Eldc Executive Summary Eng

ศู�นย์�พั�ฒนาความสามารถในการใช้�ภาษาอั�งกฤษ (ศูสษ.)

English Language Development Center (ELDC)

ศู�นย์�พั�ฒนาความสามารถในการใช้�ภาษาอั�งกฤษ (ศูสษ.)English Language Development Center (ELDC)

Executive SummaryExecutive Summary

Need Analysis for the Usage of the English Need Analysis for the Usage of the English

Language among the Personnel of the Language among the Personnel of the

Industrial GroupsIndustrial Groups

The TourismIndustry

The Fashion Industry

The Automobile Industry

The Health Science Industry

The Information Technology

Industry

The Food Industry



Research Significance

During the past decade, Thailand has accelerated its industrial

structure in terms of production, management and marketing in order

to develop its capacity to world class. Small and medium industries

have received encouragement and promotion. Thailand has been

boosted to be an Asian tourism center, in particular Southeast Asia.

Tourism related activities have been promoted, namely nature tours

and culture tours as well as Eco-tourism. The country is also expected

to become a center for fashion, jewelry, health-science and health care

and services are on the way as Thailand has also aimed at being an

Asian health center as well as the center for food products. This is

because the country is known for food production and agricultural

produce processing with world class standards and as an originator of

the unique Thai food or Thai cuisine. In addition, the government has

the policy to launch a network and development of industrial clusters.

There have also been attempts for technology transfer and resource

exchanges among the industries in order to situate Thailand as an

automobile industry hub or that of “The Detroit of Asia”. For

effective sustainable economic and social development, information

technology has also played a great part in this upgrading scheme.

With this goal of world competitiveness enhancement, it is

necessary to create an essential driving force, namely human resources

that are competent and able to communicate effectively in English.

For these reasons, development to improve English skills among the

work force from the lowest to the administrative groups of both the

government and the private sectors in addition to professional skills

and knowledge improvement is necessary.

1. The Tourism Industry2. The Fashion Industry3. The Health Science Industry4. The Food Industry5. The Automobile Industry6. The Information Technology Industry

Research Objectives To study the English skills needed among the personnel of the six

strategic industrial groups.To propose guidelines for curriculum and plans for English language

training for the personnel of the six strategic industrial groups.

Expected Outcome Results of the study will be used as the basis for curriculum

planning to respond to the needs of the personnel in the work force of the country’s target industries and as the primary data to prepare the

standards for the training curriculum according to the need of the respective industrial groups.

Scope of the Study Studying the English skills needed among the personnel of the six

strategic industrial group, concentrating on Bangkok and its outskirts and other provinces where the industries are centered, namely Chiang

Mai, Nakhon Ratchasima, Surin, Sa Kaeo, Chon Buri, Rayong, Chantaburi, Phetchaburi, Prachuap Khiri Khan and Phuket.

For the above reasons, the English Language Development Center of the Office of Higher Education Committee has conducted a need

analysis for the usage of the English language among the personnel of the six strategic industrial groups which are considered important to

the national economy, namely


ศู�นย์�พั�ฒนาความสามารถในการใช้�ภาษาอั�งกฤษ (ศูสษ.)English Language Development Center (ELDC) 43

Sample Population

The sample population was selected by means of purposive

sampling. The groups were divided into 3 levels:

- Senior Administrators

- Junior Administrators

- Operations Personnel

Instrument The research team used a combination of interviewing methods,

namely Face-To-Face Group Interviews, Structured Interviews, Guided

Interviews and Focused Interviews. Where the interviewing might

create a problem, it was replaced by a questionnaire which consisted of

closed-ended and open-ended items. To study the interaction and to

cross check the data, interviews were conducted in all three sample-

groups, in large as well as small groups.

Data Collection The researchers collected data from relevant documents,

questionnaires and interviews between June – July 2004. However, due

to time limitations, the sample, particularly the senior administrators,

were not able to spare as much time as the researchers had planned.

