BRIDGING THE GAP BETWEEN PREPARATORY ENGLISH EDUCATION FOR BUSINESS STUDENTS AND PROFESSIONAL GOALS

This study explores the effectiveness of an English preparatory program in addressing the academic and professional needs of business administration students studying at a Turkish foundation university. Utilizing a qualitative design, the research implemented semi-structured interviews, classroom observations, and document analysis to evaluate the alignment between the preparatory curriculum, learners’ field-specific needs, and linguistic and professional objectives of the Business Department. Findings indicate that while the current English curriculum in the preparatory program enhances learners’ general English proficiency, it is inefficient in equipping learners with field-specific speaking and writing skills required for business settings. Learners reported little integration of technology and a lack of goal-oriented, real-life tasks and professional simulations. Document analysis also revealed a misalignment between the general English and departmental coursebook. Results of the classroom observations highlighted learner engagement in group tasks but reported a scarcity of authentic tasks reflecting real-life business contexts. Learners suggested business-related tasks, using AI tools, and guest speakers working in the profession to bridge the gap between language instruction and future career goals. This study indicates the necessity of an interdisciplinary, task-based approach, utilizing technology in learning field-specific content to enhance learner engagement, motivation, and confidence, and finally contribute to the readiness for professional lives.