Goal and Learning Outcome Justification Our course is built around four goals: (1) For our students

to be able to write and speak effectively during business correspondence, (2) to build an accurate and organized CV and resume, (3) to have confidence during business meetings, job interviews, presentations, and phone correspondence, and (4) to be able to use CALL technology for business meetings and presentations. These goals target the English language skills that our students will need in their professional careers: communicative competence, technological literacy with Englishlanguage software, and experience with written forms of EBP. The bulk of the coursework is done on two portfolios: (1) written assignments and (2) recorded spoken assignments. One written and one spoken assignment will be due each week (from week 2 until week 13 when we begin reviewing material for the final project). Each assignment is practice of the skill learned in that week. The assignments grow more complex, demanding an incorporation of the skills learned up to that point. This will be discussed in more depth in our next section on Sequencing. We have designed the portfolios with two goals in mind. The first is to have an opportunity to track our students progress and target areas of need more effectively. The second is to leave each student with a body of work that they can use as a model or guide for their EBP work in the future. By mastering conventional formats for documents such as resumes and emails and by practicing their telephone, job interview and presentation skills, our students will be prepared to complete a variety of EBP tasks in their working life. To provide examples for the portfolio assignments, we will be using authentic teaching materials.

In addition to the two portfolios each student will complete a business proposal project (either an expansion or improvement of their current company) that calls upon the skills learned during the completion of their portfolios. In the last two weeks of the course we will have in-class presentations of these projects. Like the portfolios, the business proposal project gives the students a concrete and definitive model to use in their professional lives.

Sequencing We have sequenced our tasks with the idea that each skill is complementary to one another. For example, starting with short email correspondence in weeks 1 and 2, we then focus on short phone conversation in week 3. Both skills (short email and phone correspondence) encourage the production of shorter and simpler pieces of English. In weeks 6 and 7, we introduce job interview and business presentation skills, which will require longer sustained productions of English, expanding on the same forms and ideas that were covered in weeks 1 and 2. This spiraling continues with CV/Resume work in week 5, then with open discussion of real-world topics in weeks four, ten and eleven. With each step towards increasing complexity, students will have the skills they need to comfortably advance. We have reserved three class periods to have open class discussion on topics related to the modern business world: Modern Finance and Marketing (week 4), Globalization (week 10) and Job Satisfaction (week 11). The discussions are an opportunity for students to apply their skills to active and lively debate, as well as use related vocabulary. It also

allows students to practice their presentation and debate chops in English, two skills that are invaluable in international business settings. We believe in a student-centered classroom. Although we have strict guidelines for each assignment and specific skills that we wish our students to learn, it is important that our students feel that the material is authentic to them by being relevant to their work-life. The discussion class periods are an opportunity for students to explore their opinions and ideas related to subject matter that effects their job. It is our hope that these discussions will stimulate intrinsic motivation for the advancement of EBP skills. Classes taking place in the lab are opportunities for the students to work on incorporating their skills into the final assignment, as well as receive direct help from the teacher on specific questions. Because much of modern EBP in Taiwan will take place digitally, it is important that our students are literate with English-language software such as PowerPoint, Google and its related applications, Jing, Voxopop, Skype and Microsoft Office programs. We predict that our students will be familiar with Chinese-language versions of some of these programs. A one-on-one conference is in place to make sure students are following the material and on-track to completing their project. During a lab session in week eight, students will be called on individually to meet with the teacher in a separate room. Students will be asked to bring a copy of their projects outline along with any questions on the project or the course in general to the meeting. After week 12 we will begin reviewing the material covered in anticipation of the final presentation of the individual business proposal projects. At this point our students have completed their portfolios and should be planning to combine the skills they learned

to create a cohesive and convincing presentation of their proposal. The Lab sessions and one-on-one conference should have also served the purpose of moving the final project along. The presentation of the business proposal project should represent the accumulation of skills learned in this course. Through emails, meetings and agendas, the student will put together a fictional (but convincing) proposal for a way to either expand their current business or improve its operation.