AIM University Group

Learning Outcome 1: REFERRED

AC 1.1 — Pass

The learner demonstrates an adequate ability to use basic Spanish greetings and introductions in a professional context. The response includes a greeting, a welcome to the office, the learner’s name, an attempt to ask the client’s name, and an attempt to ask how the client is.

However, there are several accuracy issues. For example, “Me llama” should be “Me llamo”, and “¿Cómo es llama?” should be “¿Cómo se llama?”. The role statement is unclear because the learner writes something similar to “Mi empresa es assistant at CaribeLink Services”, which does not correctly state the learner’s job role in Spanish. The Q2 introduction uses “Le presento Sr. Daniel Rivera”, but it does not clearly introduce Sr. Rivera to Sra. Martínez, and it does not include a clear polite expression such as “Mucho gusto.”

Specific improvement needed:
The learner should practise accurate introduction phrases, especially “Me llamo…”, “Soy asistente de operaciones”, “¿Cómo está usted?”, and “Le presento al Sr. Daniel Rivera.”

AC 1.2 — Pass

The learner demonstrates good recognition of simple Spanish business vocabulary. The matching activity is completed accurately, showing that the learner can identify key terms such as cliente, oficina, empresa, reunión, nombre, trabajo, correo electrónico, and número de teléfono.

In the fill-in-the-blank section, most vocabulary items are used correctly. The learner correctly uses oficina, cliente, correo electrónico, and número de teléfono. However, there are errors in sentence 3 and sentence 6. The learner uses empresa where reunión was required in “Tengo una reunión con el gerente hoy.” The final sentence also uses reunión, but the expected answer was empresa or oficina.

Specific improvement needed:
The learner should revise the difference between empresa and reunión, as these terms were confused in the sentence-completion activity.

AC 1.3 — Referred

The learner shows partial ability to ask for and exchange basic personal and business information in Spanish. Some questions are understandable, including attempts to ask for the company name, job, phone number, and email address. The guided dialogue also includes correct information such as Daniel Rivera, Rivera Consulting, and the phone number.

However, the accuracy of question formation is weak. The learner repeatedly writes “Cuál as…” instead of “¿Cuál es…?”, and several questions include incorrect structure such as “su el número” instead of “su número.” The confirmation question is not correctly formed; the learner writes “Sí” instead of asking “¿Es correcto?” or “¿Está correcto?”. In the guided dialogue, the visible response does not complete all required information, especially the email and confirmation section.

Specific improvement needed:
The learner should practise forming complete formal questions, especially:

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

Learning Outcome 2: Fail
No Attempt

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. Astacia completed the check-in dialogue using relevant vocabulary for destination, passport/ID, bags, number of bags, and gate information. The gate-agent dialogue clearly confirms the flight number CS214, gives the gate number, and states the boarding time. The onboard dialogue also addresses the passenger’s request for water, seat assistance, and restroom location.

Marks were lost because some sentence construction was unclear in the check-in section. For example, the destination response was not fully precise, and the gate information in the first dialogue was not clearly separated from the flight number. However, the overall communication was understandable and relevant to the airport-service context.

Improvement Needed:
The learner should practise clearer airport-service phrases such as Voy a San Juan, Su puerta es la número seis, ¿Tiene su pasaporte?, ¿Cuántas maletas tiene?, Aquí tiene agua, and El baño está al fondo del avión.

AC 3.2 — Pass

Feedback:
The learner’s response demonstrates a strong ability to communicate simple aviation questions and announcements in Spanish. Astacia correctly asked the passenger to show the boarding pass using Me permite ver su tarjeta de embarque, por favor? and correctly asked about liquids using ¿Lleva algún líquido? The announcements were clear and communicated that boarding would 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. Astacia accurately matched the key vocabulary terms, including puerta de embarque, tarjeta de embarque, pasaporte, equipaje, asiento, vuelo, seguridad, and retraso. The short airport phrases also show that the learner can use the vocabulary in simple service statements.

