AIM University Group

Learning Outcome 1: PASS

AC 1.1 -- Pass

The learner demonstrates a strong ability to use basic Spanish greetings and introductions in a professional context. The response includes an appropriate greeting, the learner’s name, a simple role statement, a question asking how Sr. Rivera is, a welcome to the office, and polite closing expressions such as “Mucho gusto”.

The introduction of Sr. Rivera to Sra. Martínez is clear and professional. The learner correctly uses a simple introduction structure such as “Este es Sr. Rivera” and includes polite language. Minor grammatical and spelling issues are present, such as “la assistante operación” instead of “asistente de operaciones” and “cliente nueva” instead of “cliente nuevo”, but the communication purpose is still clear.

Specific improvement needed:
The learner should improve sentence accuracy and gender agreement, especially in professional phrases such as “Soy asistente de operaciones” and “el cliente nuevo.”

AC 1.2 — Pass

The learner demonstrates excellent recognition and use of simple Spanish business vocabulary. The matching activity is fully correct, including key terms such as la reunión, la oficina, la empresa, el cliente, el nombre, el trabajo, el correo electrónico, and el número de teléfono.

The fill-in-the-blank activity is also completed accurately. The learner correctly uses vocabulary in simple workplace sentences, including oficina, cliente, reunión, correo electrónico, número de teléfono, and empresa. Minor accent or spelling errors do not affect understanding.

Specific improvement needed:
The learner should continue practising accents and spelling, especially with words such as reunión, número, teléfono, and electrónico, but the vocabulary knowledge is clearly demonstrated.

AC 1.3 — Pass


The learner demonstrates a very strong ability to ask for, provide, and confirm basic personal and business information in Spanish. The learner correctly forms questions for name, company name, phone number, email address, and confirmation. The guided dialogue is completed accurately with Sr. Daniel Rivera’s name, company, job, phone number, and email address.

The only minor issue is with the job/position question, where the learner writes “¿Cuál es su trabaje?” instead of “¿Cuál es su trabajo?” or “¿Cuál es su puesto?”. However, the intended meaning is still understandable. The guided dialogue shows strong practical use of information-exchange language in a professional setting.

Specific improvement needed:
The learner should revise the correct form “trabajo” and practise using more formal job-related vocabulary such as puesto or cargo.

Learning Outcome 2: PASS

AC 2.1 — Pass

Feedback:
Ralsaniyah demonstrates a clear understanding of how airport terminal design, runways, taxiways, parking facilities, self-check-in kiosks, and biometric boarding affect passenger flow and operational efficiency. The response correctly explains that good terminal layout supports aircraft movement, reduces congestion, improves passenger processing, and supports future growth. The learner also identifies issues linked to poor layout, such as long walking distances, delays, long baggage-claim times, and passenger fatigue.

Improvement Needed:
To strengthen this AC, the learner should include more structured use of airport terminology such as landside, airside, terminal zoning, passenger bottlenecks, baggage flow, aircraft turnaround, and wayfinding systems. Responses should also link each infrastructure feature more directly to passenger experience and airport performance.

AC 2.2 — Pass

Feedback:
The learner provides relevant examples of airport security and safety measures, including access control, surveillance/CCTV, and passenger and baggage screening. These are appropriate measures for protecting passengers, staff, restricted areas, and aircraft. The response on emergency exits, evacuation routes, and signage is also relevant, explaining that clear, well-lit routes and signs help passengers move quickly and reduce confusion during emergencies.

Improvement Needed:
The learner should expand answers by explaining how these systems work together as part of a wider airport safety framework. Stronger answers would include examples such as fire alarms, emergency lighting, public address systems, assembly points, trained response teams, and regulatory compliance procedures.

AC 2.3 — Pass

Feedback:
Ralsaniyah shows a satisfactory ability to apply airport operations knowledge to practical scenarios. For overcrowding, the learner suggests increasing staff, opening additional check-in counters and security lanes, and offering early check-in. These are practical and relevant operational solutions. For the unattended bag scenario, the response is stronger, identifying the need to report the bag, secure the area, keep passengers away, evacuate if necessary, and allow trained personnel to investigate.

Improvement Needed:
The overcrowding response needs more depth. The learner should include clearer short-term and long-term responses, such as queue barriers, passenger announcements, digital signage, temporary rerouting, priority lanes, real-time monitoring, coordination between airlines and airport staff, and post-incident review.

AC 2.4 — Pass

Feedback:
The learner demonstrates a sound understanding of how signage, information systems, quality assurance tools, service audits, customer feedback, and staff training support airport safety and service quality. The response correctly links signage to passenger movement, emergency guidance, check-in, boarding, and security navigation. The answer on quality assurance also recognises that regular checks, feedback, and staff training help maintain safety and service standards.

Improvement Needed:
The learner should develop the quality management discussion further by explaining how airports use standard operating procedures, audits, performance reviews, safety reporting, passenger satisfaction data, and continuous improvement cycles to maintain consistent service and safety.

Learning Outcome 3: PASS

AC 3.1 — Pass

Feedback:
Ralsaniyah demonstrates a strong ability to use basic Spanish in airport, gate, and onboard passenger-service dialogues. The check-in dialogue was completed well, using appropriate vocabulary for destination, passport, bags, number of bags, and gate number. The gate-agent dialogue also confirms the flight information, gate number, and boarding time. The onboard dialogue shows understanding of passenger assistance, including helping with the seat and responding to the passenger’s needs.

