ELSA as an Education 4.0 Tool for Learning Business English Communication

Abstract

Due to globalization, business collaborations are made throughout the world. Many industries have started adopting new technologies to make their work easier. Therefore, preparing students for the future workforce is necessary. This can only be achieved only by adopting a new education system. The new education system that supports technologies is known as Education 4.0. Education 4.0, which is sustainable, is a self-based education that adopts AI for learning. Exploring many new technologies and English communication is important for anyone entering the workforce in the future. This study aims at developing Business English communication using Education 4.0. ELSA is one of the applications that supports Education 4.0. The novelty of the current study is that ELSA is used for developing Business English communication. This quantitative study employed a quasi-experimental research design, and a purposive-sampling method was used for selecting the participants. Management students from business schools were selected for this research. Ninety-nine students participated in this study. Later, a pre-test was conducted using a questionnaire. Data were collected and documented. The intervention was carried out for four weeks and adopted Education 4.0. After the intervention period, a post-test was conducted using another questionnaire to check for improvement. The pre-test and post-test data of the participants were compared and analyzed in SPSS using a paired sample t-test. The results showed that listening skills were greatly improved using Education 4.0, which is also important for enhancing other skills, and the participants benefited from using Education 4.0. Moreover, we discuss the study’s limitations, which provides opportunities to conduct future research.

1. Introduction

Many types of work are being automated, and traditional jobs are being replaced by new ones that require certain key skills for future workers. This has brought about what is known as Industrial Revolution 4.0 [1]. In this era, knowledge and skills are paramount for staying relevant and competitive in the job market. Terms such as reskilling and upskilling reflect the kind of changes that are happening.

We are at the threshold of Industry 4.0. It is expected to alter the way we live, work, and relate with one another. This revolution will change, challenge, and disrupt every industry in the country. Whether people like it or not, it is also shaping the future of education. Due to the development of technology, there has been a spike in jobs related to automation, robotics, artificial intelligence, and machine learning. While optimists are excited about the opportunities, skeptics caution about the potential risks. The biggest fear about Industrial Revolution 4.0 is that millions of today’s jobs are expected to be lost due to the use of artificial intelligence and robotics. Worldwide, only 30% of today’s tasks are performed by machines, but this figure may increase to 50% by 2030 or 2040, which means that machines are replacing the human workforce [2].

It is likely that, eventually, more than 51% of jobs will be automated. Are we qualifying today’s students to deal with the future workforce? Should we not equip them with the skills that align with fast-changing technology? Most educators are unsure whether they can prepare young people to face the future with courage and confidence. Thus, the only natural way that education can change to suit new circumstances is Education 4.0 [3]. Education 4.0 is a purposeful learning approach that lines up with Industrial Revolution 4.0. It can help to transform the future of education using advanced technology and automation. Our current educational system is equipped to achieve this with forward-learning curriculum, and the introduction of Education 4.0 may ensure the future of education.

Nowadays, educational institutions are failing to keep up with the job market. Using outdated curricula and boring, traditional teaching methods has created a lag in terms of employable skills. This has made us realize the relevance of forward-learning curricula [4] and instruction. It is important to understand the changing nature of the job market. People have to equip themselves; universities must equip students for future jobs. There is a clear need for forward-learning curriculum and instruction. To achieve this skillset, educational institutions must have built-in technology in classrooms, remote-learning opportunities, skill-based curricula, project-based learning, online and offline assessments, and ready data. Moreover, this is all impossible without a universal language.

Due to globalization, there is a need for interconnectivity and intercommunication, and Business English skills are essential for succeeding in a career [5]. There are business relationships between companies worldwide, indicating the need for a common language. Even smaller companies collaborate with foreign partners and, consequently, require employees to communicate fluently in written and spoken English. While working in an international environment, improving Business English vocabulary and knowledge is paramount for success. It opens many doors and brings about new career opportunities. Using specialized vocabulary and phrases confidently and fluently makes learners appear more professional in business settings. Business English accomplishes this by allowing its learners to see how international companies collaborate. How do they conduct business and build professional relationships? People might be proficient at expressing their views in their mother tongue but cannot do the same in English in international meetings. In order to avoid this type of situation, people must enhance their Business English communication skills. Almost all major companies in the world prioritize using technology whose operations are carried out using English. Therefore, a mastery of English in the business world is the main consideration if someone wants to work for a large company, either multinational or international [6]. English is a significant basic capital in the business world. Only with good Business English communication can a business grow and succeed. By recognizing the importance of English in business, business management students can motivate themselves to learn Business English in various ways [7]. This can be easily achieved with the help of Education 4.0 [8].

During the COVID-19 pandemic, many students worldwide were not able to attend educational institutions. The pandemic, therefore, had a huge impact on education. People are exploring new ways of teaching and learning. They have started to use many educational applications for learning. Many research papers have proved the advantages of technology for language learning. Technology greatly assists educators and learners and gives them more options for English learning. Students can use many educational applications, such as ELSA, DUOLINGO, etc., to improve their communication skills [9].

Moreover, technology allows students to connect with teachers anywhere and anytime. Technology offers teachers software tools to create more life-like lessons for students [10]. Mobile devices, such as smartphones and tablets, are ubiquitous. With the implementation of the Internet of Things (IoT), artificial intelligence (AI), smart cities and homes, and other similar modern technologies, education must not lag behind [11]. Education 4.0 encourages learners to learn independently. It forces students to learn by themselves utilizing various technology sources. A teacher’s role here is to guide students in their learning [12]. The focus is mainly on teaching and learning methods and skill enhancement.

