This article reports on a teaching method combining lectures, videos, discussions, self-assessments, simulations, and peer evaluations for teaching industry professionals preparation procedures for oral presentations in the “Oral Presentation” training program. The method avoided routine and monotony and made the students' learning experience more stimulating and interesting. Learning unit notes written by the author provided guidelines in conducting the three-hour class sessions spread out over two weeks. The students learned to use the four-step problem-solving approach suggested by Skopec to prepare oral presentations. In-class simulations offered students opportunities to practice this approach. Remediation checklists were given to aid the students to learn at their own pace.

The results of a survey of 1001 professionals in Taiwan's high-technology industries are presented. The survey describes how these professionals use English communication skills in their work. The data should help Taiwanese universities and industries design or modify English communication skills courses. The survey also offers a specific example form which one can draw general appraisals of the extent to which English has become an international language in the high-technology industries. The study confirms the seriousness of the need for nonnative English-speaking professionals to improve their English language skills. Even with at least ten years of English training, a majority of the professionals surveyed feel that they do not communicate effectively in English, and they want continued instruction in some aspect of English communication.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>