摘要：English for Specific Purposes oriented inquiry spans different territories and domains (Basturkmen, 2013). Firmly established in the English for Specific Purposes teaching and learning practice developed in Oman’s tertiary education, this paper explores a skill-based teaching approach ascribable to its far-reaching partnership with Oman 2040 vision initiative, and 21st-century educational thinking and planning for the future. In particular, while debating current issues related to economic and digital transformation, it aims at examining student skill development in the context of an English for Specific Purposes classroom using Omani tertiary education students’ self-perceived responses. Students responded to a survey that investigated perceptions of transferable skill importance, self-efficacy, and opportunities for improvement. The results reveal that adaptability/flexibility, time management, oral communication, critical thinking, and problem-solving are the most essential student perceived transferrable skills concerning their future employability and professional success; however, the perceived opportunities to use and improve these skills as well as satisfaction with the ability to use them in the course vary, and, therefore, should be addressed when considering further development of the English for Business course curriculum and its delivery. As an outcome of this study, English for Specific Purposes program providers and educators will have a better understanding of the students’ skill-sets and provide their students with the tools and strategies they need to learn and thrive in English for Specific Purposes courses effectively.