ELSA (English Language Speech Assistant) is a fun and engaging app specially designed to help improve English pronunciation and support Education 4.0. ELSA’s artificial intelligence technology was developed using voice data of people speaking English with various accents. This allows ELSA to recognize the speech patterns of non-native speakers, setting it apart from most other voice recognition technologies.

The goal of this study is to investigate how Education 4.0 enhances learners’ skills with the help of the ELSA learning application, along with the defined variables that are essential for business communication [13]. A quasi-experimental research design is adopted, and the results are analyzed with the help of a statistical tool using a paired sample t-test. It also aims to validate the research with the help of management students in the southern region of Tamil Nadu, India.

2. Literature Review

2.1. Learning Strategies

A learning strategy is an individual’s way of organizing and using a particular set of skills in order to learn content or accomplish tasks more effectively and efficiently. Learning strategies are essential for learning any language. Different learning strategies from different cultural backgrounds are needed for learning a language [14]. According to one study, cognitive, metacognitive, and compensation strategies play important roles in English learning among college students [15]. Moreover, they improve motivation and confidence and deliver enhanced results. Teachers need to implement appropriate learning strategies for learners to achieve academic success.

Another study considered collaborative learning among students [16]. This is one of the most effective, yet oldest, methods of teaching language. Discussion is considered a beneficial learning tool, and student motivation also plays a key role in learning a language. Collaborative learning enhances students’ abilities to learn a language and allows learners to participate effectively in communication. A collaborative English-language-learning model is where a teacher guides a learner by having them participate in learning activities, giving necessary feedback, and encouraging them. The research concluded by stating that learning in groups helps students to learn effortlessly.

For implementing any learning strategies, teacher education has to be developed because there is a gap between knowing a theory and practicing it; the quality of teachers’ education needs to be maintained according to core practices and assessment processes [17]. Hence, a teacher must concentrate on preparation before leading classes. Videos, blueprints of lessons, learner work samples, evaluation specimens, and teaching elements need to be used. Formative and active assessments help students construct knowledge and deepen their understanding [18]. Incorporating these techniques and learning methodologies helps students to prepare themselves for the future workforce.

2.2. Teaching Techniques

Due to globalization and technological development, many international students are gaining knowledge all around the world with the help of the Internet. There are many types of teaching delivered for the privilege of international business school students. One such technology is a Flipped classroom [19]. A Flipped classroom has course material and includes videos related to the course, which students can access prior to their class; these greatly help them with the classroom discussion and activities. Non-native English speakers benefit from Flipped classroom educational approaches because they can access the course materials anywhere and anytime. Thus, adopting a teaching method that uses technology plays a vital role for learning a language.

One study [19] addressed techniques used by language instructors. It also pointed out the need for conducting creative activities using methodologies and materials needed to improve second language learning in an academic environment [20]. The researchers also highlighted the importance of instructors using innovative activities to enhance students’ motivation. Future professionals must be creative thinkers and flexible workers, and educators must adopt a purposeful strategy to ensure quality teaching and learning. In addition, their study analyzed the use of creative methods to stimulate better language acquisition.

2.3. Business Communication

Business English communication includes aspects such as soft skills and critical knowledge. One study [14] concentrated on the communication skills of Business English language learners. It pointed out the importance of communication in the business environment [21]. Communication skills were split into various factors, such as listening, speaking, reading, and writing (LSRW) [22]. The research concluded that reading skills are essential, followed by listening, speaking, and writing. Business English teaching differs from general English teaching; it encompasses specialized vocabulary and different skills that are vital for the business environment [23]. The researchers pointed out that instructors need to have background knowledge of business and the right attitude toward solving issues for teaching students. They also noted that teachers need to adapt to the changing world by adopting learning strategies to help prepare students for the future workforce.

A study on the perceptions of management students in India pointed out the need for business communication education [24]. The opinions of business executives and students demonstrated that enhanced communication skills are vital for business and indispensable for job success. However, the needed competencies and skills are not acquired properly by some business school students. In fact, some business schools are failing to impart the required skills. Efforts to overcome this failure are limited. Therefore, creating a friendly environment for students and teachers helps them to attain success in learning a language. Similarly, this strengthens the relationships between students and teachers.

Every year, a large number of students enter the job market. They may not succeed if they have not acquired adequate skills. Therefore, assessing students’ skills before they leave college is necessary. For this, it is necessary to implement a new curriculum that greatly influences student skillsets and is sustainable [25]. To enhance learner skillsets and create a sustainable environment, researchers are interested in adopting Education 4.0 [3].

2.4. Education 4.0

Education 4.0 implements artificial-intelligence-assisted tasks for imparting knowledge [26]. Researchers have emphasized the need to adapt digital tools [26] for efficient and effective teaching and learning for students and teachers [27]. This has led to the rise of blended learning, which combines face-to-face interactions with digital learning. The pandemic paved the way for adopting Education 4.0. The core elements for adopting Education 4.0 were discussed [28]. Future education systems have to deal with the challenges associated with digitalization. Further, the study indicated that students’ readiness to utilize digital tools for learning English is very high. The researcher concluded that students’ learning skills are greatly improved with the help of technology [29].

