1 Preface

This article introduces the importance of cross-cultural business communication and focuses on second year business English majors as research subjects. Through methods such as questionnaire surveys, online feedback, and reflection reports, an action study was conducted on the role of pre class group presentations in cultivating cross-cultural business communication skills. The research process includes problem identification, action plan formulation, implementation, and feedback collection, and relevant suggestions are proposed.

What is action research

Action research originated in the early 20th century, proposed by Dewey, emphasizing the involvement of researchers in teaching practice. In the mid-20th century, Collier proposed the concept of "action research" and applied it to minority and industrial training. Action research was first applied in the field of education by Curry, emphasizing the reflection and improvement of teachers in the teaching process. Action research is a cyclical process that includes planning, action, observation, reflection, and re planning. This article proposes a pre class presentation action model, which includes five parts: presentation preparation, student output, peer evaluation, teacher feedback, and student reflection, aiming to cultivate cross-cultural business communication skills.

3. Action research and cross-cultural business communication skills

Explored the importance of cross-cultural business communication and its crucial role in the context of globalization, emphasizing that cross-cultural business communication skills are a concrete manifestation of cross-cultural competence in the business field. Introduced the core elements of cross-cultural competence, including cognitive, emotional, and behavioral aspects. The four dimensions of the Business Culture Intelligence Questionnaire are detailed: motivation, listening comprehension and communication adaptation, cognitive preparation and learning behavior, and global knowledge. These dimensions can comprehensively evaluate an individual's cross-cultural business communication skills. The questionnaire was used in the study to test students' cross-cultural business communication skills and identify existing issues. On this basis, the author proposes to apply action research to cultivate cross-cultural business communication skills, identify students' problems through a survey questionnaire, re-examine traditional teaching methods, and explore the possibility of improving teaching methods.

4. Pre class presentation action research

A questionnaire survey was conducted to study the cross-cultural business communication skills of second year business English majors in universities. It was found that students perform well in cross-cultural motivation, listening comprehension, and communication adaptation, but have deficiencies in cognitive preparation, learning behavior, and global knowledge. In order to enhance these abilities, the author designed a pre class demonstration action research that encourages students to actively explore and showcase cultures from different regions through group collaboration, in order to improve their cross-cultural awareness and global knowledge.

5 Conclusion

Action research is applied to cultivate cross-cultural business communication skills, enhancing students' understanding of different cultural customs, norms, and values through pre class presentations. The study proposes a five part cyclic model: presentation preparation, student output, peer evaluation, teacher feedback, and student reflection. The results showed that students' interest in the course increased and their cross-cultural communication skills improved. The research has limitations and requires further data support. The model can be applied to other courses to improve teaching effectiveness.