Аннотация
The primary objective of any Business English course is to equip learners with the communicative competence required for professional environments. Accordingly, this study aimed to design and evaluate a technology-enhanced educational intervention to improve Business English proficiency among undergraduate economics students. Employing an action research methodology, the study was supported by post-tests, student surveys, and descriptive statistical analysis with qualitative contextual interpretation. The sample comprised 150 students from a university in China, divided into control and experimental groups. The experimental group participated in a year-long instructional program that integrated the CNBC Business News and Finance app and Business English Pod into the curriculum. Post-intervention results revealed significant improvements across all assessed language skills, with the most notable gains in writing, reading, and speaking. Statistical analysis confirmed that the differences between the experimental and control groups were highly significant (p < 0.01). Survey data further indicated strong student engagement and increased confidence in using Business English for professional purposes. These findings underscore the pedagogical value of incorporating authentic business content and digital tools to enhance ESP instruction and prepare students for communication in globalized economic contexts.