Language-learning applications are available on the Internet for learning any language. The effectiveness of learning English with the help of technology yields positive results among students [7]. Mobile-assisted language learning (MALL) is another prominent e-learning method. LINE APP is one such tool that improves students’ spelling skills. Motivation and computer-assisted language learning (CALL) approaches are interconnected and play a significant role in learning English as a foreign language. Moreover, this approach enhances students’ LSRW skills, along with lexicon knowledge. Many applications are using artificial intelligence for better learning. A study pointed out the implementation of artificial intelligence for language-learning apps and the creation of a sustainable environment using Education 4.0. Higher-education institutions are ready to help with the development of AI-enabled devices and apps so that they can be used in their educational processes [30].

2.5. ELSA

The ELSA Speak application is one of these platforms, and it supports Education 4.0. It stands for English language speech assistant. ELSA is ranked as one of the five best English pronunciation apps (2023) and can enhance learners’ English communication skills [31]. It is available from both the AppStore and the Google Play store and has various features to enhance learners’ pronunciation in an American accent through exercises that ask learners to pronounce a word, phrase, or sentence properly. The app can generate a learner’s speaking proficiency and score. Earlier studies have concluded that students greatly benefit from learning English through this application.

2.6. Productive Competency

Speaking and writing skills are paramount for communication and, thus, deserve special attention when learning any language. Learners need to process their own words while speaking and writing. In the current study, speaking and writing skills were combined and named productive competency [32]. Productive competency is essential for expressing thoughts and being effective, in both formal and informal ways, in a business environment. According to research, effective speaking skills result in better jobs [33]. Writing was predominant in the late nineteenth century. Writing skills require background knowledge and appropriate language usage. In this era, writing skills are still in great demand for content writing in digital media marketing. Moreover, writing skills allow students to think creatively with the help of technology. Hence, the below hypothesis was derived:

H1: 

There is a significant difference between the pre-test and post-test productive competency of Business English learning using Education 4.0.

2.7. Receptive Competency

Listening and reading skills were categorized as receptive competency. Only with the help of listening can learners interpret information properly. Reading comprehension is a process of obtaining and generating meaning from a text [32]. Listening and reading are vital for responding to any information. According to a study, listening and reading are linked. The researchers stressed the importance of simultaneous phonological, syntactic, and semantic interpretation, along with cognitive processing [34]. Another study explained that the establishment of receptive (reading) and oral (listening) skills improves with the use of technology, along with other skills [35]. Hence, our second hypothesis was derived:

H2: 

There is a significant difference between the pre-test and post-test receptive competency of Business English learning using Education 4.0.

2.8. Phonetic Utterance

Future professionals need to communicate successfully in both a source language and a target language. The ability to speak like a native speaker helps a learner to obtain a better job [32]. Faulty pronunciation can lead to the misunderstanding of a message. Therefore, correct pronunciation is essential for interpreting any text [36]. Moreover, acquiring correct pronunciation is often a difficult and complex task for second language learners. In order to address this problem, researchers can take advantage of Education 4.0 to implement better interaction with a language so that learners can motivate themselves and improve their skills by practicing. Thus, this led to the following hypothesis:

H3: 

There is a significant difference between the pre-test and post-test phonetic utterance of Business English learning using Education 4.0.

2.9. Lexicon Usage

Mastering vocabulary is a fundamental step when learning a language, but it is often considered tedious [32]. Learning English requires memorizing and practicing many vocabulary words with numerous grammatical structures [30]. Vocabulary is the basic building block of English sentences [37]. The accelerated growth in wireless technology has paved the way for learning vocabulary and overcoming limitations on learning time. Hence, we were motivated to frame the following hypothesis:

H4: 

There is a significant difference between the pre-test and post-test lexicon usage of Business English learning using Education 4.0.

2.10. Grammar Skills

Among language-specific skills, grammar is seldom addressed in language learning [32]. Despite the fact that learning grammar is one of the most challenging tasks for Business English language learners, learners often lack the motivation and enthusiasm to learn and pursue the goal of using target language grammar. It helps to use an authentic context relevant to their business environment [38]. A gaming approach could, therefore, be a potential strategy for practice and personalization. Hence, our next hypothesis was constructed as follows:

H5: 

There is a significant difference between the pre-test and post-test grammar skills of Business English learning using Education 4.0.

2.11. Digital Literacy Skills

Digital literacy encompasses using software or operating a digital device [39]. In order to function effectively in a digital environment, learners need to have complex cognitive, sociological, and emotional skills [40]. Learners need to read instructions from graphical displays in user interfaces and use digital reproduction to create new, meaningful materials from existing ones and construct knowledge from them. The newly emerging concept of digital literacy is used to measure the quality of learner work in digital environments and provide scholars and developers with a more effective means of business communication for designing better user-oriented environments [29,41]. Thus, to inspire learners and provide a meaningful business-English-learning context in the digital era, we formulated the hypothesis that follows:

H6: 

There is a significant difference between the pre-test and post-test digital literacy skills of Business English learning using Education 4.0.

Figure 1 shows the hypothesis frameworks of the study.

