This study reports on an investigate study about using simulation in business English teaching with 66 English-major advanced learners, using two-stage surveys. This study addresses the three research questions focusing on the needs and challenges, effectiveness and learning outcomes and suggestions for improvement of simulation in business English teaching. The study found that participants most favored employment related simulation and workplace scenarios. They preferred both Chinese and global corporate simulation cases, as well as unique industrial and familiar cases. The lack of language skills, knowledge, thinking skills, practice skills, and mentality could be the challenges for simulation. The majority of the participants agreed that simulation activities were effective and had positive impact. Through simulation, participants could acquire writing skills, corporate and business knowledge, and business vocabulary knowledge. Participants were concerned about the simulation process and the roles to play. Lack of adequate language, knowledge, experience, and social skills, inappropriate grouping and timing could be unproductive factors for simulation. On the other hand, more interactions, presentation, expanded language and knowledge, and linking with practice could be facilitating factors for simulation. For improvement, participants suggested adding more case content and context, having longer preparation time and better grouping, as well as clearer simulation instructions. This study provides empirical evidences for refining the simulation approach in business English courses from China's English majors' perspectives. The study has important implications for business English simulation teaching design and implementations in both Chinese and international contexts. This study reports an investigation about using simulation approach in business English teaching with 66 English-major undergraduates, based on surveys administered in two stages. This study covers their needs and challenges, effectiveness and learning achievements. It also provides suggestions to improve simulation in business English teaching. The study reveals that English-majors preferred simulation relevant to workplace situations. They also liked Chinese and international simulation cases. The fact that they did not have enough language skills, knowledge, thinking skills, practice skills and mentality could bring challenges. Most of the participants considered the simulation approach as effective and brought positive influence. Simulation could bring improvement in language skills and knowledge. Participants considered simulation process and the roles in to play as important. Lack of adequate language, knowledge, experience and social skills, inappropriate grouping and timing could be constraints factors for simulation. The contributing factors included more interactions, presentation, expanded language and knowledge, and linking with practice. To improve simulation approach, participants' suggestions included more case content and context, having longer preparation time and better grouping, as well as clearer simulation instructions. This study offers first-hand data support for further developing the simulation approach in business English teaching, which could benefit teachers and researchers in both Chinese and international contexts.
