English is increasingly being considered the world's lingua franca for education and international business due to globalization. Therefore, enhancing the language ability of non-native (English) students is becoming an increasingly important issue in international higher education institutions. In this study, we adopt a quasi-experiment design approach and conduct empirical tests using two Korean student samples to demonstrate whether an intercultural rhetoric intervention can be combined with a traditional approach in a (business/accounting) EFL classroom to enhance student experience. Our results demonstrate that an English (rhetoric) teaching intervention incorporated into a traditional lecture can enhance the academic performance of Korean undergraduate business students that receive business/accounting content in English. The results suggest English language interventions based on rhetoric can enhance student experience in an EFL environment. The results also suggest that teaching business content without incorporating language training can have a detrimental effect on academic performance. This study therefore makes numerous contributions to policymaking in international classrooms or environments where students have not yet developed sufficient English skills to appreciate discipline specific knowledge.

由于全球化，英语越来越多地被认为是世界上教育和国际商务的通用语言。因此，提高非母语（英语）学生的语言能力正成为国际高等教育机构日益关注的问题。在本研究中，我们采用准实验设计方法并使用两名韩国学生样本进行实证测试，以证明跨文化修辞干预是否可以与（商业/会计）EFL 课堂​​中的传统方法相结合，以增强学生体验。我们的结果表明，在传统讲座中加入英语（修辞）教学干预可以提高接受英语商务/会计内容的韩国本科商科学生的学业成绩。结果表明，基于修辞的英语语言干预可以增强学生在 EFL 环境中的体验。结果还表明，在不结合语言培训的情况下教授商业内容会对学习成绩产生不利影响。因此，这项研究对国际课堂或环境中的政策制定做出了许多贡献，在这些环境中，学生还没有掌握足够的英语技能来欣赏特定学科的知识。