Abstract:
This paper explores the intersection of Business English as a Lingua Franca (BELF) dynamics and the integration of AI-assisted generative language models, with a particular focus on ChatGPT, proposing innovative approaches to enhance Business English pedagogy. The study employs a narrative literature review method, synthesising findings from 26 scholarly publications drawn from academic databases such as Google Scholar, JSTOR, and Scopus, alongside 16 additional seminal works that trace the evolution of BELF. By examining literature published after 2019, the study aims to identify emerging trends, theoretical underpinnings, and pedagogical implications for BELF, Global Communicative Competence (GCC), and AI-assisted language learning in business communication. The review explores how AI technologies, particularly ChatGPT, influence linguistic diversity, standardisation trends, and pedagogical practices within the globalised business landscape. BELF, as a neutral communicative tool facilitating interactions among professionals from diverse linguistic backgrounds, now finds itself at the convergence of technological innovations and evolving linguistic needs. ChatGPT and similar AI models offer unprecedented opportunities for personalised language tutoring, language translation, and content creation, extending the pedagogical scope of BELF by enhancing learners’ adaptability and proficiency. However, the study also highlights critical concerns, including the potential for AI models to generate erroneous or biased information, emphasising the need for responsible integration of these technologies into language pedagogy. The review highlights the importance of educators in fostering critical thinking, cultural sensitivity, and ethical considerations while leveraging AI tools. The synthesis of the reviewed literature reveals a dual pathway: AI technologies hold the potential to revolutionise language learning and business communication while presenting new challenges in terms of equitable access, accuracy, and ethical use. This study thus contributes to ongoing discussions on the future of BELF pedagogy and AI integration in language education.