Some marks were lost because the onboard dialogue was not fully clear when responding to the request for water and restroom location. The response gives some useful information, but the sentence structure needs improvement.

Improvement Needed:
The learner should practise clearer onboard-service phrases such as Aquí tiene agua, Su asiento está a la izquierda, and El baño está al fondo del avión.

AC 3.2 — Pass

Feedback:
The learner demonstrates a strong ability to communicate simple aviation questions and announcements in Spanish. The security questions are mostly accurate, including asking to see the boarding pass and asking about liquids. The announcements are clear and correctly communicate that boarding begins in ten minutes and that passengers should have their passport and boarding pass ready.

Improvement Needed:
The learner should use more formal airport language, such as ¿Tiene líquidos? rather than ¿Tienes líquidos?, especially when speaking to passengers in a professional setting.

AC 3.3 — Pass

Feedback:
Ralsaniyah demonstrates a strong understanding of essential Spanish travel and aviation vocabulary. The learner accurately matched key terms such as puerta de embarque, tarjeta de embarque, pasaporte, equipaje, asiento, vuelo, seguridad, and retraso. The short airport phrases show good vocabulary recognition and an ability to communicate basic passenger-service information.

Some marks were lost because a few phrases were grammatically unclear, such as the phrase for a delayed flight and the sentence about security and baggage checking.

Improvement Needed:
The learner should practise using vocabulary in complete airport phrases, especially: Su vuelo está retrasado, La seguridad está a la derecha, and Revise su equipaje en seguridad.

AC 3.4 — Pass

Feedback:
The learner demonstrates a good ability to respond calmly to a basic onboard passenger issue using simple Spanish. The response asks if the passenger is okay, offers water, asks whether a doctor is needed, offers help, and includes a calm closing line. This shows appropriate passenger-care awareness in an onboard situation.

Some phrasing is unclear, especially where the learner tries to say that help will be provided. However, the overall meaning is understandable.

Improvement Needed:
The learner should practise clearer onboard-care phrases such as ¿Está bien?, ¿Quiere agua?, ¿Necesita un médico?, Voy a ayudarle, and Por favor, mantenga la calma.

Learning Outcome 4: PASS

AC 4.1 — Pass

Feedback:
The learner’s response demonstrates a good ability to identify cultural nuances in Spanish-speaking business interactions. Ralsaniyah identified relevant moments where misunderstanding could occur, including speaking too casually, using first names too quickly, and being unsure about appropriate greetings. The response explains that casual language, informal greetings, or inappropriate use of names could appear unprofessional or disrespectful in a Spanish-speaking business context. The learner also provided suitable better approaches, such as using professional language, titles, and formal greetings.

The learner also accurately explained the difference between tú and usted, identifying tú as more informal and usted as more formal and professional. The distinction was applied to the NovaPort meeting context, especially in relation to professional discussion and negotiation.

Improvement Needed:
The learner should give slightly deeper explanations of why each behaviour may be viewed negatively in Spanish-speaking business culture. The response should also make clearer that usted should normally be used at the beginning of a first business meeting until the partner invites a more familiar tone.

AC 4.2 — Pass

Feedback:
The learner’s response demonstrates a strong understanding of why cultural awareness matters in business meetings. Ralsaniyah explained that cultural differences can affect communication, trust, business outcomes, and partnership-building. The answer correctly notes that misunderstandings around phrases, greetings, and gestures can create confusion or damage confidence between business partners. The learner also included a practical preparation strategy by suggesting a debriefing session before the meeting to discuss cultural patterns and expected behaviour.

The response also explains that Spanish business communication may sound more formal or polite than English because formal Spanish phrases and respectful expressions are often expected in professional settings. The learner provided an appropriate polite phrase, “Gracias por su tiempo,” which is suitable for closing or acknowledging a meeting.

Improvement Needed:
The learner should strengthen this AC by giving two clearer examples of formal Spanish communication, such as using usted and titles like Señor/Señora, or using polite requests such as ¿Podría…?. Some points were relevant but needed more direct comparison between Spanish and English business communication.

AC 4.3 — Pass

Feedback:
The learner’s response demonstrates a strong ability to apply etiquette and polite Spanish phrases in a Spanish-speaking business-meeting context. Ralsaniyah provided five relevant etiquette “do’s,” including using formal greetings, avoiding interruption, using correct titles, maintaining professional small talk, and thanking participants or sending a formal review after the meeting. These points are appropriate for the NovaPort meeting context.

The learner also provided three polite Spanish phrases and explained when each phrase could be used. Buenos días, colegas and Gracias por su tiempo are appropriate in a professional meeting context. ¿Cuál es su nombre? is understandable and polite because it uses su, but it would be stronger as ¿Me puede decir su nombre, por favor? or Mucho gusto, Señor/Señora… in a formal business introduction.

Improvement Needed:
The learner should continue practising more polished business phrases, including Le presento a…, ¿Podría repetir, por favor?, Gracias por su tiempo, and Quedamos atentos a su respuesta. The etiquette points should also be written more consistently as full professional sentences.

AC 4.4 — Pass
The response shows awareness that patience, respect, and process are important when building trust with a Spanish-speaking business partner. The answer is coherent and appropriate for the NovaPort scenario.