Raising Students' Global English Competitiveness (GEC) through Targeted Course Modules

Abstract

In today's globalized world, English has become the most widely spoken language and a prerequisite for success in almost every field. In response to this concern, Centro Escolar University (CEU) developed,validated, and thematically analyzed the participants' experiences with the Global English Competitiveness (GEC) course modules. The modules were crafted based on the CEFR B2 competencies outlined in the EAQUALS Core Inventory for General English, Four-Component Instructional Design (4C/ID) model, SAMR model, and the Taskbased approach (TBLT). This study employed a mixed-method research design, combining the Convergent Parallel and Explanatory Sequential approaches. The pilot testing of these GEC modules yielded promising results. Specifically, participants demonstrated improved scores in both TOEIC listening and reading assessments. Participants consistently evaluated the GEC course modules as highly suitable for achieving the intended learning outcomes. However, the proponents of the study recommend further rigorous testing to assess the long-term effectiveness of the GEC modules, ideally over a duration exceeding 180 hours. This research contributes valuable insights to the field of language education and underscores the importance of targeted interventions in enhancing English language proficiency on a global scale.

Keywords: TOEIC, CFR, Global English Competitiveness, English course modules, selfpaced, Teacher-Led, language intervention