3. Statement of the Problem

Business English has gained special attention in recent years, but many schools and colleges still struggle to implement it. Education 4.0 sets a clear path for learning in a self-based mode, and the ELSA application is one such tool that adopts Education 4.0 for learning Business English communication. ELSA adopts AI to allow learners to enhance their language skills. This study aimed to determine how self-based education can improve student knowledge.

Objectives of the Study

The objectives of the study were to investigate the cause and effect of Education 4.0 for learning Business English communication. Thus, we proposed the following goals:

• To identify the LSRW skills of learners using Education 4.0.
• To explore the phonetic utterance of students using Education 4.0.
• To improve the lexicon usage of students using Education 4.0.
• To investigate the grammar skills of students using Education 4.0.
• To assess the improvement of digital literacy among management students using Education 4.0.

4. Methodology

The study adopted a quantitative method with a quasi-experimental research design and, to support the research design, sampling techniques were used. Business English language learners and management students were selected for the study on the basis of purposive sampling. Figure 2 shows the research design of the current study. It also describes a pilot study that was conducted for 20 participants with the help of a questionnaire using a 5-point Likert scale. Later, a pre-test was conducted to identify prior knowledge of LSRW for all the participants (99 students) with the help of the questionnaire, and the collected data were stored. Later, all the participants were asked to explore the ELSA application, which supports Education 4.0. The intervention period was four weeks. After the intervention [42], a post-test was conducted with all the participants using another questionnaire with a 5-point Likert scale to check for improvement. Both pre-test and post-data were analyzed with the help of the IBM SPSS statistical tool version 21. Figure 2 illustrates the research plan with the help of a schematic diagram [43].

4.1. Participants

Consent was obtained to conduct the survey at a college. After that, invitations to participate in the study were sent out, emphasizing the principle of participation, guaranteeing anonymity and confidentiality, and committing to publish the data only in summary form. The study adopted a quasi-experimental design and focused only on Business English learning, so postgraduate management students from a business school were selected based on a purposive-sampling method for enhancing Business English communication skills. A total of 99 postgraduate students in management studies took part in the study. All the participants were Business English language learners and were asked to fill in demographic details via a pre-test questionnaire.

4.2. Instruments

The pilot study was conducted with 20 participants. The questionnaire for the pilot study was circulated in physical form to create awareness among the participants. Subsequently, in the pre-test, the questionnaire was circulated with the help of Google forms using a 5-point Likert scale, as it only collected opinions on the participants’ skills. The participants’ demographic details were solicited in the questionnaire. In total, 40 questions were asked, and they were equally distributed among the variables, including productive competency, receptive competency, phonetic utterance, lexicon usage, grammar skills, and digital literacy. The questionnaire was validated by field experts who were business school faculty. The reliability of the questionnaire was calculated with the help of the SPSS tool, and the Cronbach’s Alpha value was 0.888, which indicated good internal consistency of the questionnaire [44].

The post-test questionnaire was created using a Likert scale based on the pre-test questionnaire. The post-test questionnaire contained 40 questions and was distributed equally, like the pre-test questionnaire.

Table 1. Demographic details of the participants.

No.	Demographic Category	Range
1	Gender	Male = 65; Female = 34
2	Age	Aged 20–22 = 65; Age > 22 = 34
3	Region	Urban = 45; Rural = 34
4	Education	Second-year postgraduate management students = 99

reveals the demographic details of the participants.

4.3. Procedure

Participants were given instructions about the study, and a WhatsApp group was created for expressing any questions or concerns. After the pilot study, the pre-test was conducted among 99 students with the help of Google forms. All fields of the questionnaire were made mandatory for submitting the form. The questionnaire was circulated through the WhatsApp group. The pre-test was conducted to check the participants’ prior knowledge of Business English communication. The collected data were stored. After the pre-test, participants were asked to download the ELSA application to proceed with the research. The proficiency of the participants was tested again with the help of ELSA to determine their exact proficiency. The intervention took place over four weeks. The participants used the ELSA app for 20 min daily during their self-developmental academic hours, and the intervention was limited to four weeks due to the time constraints of the students. Education 4.0 is self-directed, so students could use the application anytime. The students were asked to explore the application and complete the pre-designed exercises as per the lessons given in the application.

The study plan was followed to find better results, and all the activities were completed only in the ELSA app. For that, a group was created by researchers in the ELSA app, and all the participants were invited to join the group. The researchers were part of the group for following up with the participants. At the end of each week, participants’ skills were tested using different exercises targeting the mentioned skills using a weekly test. The weekly test was conducted in the ELSA app using a study set and included activities for testing participants’ skills. Activities were given based on their study plans.

Table 2. Study plan using ELSA.

Week	Portions	Targeted Skills
1	Basic study sets, basic vocabulary, basic grammar (parts of speech, usage of tenses)	LSRW, phonetic, vocabulary, and grammar
2	Introductory lessons, common communication lessons, vacation lessons	LSRW, phonetic, vocabulary, and grammar
3	Working at restaurants, education lessons, and creating new study sets	LSRW, phonetic, vocabulary, and grammar
4	Work and career lessons, business environment lessons, and collaborating within study sets	LSRW, phonetic, vocabulary, and grammar

shows the details of the intervention plan targeting all the skills.

