1 Introduction

Under the promotion of the new financial education concept, Hebei University of Economics and Business has implemented teaching reforms and offered the course of "General Business Oral English". The teacher adopts the POA teaching method, aiming to solve problems such as students' lack of learning motivation, insufficient language input, and insufficient professional vocabulary, and improve teaching effectiveness.

2 Literature Review

The importance of ESP in the reform of college English teaching was discussed, emphasizing its role in cultivating students' professional English application abilities. The literature suggests that ESP courses should reflect the characteristics of the school and integrate language skills and professional knowledge. Although research on ESP teaching practice is limited, POA theory has been widely applied in various teaching fields and aligns with the learning perspective of ESP theory, advocating for the construction of authentic communication scenarios. This study aims to explore the application of POA in general business English courses through case studies of business oral teaching, and provide empirical support for the ESP teaching model.

3 Teaching Experiments Based on POA Theory

In response to the new financial and economic education reform, Hebei University of Economics and Business launched a general business oral course in 2020 and became a model course for ideological and political education in the new financial and economic education reform in 2023. The course team is composed of teachers with a doctoral background in business administration, who have systematically studied the POA teaching theory. The experiment aims to verify the effectiveness of POA teaching method in improving students' ability to produce business oral English, explore the feasibility of combining new financial concepts with general business English, and the necessity of ESP based college English courses.

4 Experimental Results

The effectiveness of POA teaching method was verified by comparing the oral output task scores of pre-test and post test. The average score in the pre-test was 88.40, and the average score in the post test was 89.13, with a significant difference between the two (pu003c0.021). The post test scores are better than the pre-test, indicating that the POA teaching method can significantly improve students' ability to produce business oral English.

5 Student Feedback and Teaching Reflection

Student feedback shows that most students believe that the POA teaching method has effectively improved their oral production ability, especially the design of driving scenarios has stimulated students' interest. Through course learning, students are able to apply business communication skills to professional courses, achieving learning transfer. However, there are also some problems, such as a large amount of homework, high difficulty in producing spoken language, and insufficient training in pronunciation and intonation. Teaching reflection points out that teaching content should be reduced to expand depth, ensure the gradual difficulty of tasks, and increase training in pronunciation and intonation. The study verified the effectiveness of POA in business oral teaching, emphasized the importance of language teaching content, and suggested adjusting teaching content according to dynamic needs and offering more ESP courses that reflect the characteristics of the school.

6 Conclusion

ESP teaching emphasizes dynamic needs analysis and the application of real materials. This study aims to enhance students' business oral communication skills by using new financial event contexts and real language materials to improve oral output in terms of vocabulary, discourse, and communication effectiveness. In the initial stage of curriculum construction, further research is needed with the goal of integrating English skills and professional knowledge to construct ESP courses that are in line with the characteristics of the school.