English as a Foreign Language Teaching and Productivity in Global Hypercompetition

English as a Foreign Language Teaching and Productivity in Global Hypercompetition

Bryan Christiansen (PryMarke, LLC, Battle Creek, MI, USA) and Fatmanur Kasarcı (Independent Researcher, Istanbul, Turkey)
Copyright: © 2016 |Pages: 10
DOI: 10.4018/IJIDE.2016100103


The global marketplace is characterized by various changes occurring in economic, social, natural, and technological areas. As such, experts in numerous fields are still working to revise various systems and infrastructures to operate in a robust manner within the new realities of today. This article focuses on part of that massive effort by examining the methods used in teaching English as a Foreign Language (EFL) in non-English speaking countries and its potential impact on long-term economic sustainability and productivity since English remains the global business language. The article commences with an introduction to the realities of contemporary globalism that underscore the very purpose for this work, and the subsequent sections present and then synthesize all material to create a paradigm shift in thinking required for teaching EFL in non-English speaking nations.
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General Background

Cultural origins can permit the prediction of individual behavior in an organizational environment under various situations (Trompenaars & Hampden-Turner, 2010; Hofstede, 2001; Hall, 1976). Therefore, as organizations are confronted with the need to engage with stakeholders from a variety of different cultural backgrounds, the need to understand the ways in which cultural imperatives play into individual and collective productivity becomes increasingly paramount. This need ultimately provides the ability for organizations to sustain a competitive advantage and to remain profitable over time (Campbell et al., 2012; Barney, 1991).

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