For the first week, a basic, pre-designed study set was explored, along with basic vocabulary sets and basic grammar, such as parts of speech and usage of tenses, for enhancing all the skills. Exercises were set at the end of the week to test learners’ skills. In the second week, pre-designed introductory English lessons, common communication lessons, and vacation lessons were explored. In the third week, learners worked on restaurant and education lessons. The study sets helped the participants write sentences using the learned vocabulary and grammar skills. This enhanced their writing skills. The participants could interact with fellow participants and learn from others in the group. Collaborating within the study sets, work- and career-related lessons and business environment lessons were explored in the fourth week, and exercises were given at the end of the week to have learners apply the skills in real-life environments. Participants were asked to use the application’s built-in dictionary to clarify any doubts. Every weekly test examined all the skills. After the intervention period, a post-test was conducted using another questionnaire with the same variables. Post-test data were collected and stored. The pre-test and post-test data were analyzed with paired sample t-tests in SPSS to determine improvement.

5. Results

The results of the study are tabulated below with the help of SPSS using a paired sample t-test to find improvement that took place during the intervention period. A t-test is an inferential statistic used to test differences between the means of two groups. t-tests allow one to test assumptions made about a population as a hypothesis-testing tool. This helped us to understand if there was any effect of the process on the population.

Table 3. Paired sample statistics of pre-test and post-test.

		Mean	N	Std. Deviation	Std. Error Mean
Pair 1	PCS_AVE	4.1899	99	0.33488	0.03366
	APCS_AVE	4.6525	99	0.35177	0.03535
Pair 2	PCW_AVE	4.0586	99	0.32357	0.03252
	APCW_AVE	4.4828	99	0.38227	0.03842
Pair 3	RCL_AVE	4.0545	99	0.40287	0.04049
	ARCL_AVE	4.5616	99	0.43769	0.04399
Pair 4	RCR_AVE	4.0626	99	0.45593	0.04582
	ARCR_AVE	4.5152	99	0.48914	0.04916
Pair 5	PU_AVE	4.0808	99	0.37571	0.03776
	APU_AVE	4.4949	99	0.40542	0.04075
Pair 6	LU_AVE	4.0545	99	0.46495	0.04673
	ALU_AVE	4.4424	99	0.50972	0.05123
Pair 7	GS_AVE	4.0242	99	0.44746	0.04497
	AGS_AVE	4.4566	99	0.46777	0.04701
Pair 8	DL_AVE	4.2000	99	0.35800	0.03598
	ADL_AVE	4.5515	99	0.41511	0.04172

gives the average means of the pre-test data for all the variables calculated using the compute variable in SPSS: the pre-test average mean for the productive competency of speaking (PCS_AVE) was 4.1899, the pre-test average mean for the productive competency for writing (PCW_AVE) was 4.0586, the pre-test average mean for the receptive competency of listening (RCL_AVE) was 4.0545, the pre-test average mean for the receptive competency of reading (RCR_AVE) was 4.0626, the pre-test average mean for phonetic utterance (PU_AVE) was 4.0808, the pre-test average mean for lexicon usage (LU_AVE) was 4.0545, the pre-test average mean for grammar skill (GS_AVE) was 4.0242, and the pre-test average mean for digital literacy (DL_AVE) was 4.2000. Similarly, the average mean of the post-test data for all the variables was calculated using compute variables in SPSS: the post-test average mean for the productive competency of speaking (APCS_AVE) was 4.6525, the post-test average mean for the productive competency of writing (APCW_AVE) was 4.4828, the post-test average mean for the receptive competency of listening (ARCL_AVE) was 4.5616, the post-test average mean for the receptive competency of reading (ARCR_AVE) was 4.5152, the post-test average mean for phonetic utterance (APU_AVE) was 4.4949, the post-test average mean for lexicon usage (ALU_AVE) was 4.4424, the post-test average mean for grammar skill (AGS_AVE) was 4.4566, and the post-test average mean for digital literacy (ADL_AVE) was 4.5515. Table 3 shows the standard deviation (SD) for all the variables computed for N = 99 participants.

Table 4. Paired sample correlations of pre-test and post-test.

	N	Correlations	Sig.
Pair 1: PCS_AVE and APCS_AVE	99	0.812	0.000
Pair 2: PCW_AVE and APCW_AVE	99	0.894	0.000
Pair 3: RCL_AVE and ARCL_AVE	99	0.855	0.000
Pair 4: RCR_AVE and ARCR_AVE	99	0.855	0.000
Pair 5: PU_AVE and APU_AVE	99	0.86	0.000
Pair 6: LU_AVE and ALU_AVE	99	0.93	0.000
Pair 7: GS_AVE and AGS_AVE	99	0.916	0.000
Pair 8: DL_AVE an ADL_AVE	99	0.887	0.000

shows the paired sample correlation. Pearson’s correlation coefficient was considered to determine the strength and direction of the linear relationships between the pairs of variables. Correlation values are required for meaningful associations of variables. Pearson’s correlation is denoted by r. Values of correlation ranging from –1 to 1 indicate perfectly positive correlations. To find the statistical significance of a correlation, the p-value has to be considered. If a p-value is low (less than 0.05), then a correlation is statistically significant. If a p-value is not low (higher than 0.05), then a correlation is not statistically significant. The Pearson coefficient and the p-value should be integrated. Table 4 shows each variable’s correlation and significance p-value by pairing them with pre-test and post-test data for respective variables using a paired sample t-test.

Table 5. Paired samples test.