Methods Studying the needs for English skills of the personnel at the places of

operation by dividing the target industries into 2 types:

Service industries in which services go hand-in-hand with the products

such as tourism, fashion, health science and food.

Technology-based industry such as the automobile industry and

information technology industry.

Review of the Literature

1. Teaching English in Thailand

In Thailand, English is taught as a foreign language, and although the

teaching is that of the integration of all the four skills: listening,

speaking, reading and writing for communication purposes from the

primary to the secondary educational levels, it was not considered

successful since the learners were unable to communicate effectively in

English in all skills (Achara Wongsothorn 1993, 1994). Moreover, the

English language curriculum at the tertiary level did not yet correspond

to the type of language needed in the work force (Kanchana Prapphal, et

al., 1985, Pholsawad 1987, Silpa-anan 1991, cited in Arunee

Wiriyachitra 2000).

1. The significance and necessity for using English among the

six strategic industrial groups.

2. People in the six strategic industrial groups who needed

improvement.

3. Types of English skills needed by personnel in each group.

4. Guidelines for managing teaching and learning.

5. Problems and limitations in developing English skills.

6. Recommendations for developing English skills.

Data Analysis

The researchers studied all the material related to English language

used in the six groups of industries and analyzed the questionnaire in

order to derive the qualitative data before proceeding to conduct data

triangulation in order to process the data by considering the following

issues:


ศู�นย์�พั�ฒนาความสามารถในการใช้�ภาษาอั�งกฤษ (ศูสษ.)English Language Development Center (ELDC) 6 5

Research Results The following are important findings of this research.

1. The significance and necessity of English among the personnel in the six strategic industrial groups are that the people of all groups realized the significance and necessity of English in their

work. Larger work places had funds to support their personnel’s development by arranging for experts to come and train them at the

premises or the administrators of the company gave training in technical English to their employees as in the case of a jewelry company. Some

sent their employees to study at various language institutes. Some reimbursed their language-training fee when the employees passed a

test. However, many small businesses had no funds available for personnel development, particularly the Thai entrepreneur with a family

business operation. Some had to hire outside organizations or extra personnel to handle work that required English language skills while

some sent their children or relatives to study abroad in order to carry on the family business in the future.

2. Personnel in the six strategic industrial groups that needed English language improvement the most were the junior administrators and the operational workers. The junior administrators played the role of

liaison among the senior administrators and the workers, particularly those in the service industries such as the tourism, food, fashion and

health science industries. As for the automobile industry, their senior administrators were foreign investors who used English to communicate with the senior officers who then relayed their message to other workers

in Thai. Those in information technology needed English language improvement at all levels except the senior administrators.

Most of the senior administrators in all six industries were able to use English effectively and had to use English to conduct their business

extensively with the exception of those in such industries as the food industry, namely producers of cooking ingredients, vegetables and fruit

whose senior administrators needed some improvement in English.

2. Appropriate Language Teaching and Learning

Suitable management of English language teaching for personnel in certain professions or work places should focus on the

communicative approach in the form of English for specific purposes or ESP.

The degree of success of ESP depends on the learners’ ability to use English in real situations. Therefore, the content of the teaching

should be relevant to the work and the teaching activities or materials used in the training or teaching should stimulate learners to have awareness of the importance and necessity to use the language.

Meanwhile, the teaching should reflect the real situation and usage in terms of vocabulary, expression, language structure and language features as well as other necessary skills (Sumitra Angwatanakul,

1992).

In addition to communicating effectively the language users needed to be aware of cultural factors including verbal language and non-verbal

language in order to avoid misunderstanding or misinterpretation (Kachru, 1983). Mannerisms were also deemed important in universal

standard services where politeness, hospitality and courtesy were involved to create a good impression among customers in order to draw

them back for more services (Pimpaporn Suvatikul, et al., 2003).

