Rethinking Curriculum through Trainees' Eyes: Investigating Perceptions of Technical and Vocational Trainees' English Proficiency
DOI:
https://doi.org/10.69475/RATEI.2024.1.8Keywords:
English for specific purpose, technical and vocational English, sub-skill , trainee , difficultyAbstract
This study investigates English language proficiency and difficulties among trainees at Federal Democratic Republic of Ethiopia Technical and Vocational Training Institute (TVTI). As English proficiency becomes increasingly vital for career success, particularly in technical fields like garment and apparel fashion, understanding the specific language needs within the Ethiopian TVET context is crucial. Using a mixed-methods approach, data were gathered from 108 trainees through questionnaires, observations, and interviews. Quantitative data were analyzed with SPSS 25, and qualitative data with NVivo. Results indicated that writing is perceived as the most challenging skill, with variability in responses influenced by individual factors. Note-taking, technical reports, and understanding instructions were also rated as difficult. These findings align with previous research, emphasizing the impact of cultural and confidence factors on language perceptions. The study underscores the importance of contextualized skill development to meet the technical terminology demands in this context.
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