Marks were lost for minor phrase accuracy. For example, La seguridad está en la puerta is understandable but not the most natural airport phrase. A stronger version would be La seguridad está a la derecha or Debe pasar por seguridad.

Improvement Needed:
The learner should practise using travel vocabulary in more natural airport-service sentences, such as Su vuelo está en la puerta de embarque, Su asiento está aquí, Debe pasar por seguridad, and El vuelo está retrasado.

AC 3.4 — Pass

Feedback:
The learner’s response demonstrates a good ability to respond calmly to a basic onboard passenger issue using simple Spanish. Astacia asked if the passenger was okay, asked whether a doctor was needed, offered water, and provided a polite follow-up offer of help. The response is appropriate for a minor onboard passenger-care situation.

Marks were lost because the closing line was polite but did not clearly include a calm reassurance phrase such as mantenga la calma or todo estará bien. There were also some informal forms, such as necesitas, where a more professional passenger-service tone would use necesita.

Improvement Needed:
The learner should practise calm and formal onboard-care phrases such as ¿Está bien?, ¿Necesita agua?, ¿Necesita un médico?, Voy a ayudarle, Mantenga la calma, and Todo estará bien.

Learning Outcome 4: PASS

AC 4.1 — Pass

Feedback:
The learner’s response demonstrates strong ability to identify cultural nuances in Spanish-speaking business interactions. Astacia clearly identified three relevant moments where misunderstanding could occur: using first names immediately, interrupting during the meeting, and speaking too casually or informally. The learner explained why each behaviour could be viewed negatively, including that using first names too early may seem presumptuous, interrupting may show impatience, and casual language may appear unprofessional.

The learner also suggested better approaches, including using titles with last names, allowing the partner to complete their point before responding, and using polite formal phrases. The explanation of tú and usted was accurate: usted was identified as formal and respectful, while tú was identified as informal and suitable for peers or closer working relationships.

Improvement Needed:
The learner should apply usted more directly to the NovaPort case by stating that NovaPort should begin the first meeting using usted, Señor/Señora, and surnames until the partner invites a more informal tone.

AC 4.2 — Pass

Feedback:
The learner’s response demonstrates strong ability to discuss cultural differences and the importance of polite Spanish business communication. Astacia explained that cultural awareness fosters respect, supports effective communication, reduces conflict, and helps build trust. The response also connected cultural respect to positive business outcomes and a more welcoming, stress-free environment.

The learner explained that Spanish business communication can sound more formal than English because it relies on respectful verb forms, courteous expressions, usted, and polite softeners such as por favor and disculpe. The response also provided a suitable polite Spanish phrase: ¿Podría repetir eso, por favor? This is appropriate for requesting clarification in a respectful business setting.

Improvement Needed:
The learner should make the preparation strategy before the meeting slightly clearer. A stronger answer would explicitly state that the team should research the partner’s business etiquette, agree on formal greetings, confirm when to use titles, and practise turn-taking before the meeting.

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. Astacia provided five relevant etiquette “do’s” covering formal greetings, turn-taking, formal tone, brief small talk, and closing the meeting with a summary and follow-up. These directly address the required business-meeting etiquette areas.

The learner also provided three appropriate polite Spanish phrases and explained when each should be used. The phrases included Mucho gusto en conocerle, ¿Podría aclarar ese punto, por favor?, and Gracias por su tiempo, esperamos continuar la conversación. These are relevant to introductions, clarification, and closing a meeting respectfully.

Improvement Needed:
The learner should continue polishing Spanish accuracy. For example, Mucho gusto en conocerle is understandable, but Mucho gusto en conocerlo/conocerla or simply Mucho gusto may sound more natural depending on the person being addressed.

AC 4.4 — Pass

Feedback:
The learner’s response demonstrates strong ability to respond appropriately to a culturally sensitive business scenario.

Improvement Needed:
The learner should practise writing the response as a direct professional message to the partner, for example: “Thank you for letting us know. We respect your review process. We will send the documents today and schedule a follow-up meeting next week.”