Reconceptualising English Language Education for Business and Management Undergraduates: Addressing Skill Gaps through Curriculum Reform

Abstract

Amidst the growing complexity and competitiveness of the global professional landscape, proficiency in English alone no longer equips business and management graduates for the communicative demands of the workplace. Employers value graduates who demonstrate linguistic competence with soft skills, including critical thinking, collaboration, problem-solving, and workplace communication. However, many existing English Language Teaching (ELT) curricula in business education remain rooted in traditional, grammar-based, and general-purpose models, which inadequately address practical demands of the workplace. This study aims to re-conceptualise English language education for business and management undergraduates through a systematic reform of ELT curricula, aligning instructional content with industry expectations. Specifically, it pursues three objectives: (1) to identify key communication competencies required in modern business contexts; (2) to examine the extent to which current ELT curricula address these competencies; and (3) to develop a contextually relevant curriculum framework that enhances linguistic proficiency and workplace readiness. A qualitative approach was employed, involving document analysis of current ELT syllabi from selected business and management faculties of Sri Lankan state universities, and semi-structured interviews with English instructors as well as business faculty and industry professionals. Purposive sampling was used to select participants, and thematic analysis was conducted to interpret syllabi content and interview data. The findings reveal a significant misalignment between academic content and real-world communication tasks expected of business graduates. The existing curricula often omit communicative tasks, including negotiation and conflict resolution, spontaneous networking, and collaborative problem-solving. Interview insights highlight the necessity for interactive, task-based, and discipline-specific instruction. Accordingly, this study proposes a modular curriculum reform framework integrating professional communication scenarios, project-based learning, and reflective language practices into ELT curricula. The proposed framework fosters learner engagement, promotes contextualised language use, and prepares graduates for the workplace. The study concludes that strategic ELT curriculum realignment is essential to meet the communicative demands of the contemporary workplace.