Study of researchers and the need for language usage of the personnel in various professions showed that the skills and the type of

English language required in the work force were varied. For example, those related to science needed practice in speaking and listening, those in Law needed reading skills those that needed it the most were those in

some communication services, for example postal workers, needed speaking and listening skills (Chaniga Silpa-anan 1991). Speaking and

listening skills were also needed among people engaged in tourism (Pimpaporn Suvatikul, et al, 2003).



Moreover, the study and analysis showed many significant issues related to the conservation of Thai local wisdom and the need for other foreign languages besides English. Therefore, it is advisable to arrange for patent rights registration for Thai local wisdom and Thai products,

which has become an urgent matter, especially in food products, ingredients, preparation methods of some Thai foods, ingredients used in

hot herbal compresses and the use of various Thai medicinal herbs. Furthermore, there should be teaching of certain foreign languages such

as Chinese, Japanese and Russian for certain industries that aim at market expansion.

The result of this study and analysis of the needs for English language usage among the personnel of the six industrial groups will be useful for

curriculum development and a training as well as evaluation with the help from the government and the relevant private sectors. The English

Language Development Center could be assigned to create a network and cooperation to ensure the success for the strategy to increase the ability of

the personnel, which will result in increasing the income and the economic development of the country in general.

Long-term and Continual Operation

1. Funds should be allocated from the government and the private sectors to establish a language fund to develop the personnel to be able to compete in the world market. Cooperation among several work places in terms of budget should be sought to cut down the expenses of training.

2. There should be a systematic language-training program to established a standard of English language use in all types of industry.

3. An in-depth study needs to be conducted to determine the need for English in various networks of enterprises and industrial groups, for example textiles and garments, leather goods and products, frozen food, canned foods, vegetable and fruit processing, etc., in order to encourage an aggressive market expansion.

Long-term and Continual Operation

Report based on the complete studies of several research teams 1. The Need for English Language Usage of the Personnel in

the Tourism Industry by Asst. Prof. Pimpaporn Suvatikul and Chutima Srichai.

2. The Need for English Language Usage of the Personnel in the Fashion Industry by Samertip Karnchanachari and Assoc. Prof.

Lapa Jintanaseree. 3. The Need for English Language Usage of the Personnel in the Health Services Industry by Asst. Prof. Panit Boonyavatana,

Asst. Prof. Valayaporn Navykarn and Asst. Prof. Pajarie Chinthammit.

4. The Need for English Language Usage of the Personnel in the Food Industry by Asst. Prof. Dr. Pornpimol Chutisilp and

Kinggan Sukhathummo. 5. The Need for English Language Usage of the Personnel in the Automobile Industry by Assoc. Prof. Songporn Tajaroensuk, Rachanee Senisrisant and Asst. Prof. Dr. Pornpimol Chutisilp.

6. The Need for English Language Usage of the Personnel in the Information Technology Industry by Asst. Prof. Dr. Montha Jatupoj,

Assoc. Prof. Sonthida Keyuravong and Dr. Wareesiri Singhasiri.

Kinggan Sukhathummo, Asst. Prof. Dr. Pornpimol Chutisilp and Assoc. Prof. Arunee Wiriyachitra, Editors.

English Language Development Center (ELDC)First Edition, 1,000 copies, May 2005Published by Nakota Co. Ltd.



Achievement Path The success of the English skills development for personnel in the target industries to improve their ability in English in order to be competitive in the world market will be possible only when it has been done on an urgent, short-term as well as a continual operation on the long term basis.

Urgent Short Term Operation

Budget

Knowledge and Understanding

Network

Core Curriculum

Teaching Aids

Evaluation

1. Budget : There should be an allocation of funds from the government and the private sectors in the form of a language fund to increase the competence of the personnel in time to face the world market competition.

2. Knowledge and Understanding : There is a need to create understanding and awareness among entrepreneurs about the importance of developing English language skills among their personnel and to provide time for them to undergo training. In the meantime, it is necessary for the business owners to create an encouraging atmosphere for English usage in their work places. Moreover, the entrepreneur should be involved in developing English skills for the Thai people in general.