		Paired Differences					t	df	Sig. (2-tailed)
		Mean	Std. Deviation	Std. Error Mean	95% Confidence Interval of Difference
					Lower	Upper
Pair 1:	PCS_AVE–APCS_AVE	–0.46263	0.21121	0.02123	–0.50475	–0.42050	–21.794	98	0.000
Pair 2:	PCW_AVE–APCW_AVE	–0.42424	0.17208	0.01729	–0.45856	–0.38992	–24.531	98	0.000
Pair 3:	RCL_AVE–ARCL_AVE	–0.50707	0.22913	0.02303	–0.55277	–0.46137	–22.019	98	0.000
Pair 4:	RCR_AVE–ARCR_AVE	–0.45253	0.25648	0.02578	–0.50368	–0.40137	–17.555	98	0.000
Pair 5:	PU_AVE–APU_AVE	–0.41414	0.20850	0.02095	–0.45573	–0.37256	–19.764	98	0.000
Pair 6:	LU_AVE–ALU_AVE	–0.38788	0.18696	0.01879	–0.42517	–0.35059	–20.643	98	0.000
Pair 7:	GS_AVE–AGS_AVE	–0.43232	0.18889	0.01898	–0.47000	–0.39465	–22.773	98	0.000
Pair 8:	DL_AVE–ADL_AVE	–0.35152	0.19186	0.01928	–0.38978	–0.31325	–18.230	98	0.000

shows the paired sample test results of mean difference and SD scores, comparing all variables’ average means from the pre-test and post-test. We calculated the paired sample t-test to determine improvement during the intervention period. The average means of the variables from the pre-test were compared with the average means of the post-test data to find the differences between them: PCS_AVE–APCS_AVE, PCW_AVE–APCW_AVE, RCL_AVE–ARCL_AVE, RCR_AVE–ARCR_AVE, PU_AVE–APU_AVE, LU_AVE–ALU_AVE, PU_AVE–APU_AVE, GS_AVE–AGS_AVE, and DL_AVE–ADL_AVE. A 95% confidence interval was set, and the significance (two-tailed) was calculated.

6. Hypothesis Testing and Validation

The hypothesis testing was conducted with the help of the above tabulation (Table 3, Table 4 and Table 5) for validating the research. The t-test is a statistical test used to compare the means of groups. It is used to test a hypothesis to determine whether a process actually affects the participants.

H1: 

There is a significant difference between the pre-test and post-test productive competency of Business English learning using Education 4.0.

Based on the paired sample statistics, the average means (Table 3) of the pre-test values for the productive competency of speaking (mean = 4.1899 and SD = 0.33488) and the productive competency of writing (mean = 4.0586 and SD = 0.32357) were lower than the average means of the post-test values for the productive competency of speaking (mean = 4.6525 and SD = 0.35177) and the productive competency of writing (mean = 4.4828 and SD = 0.38227). The paired sample correlation of pre-test and post-test values was p = 0.00, which was significant. The correlation coefficient value (Table 4) for speaking (r = 0.812 < 0.9) and the correlation value for writing (r = 0.894 < 0.9) showed a linear relationship between the variables. Table 5 shows a significant difference between pre-test and post-test productive competencies using Education 4.0. Hence, H1 was accepted.

H2: 

There is a significant difference between the pre-test and post-test receptive competency of Business English learning using Education 4.0.

Based on the paired sample statistics, the average means (Table 3) of the pre-test value for the receptive competency of listening (mean = 4.0545 and SD = 0.40287) and the receptive competency of reading (mean = 4.0626 and SD = 0.45593) were lower than the average means of the post-test values of the receptive competency of listening (mean = 4.5616 and SD = 0.43769) and the receptive competency of reading (mean = 4.5152 and SD = 0.48917). The paired sample correlation of the pre-test and post-test values was p = 0.00, which was significant. The correlation coefficient value (Table 4) for listening (r = 0.855 < 0.9) and the correlation value for reading (r = 0.855 < 0.9) showed a linear relationship between the variables. Hence, Table 5 shows that there was a significant difference between the pre-test and post-test receptive competencies using Education 4.0. Therefore, H2 was approved.

H3: 

There is a significant difference between the pre-test and post-test phonetic utterance of Business English learning using Education 4.0.

Based on the paired sample statistics, the average mean (Table 3) of the pre-test value for phonetic utterance (mean = 4.0808 and SD = 0.37571) was lower than the average mean of post-test phonetic utterance (mean = 4.4949 and SD = 0.40542). The paired sample correlation of the pre-test and post-test values was p = 0.00, which was significant. The correlation coefficient value (Table 4) for phonetic utterance (r = 0.860 < 0.9) showed a linear relationship between the variables. Hence, Table 5 shows that there was a significant difference between pre-test and post-test phonetic utterance using Education 4.0. Thus, H3 was confirmed.

H4: 

There is a significant difference between the pre-test and post-test lexicon usage of Business English learning using Education 4.0.

Based on the paired sample statistics, the average mean (Table 3) of the pre-test value for lexicon usage (mean = 4.0545 and SD = 0.46495) was lower than the average mean for post-test lexicon usage (mean = 4.4424 and SD = 0.50972). The paired sample correlation of the pre-test and post-test values was p = 0.00, which was significant. The correlation coefficient value (Table 4) for lexicon usage (r = 0.930 < 0.9) showed a linear relationship between the variables. Hence, Table 5 shows that there was a significant difference between the pre-test and post-test lexicon usage using Education 4.0. Consequently, H4 was accepted.

