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/> In the fifth activity ‘Advertising’, little more improvement was seen among the students. The students scored 2 points (Fair) in one task and 3 points (good) in remaining three tasks. Their score formation was in 2, 3, 3, 3 order. The students’ performance in the creation of advertisement in different formats was poor in the first task and fair in the second task in this activity. They were good in the vocabulary and analysis (group work) the ideas in the well organized form. The total score was 11 out of 16.
In the activity ‘Information Technology’, there was a slight improvement. They could move to ‘B+’ grade from ‘B’ grade. Their rubrics scoring sheet was in the form of 3, 3, 4, 2 and total score was 12 out of 16. In this activity, their report was moderately organized and inaccurate in making sentences. In the task answering the questions, their ideas were somewhat unclear and their range of idioms was excellent.
In the activity ‘Telephoning’, the students’ performance was in ‘B+’ grade with the score 13 out of 16. The score was in 3, 3, 3, 4 form. They got 3 points (good) in first 3 tasks and 4 points (excellent) in final task (i.e.) group discussion. In rewriting the telephonic conversations and writing the telephonic message note they were able to present somewhat cohesive and logically organized. Their role play was good and group discussion was excellent because the ideas were stated clearly and interestingly.
The activity ‘Meetings’ projected a performed performance of the students with the score 14 out of 16. They got 3 points (good) in two tasks and 4 points (excellent) in two tasks. The score was in 3, 3, 4, 4 form. In this activity, the tasks writing an agenda and giving an informal speech, the thoughts of students were fairly organized and constructed in a good order. Their vocabulary knowledge and Mix and Match formations were excellent.
In the Nineth activity ‘e-mail’, the students’ performance was better than previous activity. They got 3 points (fair) in the first task and 4 points (excellent) in the remaining tasks. The rubric score of this activity was 15 out of 16 and in the form 3, 4, 4, 4. This is the activity with full of writing e-mail’s in different situations. The e-mail writing of the students were moderately organized in the first task and excellent in the remaining tasks. The usage of commands, words were clear and style of writing was excellent.
In the activity ‘Presentations’, the students performance was improved much better than first activity. The rubric scoring sheet of this activity was in the form 4, 4, 4, 3 and total score was 15 out of 16 with ‘A’ grade. Students scored 4 points (excellent) in three tasks and 3 points (good) in a task. Their descriptions were well organized form, in group discussion, acknowledges the idea of others, but their complex sentence structure was inaccurate (i.e.,) good not excellent.
In the activities eleventh and twelfth, the researcher has attained the aims and objectives of her “Specific Business English Course”. In both the activities memo writing and grammar / punctuations students showed excellent performance. All the four tasks in these activities secured 4 points (excellent) with ‘A+’ grades. The rubrics scoring sheets of this activity was in the form 4, 4, 4, 4 with the total score 16 out of 16. All over the performance of the students were excellent in these final activities.
Hypothesis Realization:
From the observation, hypothesis realization of these twelve activities is observed that a steady growth is seen in the students’ performance from the poor to the excellent level. This course brings out a huge development in the language skills such as listening, speaking, reading, writing and business communication skills such as effective presentations, discussion techniques, team meetings, creating powerful advertisements, etc. The students who were in this course research were able to learn to take notes, identify critical materials and explain their ideas in clear and accurate English, both in speech and in writing. Several tasks within the activity will present specific business concepts which will be used to extend and strengthen the students’ business subject knowledge.
This Specific Business English Course unconsciously upgrades the students in their communicative competence, such as in discourse competence, strategic competence, grammatical competence and socio-linguistic competence. The students got improvement in their business vocabulary and words / phrases which are used in all areas of business. They were excellent in comprehending, note-making, telephoning and making presentations.
This Specific Business English Course to develop English communication skills can be practiced wherever the context is similar. Further research can be made at different levels to strengthen the concept of bring a Specific Course in English Language to develop Communication Skills.
Thus it is observed that the complete mastery was the second language / English can be achieved only through learner friendly activities. The researcher has taken enough effort to bring out the favorable result to the maximum possible extent in developing the communication skills. It has no doubt that the course can be practiced through self-study and this reference material and the course can effectively be used ever to acquire the second language / English through context.
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