3. Network : There should be a network for standardized English training in all regions of the country that provide training for the personnel in all types of industry involved.

4. Core Curriculum : It is necessary to establish a Core Curriculum for industries that are similar in nature while a separate sub-curriculum can be further prepared for each particular type of industry.

5. Teaching Aids : Teaching and learning aids should be varied and should be used in class and for self-study in the work place.

6. Evaluation : There should be an evaluation that can reflect the learners’ language potential, which can be actually used in their work.

Research Significance

During the past decade, Thailand has accelerated its industrial

structure in terms of production, management and marketing in order

to develop its capacity to world class. Small and medium industries

have received encouragement and promotion. Thailand has been

boosted to be an Asian tourism center, in particular Southeast Asia.

Tourism related activities have been promoted, namely nature tours

and culture tours as well as Eco-tourism. The country is also expected

to become a center for fashion, jewelry, health-science and health care

and services are on the way as Thailand has also aimed at being an

Asian health center as well as the center for food products. This is

because the country is known for food production and agricultural

produce processing with world class standards and as an originator of

the unique Thai food or Thai cuisine. In addition, the government has

the policy to launch a network and development of industrial clusters.

There have also been attempts for technology transfer and resource

exchanges among the industries in order to situate Thailand as an

automobile industry hub or that of “The Detroit of Asia”. For

effective sustainable economic and social development, information

technology has also played a great part in this upgrading scheme.

With this goal of world competitiveness enhancement, it is

necessary to create an essential driving force, namely human resources

that are competent and able to communicate effectively in English.

For these reasons, development to improve English skills among the

work force from the lowest to the administrative groups of both the

government and the private sectors in addition to professional skills

and knowledge improvement is necessary.



6. Recommendations for English Language Development

- Establish indicators to determine the type of English needed in each profession. - Establish indicators to provide guidelines for preparing a standard curriculum. - Establish indicators to evaluate the curriculum, trainers, learners and teaching media. - Prepare a standard test to evaluate the personnel’s skills - Prepare a standard assessment. - Establish a training unit that can be standard in all regions with a coordinator to seek cooperation from various educational institutes and cooperation between the educational institutes and the work places.

- Establish a unit to

conduct a systematic

evaluation before and

after the training as

well as during the

operation.

- Analyze the

evaluation results,

improve and further

develop the

curriculum.

Management - Prepare a core curriculum of each type of industry and/or group of similar nature that can apply throughout the country. - Prepare a variety of learning and teaching media that will be suitable for the learners in each group of industry. - Prepare a database of trainers and curriculum to form a network throughout the country. - Set up a model learning center that has a variety of teaching media that are suitable for the learners. - Seek funds from both the government and private sectors as well as assistance from foreign countries to support different business operations by distributing the budget to cover all six groups of industry ranging from large to medium and small.

Evaluation

Standards

1. The Tourism Industry2. The Fashion Industry3. The Health Science Industry4. The Food Industry5. The Automobile Industry6. The Information Technology Industry

Research Objectives To study the English skills needed among the personnel of the six

strategic industrial groups.To propose guidelines for curriculum and plans for English language

training for the personnel of the six strategic industrial groups.

Expected Outcome Results of the study will be used as the basis for curriculum

planning to respond to the needs of the personnel in the work force of the country’s target industries and as the primary data to prepare the

standards for the training curriculum according to the need of the respective industrial groups.

Scope of the Study Studying the English skills needed among the personnel of the six

strategic industrial group, concentrating on Bangkok and its outskirts and other provinces where the industries are centered, namely Chiang

Mai, Nakhon Ratchasima, Surin, Sa Kaeo, Chon Buri, Rayong, Chantaburi, Phetchaburi, Prachuap Khiri Khan and Phuket.