H5: 

There is a significant difference between the pre-test and post-test grammar skills of Business English learning using Education 4.0.

Based on the paired sample statistics, the average mean (Table 3) of the pre-test value for grammar skills (mean = 4.0242 and SD = 0.44746) was lower than the average mean for post-test grammar skills (mean = 4.4566 and SD = 0.46777). The paired sample correlation of the pre-test and post-test values was p = 0.00, which was significant. The correlation coefficient value (Table 4) for grammar skills (r = 0.916 < 0.9) showed a linear relationship between the variables. Hence, Table 5 shows that there was a significant difference in the pre-test and post-test grammar skills using Education 4.0. Accordingly, H5 was accepted.

H6: 

There is a significant difference between the pre-test and post-test digital literacy of Business English learning using Education 4.0.

Based on the paired sample statistics, the average mean (Table 3) of the pre-test value for digital literacy (mean = 4.2000 and SD = 0.35800) was lower than the average mean for post-test digital literacy (mean = 4.5515 and SD = 0.41511). The paired sample correlation of the pre-test and post-test values was p = 0.00, which was significant. The correlation coefficient value (Table 4) for digital literacy (r = 0.887 < 0.9) showed a linear relationship between the variables. Hence, Table 5 shows that there was a significant difference between the pre-test and post-test digital literacy using Education 4.0. Therefore, H6 was accepted.

Figure 3 shows the mean differences of all the variables and depicts that the receptive competency of listening (0.50707) was greatly improved by using Education 4.0, followed by the productive competency of speaking (0.46263), the receptive competency of reading (0.45253), grammar skills (0.43232), the productive competency of writing (0.42424), phonetic utterance (0.41414), lexicon usage (0.38788), and digital literacy (0.35152).

7. Discussion

Learning methods that incorporate technology are effective and useful for both students and teachers. Education 4.0 paves the way for adopting technology in learning. The present study adopted Education 4.0 for learning Business English communication. ELSA is one of the tools of Education 4.0 and provides effective results when learning Business English communication [7].

Table 6. Comparative analysis of the obtained results and the existing research in the context of the proposed hypotheses.

Hypotheses		Existing Research		Outcomes of the Present Research
		Findings	References
H1	There is a significant difference between the pre-test and post-test productive competency of Business English learning using Education 4.0.	Grammar translation method (GTM) and communicative language-teaching (CLT) methods can be used to enhance learners’ productive competency.	Speaking: [19,32,35] Writing: [9,32,45]	Education 4.0 was used to enhance the productive competency of learners. Study set strategies enhanced participants’ writing skills.
H2	There is a significant difference between the pre-test and post-test receptive competency of Business English learning using Education 4.0.	The ADDIE (analysis, design, development, implementation, evaluation) technique can be used for learning LSRW skills.	Listening: [8,13,35] Reading: [21,34,46]	Self-led education improved language skills.
H3	There is a significant difference between the pre-test and post-test phonetic utterance of Business English learning using Education 4.0.	The paired associate learning (PAL) technique can be used to attain proper pronunciation. Accuracy and fluency can improve with the help of a phonemic decoding efficiency subtest.	[37,47,48]	ELSA gave a pronunciation score using AI by having learners record their voices. It amplified the phonetic utterances of the participants.
H4	There is a significant difference between the pre-test and post-test lexicon usage of Business English learning using Education 4.0.	A concept-mapping learning strategy can be used for learning vocabulary. The Peabody picture vocabulary test can be used to assess lexicon usage.	[30,31,33,37,46]	ELSA study sets increased learners’ lexicon usage.
H5	There is a significant difference between the pre-test and post-test grammar skills of Business English learning using Education 4.0.	Rewriting techniques can be used for enhancing grammar skills. Practice conversational tasks can be carried out for attaining fluency.	[31,33,49]	Audio and video conversational practices in ELSA helped learners to improve their grammatical skills.
H6	There is a significant difference between the pre-test and post-test digital literacy of Business English learning using Education 4.0.	Usage of ICT tools in educational and EFL contexts.	[29,39,41,50]	ELSA was identified as a helpful Education 4.0 tool for English for professional purposes (EPP).

gives a comparative analysis of the existing literature with the current study. The current study sought to investigate the LSRW of management students. Our results agree with the findings of previous studies. In particular, they concur with [35], which showed that listening skills were greatly improved compared with other skills; likewise, the present study showed better improvement in the receptive competency of listening using Education 4.0. ELSA allowed learners to listen properly and repeated the information as needed, which was useful for enhancing other language skills as well. Thus, the receptive competency of listening led to better speaking skills.

The productive competency of speaking also plays a major role in improving Business English communication. A previous study adopted the combined productive competency variables of speaking and writing and showed enhancement of skills [32]. However, in the current study, we separated the variables into the productive competency of speaking and the productive competency of writing. In the present study, ELSA used AI to record the voice of a learner and teach them to pronounce and read correctly. The results showed that productive competency of speaking skills developed significantly compared to the productive competency of writing using Education 4.0.

