Bridging Curricula and Workplaces in China: A Needs-Based Model for Arabic Business Communication

Abstract

This study addresses the persistent misalignment between Arabic language curricula in Chinese universities and the communicative demands of Arabic-mediated business work. Adopting an explanatory sequential mixed-methods design, we surveyed 105 Chinese graduates who use Arabic in professional settings and conducted follow-up interviews with three lecturers responsible for Arabic for Business Purposes (ABP) courses. Exploratory factor analysis confirmed three reliable constructs: teaching methodology, workplace ability, and future training needs, while regression analyses showed that learner-centered, task-based teaching methodologies significantly predict graduates’ perceived workplace ability and heighten their awareness of ongoing training needs. The qualitative findings illuminated high-stakes communicative events such as negotiations, client correspondence, and intercultural meetings, and revealed systematic gaps between academic instruction and workplace discourse practices. Integrating quantitative and qualitative strands, the study proposes a dual-layer instructional model consisting of eight developmental stages and five interrelated competence domains that link classroom tasks to authentic business communication events. The model offers a contextualized pathway for redesigning ABP curricula in China and contributes to wider debates on how language-for-specific-purposes programmes can better support employability and professional communication readiness.