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This paper will suggest the incorporation of ongoing process-oriented practices, for example, student journals and interviews, into the design of English for Business and Technology (EBT) international programs. This will complement the product model of the EBT program which includes analysis of target situations, needs analysis, specifications of goals and objectives, sequencing learning content, syllabus checklisting, and assessment and evaluation. This approach to EBT course design will make the program more accessible to learners and enable teachers and program practitioners to enhance learner awareness of language variation and critical thinking. This paper will focus on these common features shared by EBT international programs currently conducted at Thai universities.



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