Improving students’ professional communicative competence in TEFL context

Abstract This study addresses the challenge of improving students’ professional communicative competence in Teaching English as a Foreign Language (TEFL) contexts, recognizing the growing importance of English in global professional environments. A mixed-methods approach was employed, involving 120 undergraduate students in a 12-week intensive course. The intervention included simulated workplace scenarios, authentic materials, project-based learning, technology integration, and guest lectures. Data were collected through pre- and post-tests, questionnaires, classroom observations, semi-structured interviews, and reflective journals. Quantitative findings revealed significant improvements across all language skills, with speaking showing the highest increase (28.5Questionnaire results indicated enhanced self-perceived competence in professional communication. Qualitative data from observations and interviews highlighted increased student participation, improved use of professional vocabulary, and greater confidence in professional communication scenarios. The integration of quantitative and qualitative findings demonstrates the effectiveness of the intervention in enhancing students’ professional communicative competence. The study underscores the value of a focused, practical approach to teaching professional communication in TEFL contexts, preparing students more effectively for the demands of English use in professional settings.