AIM University Group

Learning Outcome 1: REFERRED

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 a polite closing statement.

The Q2 introduction also shows a clear attempt to introduce Sr. Rivera to Sra. Martínez using “Le presento…” and includes polite language such as “Mucho gusto.” There are some minor grammar and spelling issues, including “Le presento el Sr. Rivera” instead of “Le presento al Sr. Rivera”, and spelling errors such as “ofician” instead of “oficina.” However, the meaning is mostly clear and the professional communication purpose is achieved.

Specific improvement needed:
The learner should improve grammatical accuracy in formal introductions, especially using “al Sr. Rivera”, “a Sra. Martínez”, and correct spelling of oficina.

AC 1.2 — Pass

The learner demonstrates adequate recognition and use of simple Spanish business vocabulary. In the matching activity, most words are correctly matched, including meeting/reunión, office/oficina, client/cliente, name/nombre, job/trabajo, and phone number/número de teléfono.

However, some vocabulary confusion is present. The learner incorrectly matches company with correo electrónico and email with empresa. In the fill-in-the-blank section, the learner correctly uses oficina, cliente, reunión, and número de teléfono, but incorrectly uses empresa for the email question and correo electrónico for the final CaribeLink sentence, where empresa or oficina was expected.

Specific improvement needed:
The learner should revise the difference between empresa and correo electrónico, as these were confused in both the matching and sentence-completion activities.

AC 1.3 — Referred

The learner demonstrates partial ability to ask for, provide, and confirm basic personal and business information in Spanish. Some questions are correctly attempted, including ¿Cómo se llama?, ¿Cuál es su número de teléfono?, and a job-related question using trabajo. The guided dialogue also includes some correct information, such as Project Manager, the phone number, and an attempt to use the client’s email address.

However, this section has several important errors. The company-name question is incorrect because the learner writes a question for email instead of company name. The confirmation question is left incomplete. In the guided dialogue, the client’s name appears as Daniel Rouse instead of Daniel Rivera, and the company response incorrectly gives the email address instead of Rivera Consulting. The dialogue also appears incomplete because the email and confirmation parts are not fully completed.

Specific improvement needed:
The learner should practise forming complete information-exchange questions, especially:

¿Cuál es el nombre de su empresa?
¿Cuál es su correo electrónico?
¿Es correcto?

The learner should also check that each answer matches the correct information category: name, company, job, phone, email, and confirmation.

Learning Outcome 2: PASS

AC 2.1 — Pass

Feedback:
Khalia demonstrates a strong ability to complete a basic hotel check-in interaction in Spanish. The learner correctly used the required check-in vocabulary, including su nombre, reserva, noches, pasaporte, habitación, and llave/tarjeta. The dialogue is logical, polite, and appropriate for a front-desk hotel setting. The interaction shows clear understanding of the check-in sequence and the role of the receptionist.

Improvement Needed:
Minor spelling and accuracy issues should be corrected, such as ensuring proper spelling of pasaporte and improving presentation of accents and punctuation. The learner should continue practising formal receptionist phrases to improve fluency and accuracy.

AC 2.2 — Pass

Feedback:
Khalia provides strong responses to common guest questions in Spanish. The breakfast response includes both the time and location. The Wi-Fi answer clearly states that the Wi-Fi is free and gives a password. The pool response provides a location and an extra direction. The room-temperature complaint response is particularly strong because it includes an apology, a practical solution, a follow-up offer, thanks the guest for informing the hotel, and closes politely.

Improvement Needed:
The learner should improve small grammar and spelling issues, such as Buenos días instead of Buenas días, and should add more polite service language in shorter answers, such as con gusto, por favor, or gracias. This would make all guest-service responses sound more natural and professional.

AC 2.3 — Pass

Feedback:
Khalia demonstrates excellent recognition and use of essential Spanish hospitality vocabulary. The learner correctly translated the key hotel terms, including reserva, habitación, llave/tarjeta, desayuno, recepción, ascensor, piscina, and toalla. The fill-in-the-blank hotel phrases were also completed accurately and showed secure understanding of how to use these words in short hospitality sentences.

Improvement Needed:
The learner should continue practising correct accent marks and spelling, especially with words such as recepción, habitación, ascensor, and Wi-Fi, to strengthen written Spanish accuracy.

Learning Outcome 3: PASS

AC 3.1 — Pass

Feedback:
The learner’s response demonstrates a strong ability to use basic Spanish in airport, gate, and onboard passenger-service dialogues. Khalia accurately completed the check-in dialogue using appropriate vocabulary for destination, passport, bags, number of bags, and gate number. The gate-agent dialogue clearly confirmed flight CS214, the gate number, and the boarding time. The onboard dialogue was also effective in helping the passenger find their seat and explaining the restroom location.