Productive competency of writing skills improved using Education 4.0. In a previous study, writing was improve using an integrated approach of learning groups [45]. Another study showed that the grammar translation method enhanced the writing skills of participants [35]. We used ELSA to enhance the writing skills of participants. Although ELSA is a speaking application, it could also enhance participants’ writing skills by connecting students all over the world in different groups and making them interact with each other through chats; moreover, the study sets targeted the participants’ writing skills, as they were asked to write a passage on their own using the skills learned. Thus, the results of the current study showed that writing was improved with the help of Education 4.0.

Additionally, the current study aligns with a previous study that pointed out the importance of reading and its training through comprehension [34]. Likewise, in the current study, reading was enhanced with the help of Education 4.0 by giving proper training using ELSA. The study sets allow participants to write and read the passages written using the skills learned. As the participants were connected in a group within ELSA, they could read their fellow participants’ written passages. As the current study had a total of 99 participants, participants had the chance to read 98 example passages in the study sets. Without reading a text properly, speaking cannot be significantly enhanced. Therefore, study sets were used to enhance the receptive competency of the participants. Hence, the LSRW of the management students was greatly improved with the help of Education 4.0.

Much like spoken vocabulary, written vocabulary encompasses the words one can easily summon and use. From action words to descriptive words and beyond, a strong vocabulary facilitates precise writing and helps one to avoid vague words. As one broadens the range of vocabulary, one becomes better able to describe specific settings, emotions, and ideas [46]. Hence, this study focused on improving students’ vocabulary as they were already aware of the basic lexicon. Here, the goal of the researchers was to enhance students’ lexicon knowledge. ELSA allowed students to learn many new Business English vocabulary words by asking them to pronounce the words correctly [31]. By reading many different passages in the ELSA group, students could enhance their vocabulary knowledge. Another study pointed out the grammatical errors of Pakistani students and showed them through rewriting strategies how to rectify the errors [33]. The current study showed that lexicon skills were improved by adopting Education 4.0 tools, and ELSA created a platform for students to collaborate with language learners from all over the world.

Developing grammar enhances understanding and communication [49]. The current study improved grammar skills, such as the parts of speech and basic usage of tenses, for better communication, and the results of the current study showed that grammar skills were improved using technology. Students learned easily with the help of technology [31]. With the help of grammar, the students could understand meaning, which led to improved LSRW skills [33].

Phonetic utterance also plays a major role in better communication [47]. ELSA made the students pronounce the words accurately, and in the current study, learners had better results after exploring the application. The results of the current study showed improvement in phonetic utterance similar to that in [48]. Another study showed that paired associate learning (PAL) improved the vocabulary skills of students; the current study concurs with [37]. Pairing was achieved with the help of groups created in ELSA for better lexicon usage.

Digital literacy is needed for operating new technology. A study conducted among EFL learners using ICT tools proved that digital literacy was enhanced considerably, and the present study highlighted that digital literacy is needed for adopting Education 4.0 [29]. Moreover, we focused on English for professional purposes. From the test results, it is clear that digital literacy improved significantly after adopting Education 4.0. Thus, LSRW skills, phonetic utterance, lexicon usage, and grammar skills intertwined in the development of English second language learning. Many studies have been conducted on Education 4.0 in Business English communication. The novelty of this study is learning Business English communication using Education 4.0, and the authors adopted an application that supported Education 4.0. Studies have pointed out improvements in speaking using the ELSA app, and we showed that the ELSA app could also enhance listening, writing, reading, lexicon, phonetic, and grammar skills by implementing researchers’ study plans and techniques effectively. In addition, the study showed that participants might be distracted when using the Internet due to the vast amount of information available.

8. Conclusions

To conclude, the present study showed that LSRW skills were greatly improved with the help of Education 4.0. ELSA is an Education 4.0 tool for enhancing usiness English communication skills. The current study showed that listening skills were strengthened compared with other skills and highlighted that LSRW skills were intertwined to enhance communication skills.

Those who deal with English professionally have started noticing massive transformational changes in business communication. Nowadays, Business English is the key to solving numerous work-related tasks all over the world, so Business English communication is of great importance. Technology plays an important role in all walks of life, and business is no exception. Technological developments have paved the way for globalization in the past and continue to facilitate business transactions of all kinds today.

Technology in education and the right devices in students’ hands can to help prepare them with the career and technical skills they need to be successful, both today and in tomorrow’s workforce. Education 4.0 is needed in the current situation. Making students aware of technology helps them improve their language skills. Students can learn anywhere with the help of technology. ELSA is one such application that greatly improves learners’ communication skills. Thus, the results showed that Education 4.0 could help students to learn Business English.

The researchers found that listening skills were greatly improved, followed by speaking, reading, and writing, when using Education 4.0 and revealed that the LSRW skills of learners were essential for enhancing Business English communication. Educational institutions must adopt new technologies that support Education 4.0 and prepare students for the future workforce. Moreover, governments and policymakers can incorporate Education 4.0 in present curricula to significantly improve students’ skillsets.

The findings of this study have to be interpreted in light of some limitations. Though the study showed many positive results, learners might become distracted from a topic when they are learning due to the vast amount of information available on the Internet. There are many fields in English, such as English for specific purposes (ESP), English for academic purposes (EAP), and technical English writing, but the current study was limited to Business English communication. Moreover, the study was limited to the southern region of India, and only business students took part. Hence, these limitations point to the need for future studies that confirm the importance of language learning through Education 4.0.