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The study develops a scale to identify Oral Business English (OBE) learners’ needs and examines how related constructs interact. A two-phase quantitative design uses EFA (SPSS 29) and CB-SEM CFA (SmartPLS4), revealing five OBE needs with significant effects on instructional effectiveness.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-smartpls4-based-cb-sem-confirmatory-factor-analysis-a-case-of-speaking-needs-for-chinese-business-english-undergraduates/594279/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-smartpls4-based-cb-sem-confirmatory-factor-analysis-a-case-of-speaking-needs-for-chinese-business-english-undergraduates/594279.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To develop a scale for identifying Chinese business English undergraduates’ needs for Oral Business English (OBE) instruction and to examine how the constructs in the scale relate to each other.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data analyzed in this research?",{"text":117,"@type":113},"The study uses a two-phase quantitative approach: exploratory factor analysis with SPSS 29 in phase one, and covariance-based structural equation modeling confirmatory factor analysis with SmartPLS4 in phase two.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of OBE needs were identified?",{"text":121,"@type":113},"Five needs were identified: three target needs (difficulties in oral communication, oral challenges in collaborative engagement, and required speaking activities) and two learning needs (perceived learning styles and perceived course satisfaction).",{"name":123,"@type":110,"acceptedAnswer":124},"How do the identified needs relate to OBE teaching effectiveness?",{"text":125,"@type":113},"According to the undergraduates’ perceptions, each of the identified needs has a substantial impact on the effectiveness of OBE instruction in China.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594279,1792607837,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (1), 1-19 (2025)  \n[https://doi.org/10.29140/ajal.v8n1.2217](https://doi.org/10.29140/ajal.v8n1.2217)  \nA SmartPLS4-based CB-SEM confirmatory factor analysis: a case of speaking needs for Chinese business English undergraduates  \nKE HUa   \nASMAA ALSAQQAFb   \naFaculty of Education and Sports Studies, Universiti Malaysia Sabah (UMS), Malaysia  \nbCentre for the Promotion of Knowledge and Language Learning (PPIB), Universiti Malaysia Sabah (UMS), Malaysia  \nAbstract  \nOver the past decade, there has been an increasing emphasis on English for Specific Purposes (ESP) within China’s higher education language programs. However, the shift towards ESP presents a multifaceted challenge, particularly for business English teaching at higher education, where speaking proficiency is crucial yet often falls below expectations. Considering these issues, the authors of this study developed a scale based on relevant literature to pinpoint students’ needs for Oral Business English (OBE) instruction, and to explore the interplay among constructs within the scale that define these needs. This quantitative study employed a two-phase approach, utilizing separate datasets and different sample sizes of Chinese business English undergraduates selected through simple random sampling. Phase one (N = 52) leveraged SPSS 29 for exploratory factor analysis (EFA), while phase two (N = 396) utilized SmartPLS4 for covariance-based structural equation modeling (CB-SEM) in confirmatory factor analysis (CFA). The findings reveal that the undergraduate respondents grapple with a total of five distinct needs related to OBE instruction. These include three target needs: difficulties in oral communication, oral challenges in collaborative engagement, and required speaking activities. Additionally, there are two learning needs: perceived learning styles and perceived course satisfaction. Significantly, as perceived by these undergraduate respondents, each of these needs was found to have a substantial impact on the effectiveness of OBE instruction in China.  \nKeywords: ESP; needs analysis; oral business English; scale development; SmartPLS4  \nCopyright © 2025  \nKe Hu & Asmaa AlSaqqaf  \nIntroduction  \nIncorporating English as a Foreign Language (EFL) into China’s education system is essential for nurturing students’ abilities to communicate domestically and globally. Typically, English teaching or English majors at Chinese universities have focused on providing general language instruction, often called English for General Purposes (EGP), within an academic context. However, the low levels of student satisfaction and proficiency in English following these courses necessitate a thoughtful reevaluation and further development of China’s English language educational structure. In harmony with China’s Belt and Road Initiative, the English language is pivotal in conveying China’s story and bolstering cultural and economic ties. Consequently, achieving the necessary proficiency in English is fundamental to enhancing internationalization and facilitating the exchange and movement of students and educators (Lasekan et al., 2023) . Apparently, teaching English for Specific Purposes (ESP) could be a revitalization method. Indeed, while most research in ESP has concentrated on reading and listening skills, the speaking component has often been overlooked, despite its importance (Alsamadani, 2017). Speaking is frequently undervalued in English language instruction (Sada et al., 2023) . However, proficient communication skills, particularly speaking, can significantly enhance workplace success and effectiveness (Aichhorn & Puck, 2017; He & Li, 2023) . EFL educators and policymakers face the ongoing challenge of aligning students’ needs and goals with the creation of innovative teaching strategi","cbCaiiSzIvY2216e","https://ap.wps.com/l/cbCaiiSzIvY2216e","pdf",491400,"English","# Abstract\n# Introduction\n# Literature Review\n## Business English in China","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To develop a scale for identifying Chinese business English undergraduates’ needs for Oral Business English (OBE) instruction and to examine how the constructs in the scale relate to each other.\"},{\"question\":\"How were data analyzed in this research?\",\"answer\":\"The study uses a two-phase quantitative approach: exploratory factor analysis with SPSS 29 in phase one, and covariance-based structural equation modeling confirmatory factor analysis with SmartPLS4 in phase two.\"},{\"question\":\"What kinds of OBE needs were identified?\",\"answer\":\"Five needs were identified: three target needs (difficulties in oral communication, oral challenges in collaborative engagement, and required speaking activities) and two learning needs (perceived learning styles and perceived course satisfaction).\"},{\"question\":\"How do the identified needs relate to OBE teaching effectiveness?\",\"answer\":\"According to the undergraduates’ perceptions, each of the identified needs has a substantial impact on the effectiveness of OBE instruction in China.\"}]","A SmartPLS4-based CB-SEM confirmatory factor analysis - a case of speaking needs for Chinese business English undergraduates | PDF",1792078859,48]