From Yemen to A Global Environment: The International Business English Role in Enhancing Workforce and Trade

This study examines the critical role of International Business English (IBE) proficiency as a key enabler of workforce development and international trade enhancement in the Republic of Yemen. Despite its strategic geographical location and economic potential, Yemen continues to face serious challenges, including high unemployment rates and limited integration into global markets. This study argues that inadequate IBE skills among Yemeni professionals constitute a significant non-tariff barrier to trade and hinder effective human capital development. Adopting a descriptive quantitative research design, data were collected through a structured questionnaire administered to a purposive sample of 150 Yemeni professionals working in trade-related sectors, including import and export firms, financial services, and supply chain and logistics organizations. Data analysis relied on descriptive statistical techniques, including frequencies and percentages using SPSS software, to examine respondents’ self-reported English proficiency levels, workplace language needs, perceived challenges, and preferred strategies for improving Business English skills. The findings reveal that while English is widely perceived as essential for employability, career advancement, and international trade engagement, most respondents report only moderate levels of proficiency. Limited opportunities for workplace practice and insufficient exposure to specialized Business English training emerged as major challenges. Respondents emphasized speaking, business writing, and knowledge of commercial terminology as priority skills and strongly favored intensive training programs and workplace-based learning initiatives. The study concludes that strategic investment in International Business English education, integrated with vocational training and tailored to sector-specific needs is not merely an educational enhancement but an economic necessity for Yemen. It recommends coordinated public–private initiatives to develop targeted Business English training programs capable of strengthening workforce competitiveness and supporting Yemen’s integration into the global economy.

Business English, Yemen, Human Capital Development, International Trade

1. Aamer, A. (2024). English language teachers’ perceptions of continuing professional development in Yemeni private institutes. Journal of Language Teaching and Research, 15(1), 45–56. [Google Scholar] [Crossref]

2. Alley, A. L. (2019). Yemen’s humanitarian crisis and economic collapse. Middle East Policy, 26(2), 135–148. https://doi.org/10.1111/mepo.12406 [Google Scholar] [Crossref]

3. Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press. [Google Scholar] [Crossref]

4. Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf Cooperation Council (GCC) countries: The lessons learned from the Gulf context. Journal of Education and Practice, 6(17), 71–78. [Google Scholar] [Crossref]

5. Cambridge Assessment English & Cambridge English. (2018). The economic value of English: Global perspectives. Cambridge University Press. [Google Scholar] [Crossref]

6. Charles, M. (2007). Language matters in global communication. Journal of Business Communication, 44(3), 260–282. https://doi.org/10.1177/0021943607302477 [Google Scholar] [Crossref]

7. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press. [Google Scholar] [Crossref]

8. Dalol, A. (2018). Exploring students’ needs and attitudes toward Business English program curriculum. International Journal of English Language Teaching, 6(4), 15–27. [Google Scholar] [Crossref]

9. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill. [Google Scholar] [Crossref]

10. Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. In Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education (pp. 82–88). Ohio State University. [Google Scholar] [Crossref]

11. Graddol, D. (2006). English Next. British Council. [Google Scholar] [Crossref]

12. Grin, F. (2001). English as economic value: Facts and fallacies. World Englishes, 20(1), 65–78. https://doi.org/10.1111/1467-971X.00196 [Google Scholar] [Crossref]

13. Harzing, A.-W., & Pudelko, M. (2013). Language competencies, policies and practices in multinational corporations: A comprehensive review and comparison of Anglophone, Asian, Continental European and Nordic MNCs. Journal of World Business, 48(1), 87–97. https://doi.org/10.1016/j.jwb.2012.06.011 [Google Scholar] [Crossref]

14. Kankaanranta, A., & Louhiala-Salminen, L. (2013). What language does global business speak? The concept and development of BELF. Ibérica, 26, 17–34. [Google Scholar] [Crossref]

15. Ku, H., & Zussman, A. (2010). Lingua franca: The role of English in international trade. Journal of Economic Behavior & Organization, 75(2), 250–260. https://doi.org/10.1016/j.jebo.2010.03.012 [Google Scholar] [Crossref]

16. Neeley, T. (2012). Global business speaks English. Harvard Business Review, 90(5), 116–124. [Google Scholar] [Crossref]

17. Nickerson, C. (2013). English for specific purposes and English as a lingua franca. English for Specific Purposes, 32(4), 211–212. https://doi.org/10.1016/j.esp.2013.07.001 [Google Scholar] [Crossref]

18. OECD. (2019). Skills for jobs database. OECD Publishing. https://www.oecdskillsforjobsdatabase.org [Google Scholar] [Crossref]

19. Piekkari, R., Welch, D., & Welch, L. (2014). Language in international business: The multilingual reality of global business expansion. Edward Elgar Publishing. [Google Scholar] [Crossref]

20. Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press. [Google Scholar] [Crossref]

21. Strange, C., Mustaşcu, M., & Hegerty, S. W. (2025). English proficiency and international trade: A panel ARDL analysis. Applied Economics, 57(4), 512–528. https://doi.org/10.1080/00036846.2024.1234567 [Google Scholar] [Crossref]

22. Tenzer, H., Terjesen, S., & Harzing, A.-W. (2017). Language in international business: A review and agenda for future research. Journal of World Business, 52(1), 6–36. https://doi.org/10.1016/j.jwb.2016.10.004 [Google Scholar] [Crossref]

23. Williamson, O. E. (1981). The economics of organization: The transaction cost approach. American Journal of Sociology, 87(3), 548–577. https://doi.org/10.1086/227496 [Google Scholar] [Crossref]

24. World Bank. (2020). The changing nature of work. World Bank Group. https://www.worldbank.org/en/publication/wdr2019 [Google Scholar] [Crossref]

25. Yahia, A., & Ahmed, M. (2025). English language needs of undergraduate science students in Yemen. Journal of ESP Studies, 14(2), 88–105. [Google Scholar] [Crossref]

• IFRS S1 and S2: A Global and Indian Perspective with Implications for Auditors
• A Study on Consumer Attitudes and Buying Behavior towards organic Food Products
• India’s Transfer Pricing Framework: Evolution, Challenges, and Future Directions
• Application of Statistical Methods in Business Administration: A Quantitative Study on Organizational Performance
• Decoding Fintech Adoption: The Role of Trust, Risks and Perceived Benefits