For the above reasons, the English Language Development Center of the Office of Higher Education Committee has conducted a need

analysis for the usage of the English language among the personnel of the six strategic industrial groups which are considered important to

the national economy, namely



1. Policy

2. Budget

3. Training

arrangements

4. Learners

And traners

5. Curriculum

1. Policy

2. Budget

3. Training

arrangements

4. Learners

And traners

5. Curriculum

4. Learners and trainers - Learners’ knowledge background was so different that it was difficult to arrange a suitable class for many of them. Besides this, learners lacked an awareness of the need for an on-going improvement.

5. Curriculum - The content did not suit

the learners’ needs due to the lack of analysis of the language types and skills actually required in each type of industry.

- Teaching media and activities were not interesting enough to motivate the learners.

Sample Population

The sample population was selected by means of purposive

sampling. The groups were divided into 3 levels:

- Senior Administrators

- Junior Administrators

- Operations Personnel

Instrument The research team used a combination of interviewing methods,

namely Face-To-Face Group Interviews, Structured Interviews, Guided

Interviews and Focused Interviews. Where the interviewing might

create a problem, it was replaced by a questionnaire which consisted of

closed-ended and open-ended items. To study the interaction and to

cross check the data, interviews were conducted in all three sample-

groups, in large as well as small groups.

Data Collection The researchers collected data from relevant documents,

questionnaires and interviews between June – July 2004. However, due

to time limitations, the sample, particularly the senior administrators,

were not able to spare as much time as the researchers had planned.

Methods Studying the needs for English skills of the personnel at the places of

operation by dividing the target industries into 2 types:

Service industries in which services go hand-in-hand with the products

such as tourism, fashion, health science and food.

Technology-based industry such as the automobile industry and

information technology industry.



5. Problems and Limitations for English Development are summarized in the following diagram

1. Policy - The government lacks clarity in promoting English language development for personnel - The private sector, particularly the medium and small Thai investor group, is not ready to invest in the English language skills of the personnel.

2. Budget - The government budget did not cover work places at all levels. - Medium and small businesses lack funds for a language improvement program for their personnel.

3. Training arrangements - Training venues, duration and period of time did not suit the learners, especially discontinuity of the training.

1. Policy

2. Budget

3. Training

arrangements

4. Learners

And traners

5. Curriculum

1. Policy

2. Budget

3. Training

arrangements

4. Learners

And traners

5. Curriculum

Review of the Literature

1. Teaching English in Thailand

In Thailand, English is taught as a foreign language, and although the

teaching is that of the integration of all the four skills: listening,

speaking, reading and writing for communication purposes from the

primary to the secondary educational levels, it was not considered

successful since the learners were unable to communicate effectively in

English in all skills (Achara Wongsothorn 1993, 1994). Moreover, the

English language curriculum at the tertiary level did not yet correspond

to the type of language needed in the work force (Kanchana Prapphal, et

al., 1985, Pholsawad 1987, Silpa-anan 1991, cited in Arunee

Wiriyachitra 2000).

1. The significance and necessity for using English among the

six strategic industrial groups.

2. People in the six strategic industrial groups who needed

improvement.

3. Types of English skills needed by personnel in each group.

4. Guidelines for managing teaching and learning.

5. Problems and limitations in developing English skills.

6. Recommendations for developing English skills.

Data Analysis

The researchers studied all the material related to English language

used in the six groups of industries and analyzed the questionnaire in

order to derive the qualitative data before proceeding to conduct data

triangulation in order to process the data by considering the following

issues:


ศู�นย์�พั�ฒนาความสามารถในการใช้�ภาษาอั�งกฤษ (ศูสษ.)English Language Development Center (ELDC) 09

Teaching Content: There should be an integration of

language and culture focusing on the following areas:

1. Functional English: Emphasizing functional language usage

such as greetings, offering suggestions and advice, giving information,

asking questions and expressing thanks, apology, leave-taking, etc.