Marks were lost because the onboard dialogue did not clearly include the passenger’s request for water, which was one of the required elements of the task. There were also minor grammar and spelling issues, but the meaning remained clear.

Improvement Needed:
The learner should practise including all required service elements in the dialogue. Useful phrases include Aquí tiene agua, ¿Puedo ayudarlo a encontrar su asiento?, Su asiento está a la izquierda, and El baño está en la parte posterior del avión.

AC 3.2 — Pass

Feedback:
The learner’s response demonstrates a strong ability to communicate simple aviation questions and announcements in Spanish. Khalia correctly wrote security questions asking the passenger to show the boarding pass and asking whether they have liquids. The announcements were clear and correctly communicated that boarding will begin in ten minutes and that passengers should have their passport and boarding pass ready.

Improvement Needed:
The learner should continue practising formal airport announcement language, especially Por favor, tenga listo su pasaporte y su tarjeta de embarque and El embarque comenzará en diez minutos.

AC 3.3 — Pass

Feedback:
The learner’s response demonstrates strong recognition and use of essential Spanish travel and aviation vocabulary. Khalia accurately matched key terms such as puerta de embarque, tarjeta de embarque, pasaporte, equipaje, asiento, vuelo, seguridad, and retraso. The short airport phrases were mostly clear and showed secure use of vocabulary in helpful passenger-service statements.

Marks were lost for minor sentence construction issues. For example, “Por favor, presente su equipaje” is understandable but less natural than Por favor, presente su equipaje para facturar or Por favor, coloque su equipaje aquí. Also, “¿Dónde es la puerta de embarque?” should be ¿Dónde está la puerta de embarque?

Improvement Needed:
The learner should revise short airport phrases and practise using está for location. Examples include Su vuelo está en la puerta de embarque, El vuelo está retrasado, ¿Dónde está la puerta de embarque?, and Por favor, coloque su equipaje aquí.

AC 3.4 — Pass

Feedback:
The learner’s response demonstrates a strong ability to respond calmly to a basic onboard passenger issue using simple Spanish. Khalia asked whether the passenger was okay, offered water, asked whether a doctor was needed, stated that help would be provided, and included calm, polite closing lines. The response was clear, appropriate, and well-suited to a minor onboard passenger-care situation.

Improvement Needed:
The learner should continue practising calm onboard-care phrases such as ¿Se siente bien?, ¿Necesita agua?, ¿Necesita un médico?, Le voy a ayudar, and Mantenga la calma.

Learning Outcome 4: REFERRED

AC 4.1 — Referred

Feedback:
The learner’s response demonstrates developing ability to identify cultural nuances in Spanish-speaking business interactions. Khalia correctly identified one relevant misunderstanding moment: using the partner’s first name, Carlos, instead of a formal title such as Señor Rodríguez during the first meeting. The learner explained that this could be viewed negatively because Spanish-speaking business culture may value respect, titles, and formality. The learner also suggested a suitable better approach: using Señor/Señora, last names, and usted until invited to become less formal.

The response to tú and usted was strong. The learner accurately explained that usted is formal and tú is informal. The response also correctly stated that usted should be used in first meetings, with clients, in emails, and in formal disagreement, while tú should only be used if the partner starts using it first.

However, Q1 required three moments where cultural misunderstandings could happen. The learner only developed one. The answer did not sufficiently cover other case-study issues such as speaking too casually, interrupting frequently, being too direct in negotiation, skipping small talk, or misunderstanding time and meeting expectations.

Improvement Needed:
The learner should revise the full range of cultural misunderstanding points in the NovaPort case study. A stronger answer would identify and explain three separate moments, such as using first names too quickly, interrupting frequently, and being too direct or casual, then provide a better approach for each.

AC 4.2 — Pass

Feedback:
The learner’s response demonstrates strong ability to discuss cultural differences and the importance of polite Spanish business communication.

Improvement Needed:
The learner should continue improving sentence clarity and written accuracy, but the cultural awareness and business communication points were well addressed.

AC 4.3 — Pass

Feedback:
The learner’s response demonstrates strong ability to apply etiquette and polite Spanish phrases in a Spanish-speaking business-meeting context.

Improvement Needed:
The learner should polish Spanish grammar and accents. For example, Mucho gusto en conocerle is understandable, but Mucho gusto en conocerlo/conocerla or simply Mucho gusto would sound more natural depending on the context.

AC 4.4 — Pass

The learner’s response demonstrates strong ability to respond appropriately to a culturally sensitive business scenario. Khalia used a respectful and calm tone, addressed the partner formally as Señor Rodríguez, acknowledged the importance of reviewing details carefully, and avoided pressure or impatience. The response clearly showed willingness to follow the partner’s review process.

Improvement Needed:
The learner should continue practising formal written Spanish, but the content of this response was strong and fully appropriate for the scenario.