Developing decision-making skills in English for economics students
Keywords:
decision-making skills, English for Economics, cognitive load theory, ESP, conditional logic, modal verbs, game theory, foreign language effect, economic education, critical thinkingAbstract
This article explores the development of critical decision-making skills among economics students through the integration of English for Specific Purposes (ESP). It argues that in a globalized economy, students must simultaneously process complex economic data and communicate their reasoning effectively in English. The study examines key theoretical perspectives, including Cognitive Load Theory and dual-process thinking (System 1 and System 2), to explain the challenges faced by learners operating in a second language. Special attention is given to the role of conditional logic, modal verbs, and professional language functions in expressing economic decisions. The article also analyzes innovative pedagogical approaches such as case-based learning, game theory simulations, and digital tools for enhancing decision-making competence. Additionally, it highlights the “Foreign Language Effect” as a factor that may improve rational thinking. The study concludes that integrating language learning with decision-making frameworks is essential for preparing globally competitive economists.
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