2. Conversational English: Emphasizing hospitality and politeness.

3. Useful Terms and Expressions: Emphasizing learning

vocabulary, idioms, expressions and fixed phrases relevant to the

learners’ context and type of work.

4. Mannerisms and Cultural Awareness: Including appropriate

manners and courtesy as a service provider with an awareness of

cultural differences to prevent misunderstanding. Non-verbal

language, personal space and punctuality should be emphasized as

well.

Below is the table summarizing the training content and methods.

Content Personnel Methods Teaching Media

Functional English

Conversational

English

Useful Terms and

Expressions

Mannerisms and

Cultural Awareness

Senior Individual,

self-study

Multi-media/CAI

Junior Self-study,

Classroom

Multi-media

CAI/Video/CD/VCD

Operational Classroom,

Self-practice

Tape/videos

2. Appropriate Language Teaching and Learning

Suitable management of English language teaching for personnel in certain professions or work places should focus on the

communicative approach in the form of English for specific purposes or ESP.

The degree of success of ESP depends on the learners’ ability to use English in real situations. Therefore, the content of the teaching

should be relevant to the work and the teaching activities or materials used in the training or teaching should stimulate learners to have awareness of the importance and necessity to use the language.

Meanwhile, the teaching should reflect the real situation and usage in terms of vocabulary, expression, language structure and language features as well as other necessary skills (Sumitra Angwatanakul,

1992).

In addition to communicating effectively the language users needed to be aware of cultural factors including verbal language and non-verbal

language in order to avoid misunderstanding or misinterpretation (Kachru, 1983). Mannerisms were also deemed important in universal

standard services where politeness, hospitality and courtesy were involved to create a good impression among customers in order to draw

them back for more services (Pimpaporn Suvatikul, et al., 2003).

Study of researchers and the need for language usage of the personnel in various professions showed that the skills and the type of

English language required in the work force were varied. For example, those related to science needed practice in speaking and listening, those in Law needed reading skills those that needed it the most were those in

some communication services, for example postal workers, needed speaking and listening skills (Chaniga Silpa-anan 1991). Speaking and

listening skills were also needed among people engaged in tourism (Pimpaporn Suvatikul, et al, 2003).



Besides language skills the personnel of all sections of the service industries were aware of the importance of etiquette and cultural

communication of both the verbal and non-verbal language.

4. Appropriate Teaching and Learning Arrangement. All of the personnel in the six industrial groups wanted a curriculum that

corresponded to the real world, especially related to their work. Some of them felt an urgent need for certain skills. Thus, attractive curriculum

development needs to include a suitable amount of time, methods, content and teaching media.

Suitable training time: This should vary depending on the group. For

example, senior administrators have a lot of responsibilities so they can

spare very little time. The training period for this group should be rather

short. As for the junior administrators and other workers, the time slot

should depend on their language ability. Those who have low language

ability need a longer period approximately 30 hours per course.

- Trainers: A combination of Thai and English teachers is

recommended in order to boost the learners’ confidence in interacting with

native English speakers.

- Training methods: Private tuition is recommended for senior

administrators besides self-study. The teaching medium should include

multi-media, self-study and Computer Assisted Instruction (CAI).

Junior administrators should go for self-study and classroom teaching

with multi-media and CAI, including videos and CD’s.

Operational level workers should study in classrooms with additional

self-practice. Teaching aids should include videos, tapes, etc., while Thai

and foreign teachers should be available as teachers and facilitators.

Research Results The following are important findings of this research.

1. The significance and necessity of English among the personnel in the six strategic industrial groups are that the people of all groups realized the significance and necessity of English in their

work. Larger work places had funds to support their personnel’s development by arranging for experts to come and train them at the

premises or the administrators of the company gave training in technical English to their employees as in the case of a jewelry company. Some

sent their employees to study at various language institutes. Some reimbursed their language-training fee when the employees passed a

test. However, many small businesses had no funds available for personnel development, particularly the Thai entrepreneur with a family

business operation. Some had to hire outside organizations or extra personnel to handle work that required English language skills while

some sent their children or relatives to study abroad in order to carry on the family business in the future.

