A Mixed-Method Needs Analysis for Developing In-Flight Communicative English Material Integrating Intercultural Communicative Competence from Thai University Students' Perspectives

Developing EFL Students' Communicative Performance Through Experiential Cross-Cultural Interaction with International Tourists: A Mixed-Methods Study at TSES English Club

The disconnect between formal language instruction and real-world communicative competence remains a core challenge in global EFL education. This convergent mixed-methods study examines an innovative experiential learning model at the TSES English Club in Ho Chi Minh City, Vietnam, where university students practise their English skills via structured, authentic interactions with international tourists in public spaces. The quantitative data, collected over an 18-week intervention period, comprised pre/post-test scores of 11 students assessed using a 100-point rubric, alongside student post-intervention perception surveys from 71 students and 7 expert facilitators. The qualitative data, gathered via semi-structured interviews with 3 facilitators and 5 students, underwent reflexive thematic analysis and were supplemented by ethnographic observation. Findings reveal significant practical communication score gains (t(10)=24.06, p<.001, d=7.25), indicating an extremely large effect. Post-intervention surveys indicated over 77% of students improved across all criteria. Thematic analysis revealed three primary catalysts: authentic communicative pressure, intrinsic motivation from meaningful cross-cultural exchange, and peer scaffolding with emotional support. Three principal barriers emerged: accent-triggered anxiety, cultural and pragmatic misunderstandings, and environmental noise. The study theoretically operationalises experiential learning and intercultural competence frameworks within this non-institutional, tourism-driven context. Practically, it offers ten evidence-based, actionable recommendations to maximise pedagogical impact for language clubs.

Needs Analysis for Developing Communicative Speaking Materials for Tenth Grade Senior High School Students

Although speaking is a key component of English language learning, many Indonesian EFL students still struggle to communicate effectively in English. Existing instructional materials often emphasize language knowledge rather than meaningful communication, creating a gap between classroom learning and real-life language use. This study aimed to analyze the speaking needs of tenth-grade EFL students at Senior High School 1 Petarukan, Indonesia, as a basis for developing communicative speaking materials. The research employed a descriptive design, combining quantitative and qualitative approaches. Hutchinson & Waters’ (1987) needs analysis framework served as the foundation of the study. Data were collected through questionnaires administered to 66 students and semi-structured interviews with their English teacher. The findings indicate that students prefer speaking materials that are communicative, contextual, and closely connected to their real-life experiences while also supporting their academic goals. They highlighted the importance of vocabulary enrichment, pronunciation practice, and opportunities to participate in authentic communicative activities. These findings provide valuable insights into learners’ speaking needs and offer a foundation for designing communicative speaking materials aligned with students’ proficiency levels, preferences, and classroom realities.

Bridging Academic and Workplace English in India: EAP-EOP Transition Challenges and a Culturally Responsive Curriculum Framework

The transition from English for Academic Purposes (EAP) to English for Occupational Purposes (EOP) requires learners to adapt academic language knowledge to workplace genres, registers, relationships, and intercultural expectations. This study investigates the transitional competence gap among Indian learners and proposes a culturally responsive curriculum framework. Using a sequential explanatory mixed-methods design, data were collected from 200 learners across four Indian regions through structured questionnaires, open-ended responses, and eight semi-structured interviews. Quantitative analysis compared difficulties involving idiomatic expressions, formal writing, professional register, intercultural competence, and overall EAP–EOP transition. Qualitative analysis examined register discontinuity, pragmatic challenges, rhetorical mismatch, and the absence of structured transitional support. Results showed that EAP learners experienced greater difficulty with idiomatic expressions and formal writing, whereas EOP learners reported higher difficulty with professional register and intercultural competence. Both groups perceived the transition as demanding, confirming that academic proficiency does not automatically transfer to workplace performance. The qualitative findings further revealed difficulties in adapting tone, condensing academic information, communicating across hierarchies, and managing culturally different expectations. The study proposes a three-stage framework comprising EAP foundations, transitional competence training, and occupation-specific EOP preparation, with emphasis on genre transfer, register flexibility, pragmatic instruction, intercultural simulation, and performance-based assessment for learners.

Enhancing Business Communication of BBS Students through ESP Practices: The Role of Intercultural Communicative Competence

Background: The integration of intercultural communicative competence (ICC) with English for Specific Purposes (ESP) practices remains underexplored in business communication course for Bachelor of Business Studies at Tribhuvan University (TU). Objectives: This study attempted to explore the challenges that English language teachers face while applying ESP practices to the students of BBS and investigate how ESP practices help in developing ICC of students of BBS at TU. Methods: This descriptive phenomenological study used in-depth interviews with six English language teachers selected purposively from six constituent campuses of TU in Kathmandu Valley. Results: Five major themes emerged syllabus-theory gaps, literary overemphasis, ICC underutilization, technology deficit, and inadequate teacher training. Conclusion: The business communication syllabus of BBS must be restructured to replace literary texts with ESP-aligned, ICC-integrated, AI-enhanced authentic business materials, supported by mandatory teacher training in TBLT and CLIL. Novelty: This study provides empirical evidence on ESP-ICC integration challenges in BBS programs, offering actionable recommendations for curriculum revision at TU.

General English as the Foundation of Workplace Communication: Perspectives of Culinary Study Program Students at Akademi Komunitas MAPINDO

English communication competence has become an important requirement for vocational students, particularly in culinary and hospitality fields where interaction with guests, colleagues, and international stakeholders is frequently required. Although previous studies have widely discussed workplace English and English for Specific Purposes (ESP), limited attention has been given to students’ perceptions of the role of General English as a foundation before entering professional communication contexts. This study aims to explore how Culinary Study Program students perceive the contribution of General English instruction to their workplace communication readiness. A qualitative research approach was employed through semi-structured interviews involving 14 students from the Culinary Study Program at Akademi Komunitas MAPINDO. The data were analyzed using thematic analysis following Braun and Clarke’s framework to identify recurring patterns in students’ experiences and perceptions. The findings revealed four main themes: (1) General English as the foundation of language understanding, (2) grammar knowledge supporting communication accuracy, (3) the development of question formation and appropriate responses, and (4) increased confidence in using English during workplace interactions. The students perceived that General English provided essential linguistic knowledge, including grammar, vocabulary, sentence structures, and communication strategies that supported their readiness to communicate during workplace practice. However, students also indicated that foundational English learning should be complemented with workplace-related communication activities to address specific industry demands. This study highlights the importance of maintaining General English as a fundamental component of vocational education, as it provides students with the necessary linguistic and psychological preparation before developing more specialized workplace English skills.

Investigating Students' Perspectives on English Camp as A Tool to Enhance Communicative Competence