Industrial trainees learning experiences of English related tasks at the workplace

Abstract

This study aims to examine (a) the needs and usage of English language by Industrial Trainees at their workplace, (b) the challenges they faced, and (c) the relevance of Diploma in English courses in a public university in Malaysia to their language and communication needs at the workplace. The sample consists of 55 final year Diploma in English students who had just completed their three months of industrial training at various organisations. The data was collected by means of a questionnaire and semi-structured interviews. The findings of the study indicated that English was widely used in the organisations and all the four language skills were required in conducting various tasks at the workplace. However, most of the trainees experienced difficulty in making online ticketing and online hotel reservations, holding briefings, attending to clients’ concerns and complaints, negotiating with clients to make a deal, making oral presentations, contacting with other firms, preparing the filing system, preparing flyers/brochures/posters/advertisements and preparing accounts. It is thus suggested that the essential courses especially concerning public speaking and interpersonal communication skills to be taught before the students underwent their internship. The findings of the study have some pedagogical implications. Higher education institutions that offer similar courses can make use of these findings in revising the program in line with current demands of education and the workforce. Besides, the lecturers can also rethink the way how specific courses should be taught to meet the students’ needs and allow them to explore meaningful learning through experiential learning.

Professional communication competence in English for occupational purposes (EOP) courses: A systematic literature review and proposal of a framework

“…In examining the individual skills required, many claim that the four skills (reading, writing, listening and speaking) are equally important (Adnan, 2019;Alshabeb et al, 2017;Arumugam & Kaur, 2011;Ranasuriya & Herath, 2020). Others reported the perception that productive skills (speaking and writing) are the most essential for business communication (Baklazhenko, 2018;Fareen, 2018;Singh & Raja Harun, 2020). However, there are also others who believe that writing is the most common skill practiced in the workplace (Spence & Liu, 2013), yet some posit that speaking skills are the most needed skill (Moslehifar & Ibrahim, 2012), as it is also the skill that is tested the most among recruiting agencies (Ahmmed et al, 2020).…”

“…Writing emails (Adnan, 2019;Ahmmed et al, 2020;Chan, 2014;Fareen, 2018;Hee & Zainal, 2018;Masduki & Zakaria, 2020;Ranasuriya & Herath, 2020;Spence & Liu, 2013;Thomas et al, 2016) Writing reports (Ahmmed et al, 2020;Alshabeb et al, 2017;Chan, 2014;Fareen, 2018;Masduki & Zakaria, 2020;Singh & Raja Harun, 2020;Spence & Liu, 2013) Writing business letters (Fareen, 2018;Spence & Liu, 2013) Writing proposals (Spence & Liu, 2013;Thomas et al, 2016) Writing memos (Alshabeb et al, 2017;Ranasuriya & Herath, 2020;Spence & Liu, 2013) Preparing presentation slides (Spence & Liu, 2013;Thomas et al, 2016) One study that examined the competence level required for writing tasks was conducted by Attan et al (2013), who provided written scripts to industry practitioners to obtain their feedback regarding the written quality of the scripts. Based on a scale rating of '1 = Extremely Limited Writer' to '6 = Effective Writer', the study found that the respondents believed a '3 = Functional Writer' could satisfactorily meet the workplace requirements if given extra assistance and time to learn in the workplace.…”

“…Giving oral presentations (Adnan, 2019;Belwal et al, 2017;Gözüyeşil, 2014;Hee & Zainal, 2018;Moslehifar & Ibrahim, 2012;Ranasuriya & Herath, 2020;Spence & Liu, 2013) Attending meetings and seminars (Hee & Zainal, 2018;Singh & Raja Harun, 2020;Spence & Liu, 2013) Communicating with customers or clients (Hee & Zainal, 2018;Moslehifar & Ibrahim, 2012;Spence & Liu, 2013;Thomas et al, 2016) Handling telephone calls (Moslehifar & Ibrahim, 2012;Singh & Raja Harun, 2020;Spence & Liu, 2013) Giving and receiving instructions (Masduki & Zakaria, 2020;Sari & Sari, 2020;Singh & Raja Harun, 2020) Participating in social conversations (Masduki & Zakaria, 2020;Moslehifar & Ibrahim, 2012;Sari & Sari, 2020;Singh et al, 2014;Spence & Liu, 2013;Yao & Du-Babcock, 2020) In terms of spoken competency, Fareen (2018) found that there is a need for prospective employees to develop competencies in discussing, persuading, convincing and negotiating in English. Rapport building was also highlighted as a valuable skill, as well as the ability to recognise when to be concise and when to be detailed when communicating.…”

Identifying English language needs among administrative support staff in a Malaysian Public University: A preliminary study

“…Based on the importance of English language at the workplace, numerous studies were conducted on the needs for Malaysian students to have good English communication ability (Jalleh et al, 2021;Diana & Su-Hie, 2017;Isarji et al, 2013;Miskam & Saidalvi, 2018;Ngah et al, 2011;Singh & Harun, 2020;Singh et al, 2021;Su-Hie et al, 2017;Talif & Noor, 2009;Vicky et al, 2016). These studies concluded that a Malaysian graduate's employability is being influenced by academic performance as well as their communicative competence, especially using the English language effectively.…”

“…Over the years, needs analysis has been identified by researchers as well as educators to be one of the important elements to be considered in improving learners' competence or performance either in the context of education or workplace (Jalal, 2016;Singh & Harun, 2020). In defining the term needs, three (3) elements should be looked into which are necessities, lack and wants (Hutchinson & Waters, 1987).…”