2. Personnel in the six strategic industrial groups that needed English language improvement the most were the junior administrators and the operational workers. The junior administrators played the role of

liaison among the senior administrators and the workers, particularly those in the service industries such as the tourism, food, fashion and

health science industries. As for the automobile industry, their senior administrators were foreign investors who used English to communicate with the senior officers who then relayed their message to other workers

in Thai. Those in information technology needed English language improvement at all levels except the senior administrators.

Most of the senior administrators in all six industries were able to use English effectively and had to use English to conduct their business

extensively with the exception of those in such industries as the food industry, namely producers of cooking ingredients, vegetables and fruit

whose senior administrators needed some improvement in English.


ศู�นย์�พั�ฒนาความสามารถในการใช้�ภาษาอั�งกฤษ (ศูสษ.)English Language Development Center (ELDC) 8 7

The Food Industry: Their personnel at all levels needed speaking and listening skills (82% and 78%) to provide services, information about

ingredients, taste, spices and herbs and cooking methods. The upper and intermediate level

administrators needed reading and writing skills (56% for both skills) for market expansion,

publicity, reading customers’ complaints as well as compliments, writing journal and daily

records, writing down how immediate problems were solved and for giving information on

product labels.

0

10

20

30

40

50

60

70

80

90

100

listening speading reading writing

The Food Industry

The Automobile Industry: Their personnel at all levels needed speaking and listening skills (87% and 76%) to give information and to conduct negotiations. Their upper and intermediate administrators also needed writing skills (59%) to write the project, instruction and installation manuals as well as for business correspondence and publicity. Reading skills were also requires (45%) for reading instructions, price lists, specifications of parts, articles, reports and contracts as well as international trade regulations.

0

10

20

30

40

50

60

70

80

90

100

listening speaking reading writing

The Automobile Industry

0

10

20

30

40

50

60

70

80

90

100


The Information Technology Industry: Their personnel at all levels needed reading skills (76%) to read e-mail messages, documents, text and information on the websites. Administrators at the intermediate level and workers at the operation level needed writing skills (59%) to write correspondence via e-mail, and to write programs, reports, project details and manuals. They also needed listening skills (54%) for general conversation in the office, attending lectures and listening to information from the media. Only the junior administrators needed speaking skills(45%). However, speaking and listening skills were considered important by all groups of personnel who expressed the desire to improve their skills. Nevertheless, they did not think they needed to develop their reading skills.

The Information Technology Industry

3. English language skills most needed at various levels in respect to the industrial groups were listening and speaking. However, those in the information technology did not need these two skills as much.

The Tourism Industry: Their personnel at all levels needed speaking and listening skills (80% and 60%) to provide information concerning tourist attractions, history and culture. The senior and junior administrators also needed writing skills (30%) to give information on tourist attractions and to conduct market promotion as well as publicity. They needed reading skills as well (20%) to read the customers’ complaints and compliments.

0

10

20

30

40

50

60

70

80

90

100


The Tourism Industry

The Fashion Industry: Their personnel at all levels needed speaking and listening

skills (80% and 70%) to communicate with customers, give information on the

products and quote prices. Administrators at the upper and

intermediate levels needed writing and reading skills (60% and 50%) to

correspond with customers and read instructions on the use and care of

products. The Fashion Industry

0

10

20

30

40

50

60

70

80

90

100


The Health Science Industry: Their personnel at all levels needed speaking and listening skills (80% and 70%) to

elicit the history and health information and to explain to customers about the service and for immediate problem

solving. The upper and intermediate administrators needed reading and writing

skills (60% and 50%) for business correspondence and for reading technical and professional articles and documents.

0

10

20

30

40

50

60

70

80

90

100

listening speaking reading writeing

The Health Science Industry

Eldc Executive Summary Eng

Business

Transcript of Eldc Executive Summary Eng