workers as well as for the factors of age, gender and ethnicity. Studies like this one can be used as a model for replication to find out more about language perceptions and attitudes in other countries and are significant for raising the language awareness needed by educators to better help their students succeed in finding employment, by employers to gain insight into employees’ perceptions and attitudes toward and use of English in order to enhance communication. In addition, the study raises important questions and issues such as about the growth and acceptance of non-native varieties of English in Malaysia and other countries.

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45

Bolton, Kingsley, and David Graddol. "English in China today." English Today 28, no. 3 (September 2012): 3–9. http://dx.doi.org/10.1017/s0266078412000223.

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According to a 2010 China Daily article, the number of English learners in China is now around 400 million, approximately one third of China's population (see also Wei and Su, this issue). The importance of English in the state education system has been supplemented by the rapid growth of privately-run language schools and training institutes across the country in recent years. The same article quoted a comment by Ms Xiao Yan, the public relations manager of the Wall Street English language school chain, who gave her explanation for the current popularity of English in the following terms: More and more importance has been given to English after China carried out the policy of reform and opening up to the outside world in the late 1970s. And accompanying China's rise on the world stage in recent years are growing connections of commerce and culture with other countries, especially those developed English-speaking countries […] The entire Chinese society attaches high importance to the English study as sometimes it even plays a vital role for a person who plans to pursue further education and seek a better career. There is no doubt that people who have a good command of English are more competitive than their peers. (China Daily, 2010a)

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Tao, Jue. "Evaluation of Service-Oriented English Practice Teaching under Resource Sharing -- A Case Study of English in Hotel Industry." Advances in Higher Education 3, no. 2 (October 10, 2019): 134. http://dx.doi.org/10.18686/ahe.v3i2.1430.

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<p>Hotel service is an indispensable part in the field of tourism, and its service level has a direct impact on the tourism industry. From the perspective of the current development of China's hotel industry, both its scale and service level are constantly improving. But from the perspective of internationalization, with the continuous improvement of service standards in the industry, China's hotel industry is still facing a severe situation.Service-oriented English is an important communication tool in the service industry. The mastery of this kind of English by service personnel directly determines the quality of service, and also influences the whole service industry.Therefore, in recent years, educators attach great importance to the evaluation of this kind of practical English teaching.</p>

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Hunter, Judy, and David Cooke. "Education for Power: English Language in the Workplace." Power and Education 6, no. 3 (January 2014): 253–67. http://dx.doi.org/10.2304/power.2014.6.3.253.

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Cooper, Allene, Mary Sue Garay, and Stephen A. Bernhardt. "Expanding Literacies: English Teaching and the New Workplace." English Journal 89, no. 1 (September 1999): 133. http://dx.doi.org/10.2307/821377.

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DENEIRE, MARC. "English in the French workplace: realism and anxieties." World Englishes 27, no. 2 (May 2008): 181–95. http://dx.doi.org/10.1111/j.1467-971x.2008.00551.x.

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Knight, Melinda. "Global English and Multilingual Writers in the Workplace." Business and Professional Communication Quarterly 79, no. 4 (December 2016): 395–96. http://dx.doi.org/10.1177/2329490616681766.

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