See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/358475558

The Contribution of Foreign Language Learning to Employability

Conference Paper · July 2021

CITATIONS READS

0 1,198

3 authors:

Andreia Carvalho Leonilde Olim

Instituto Superior de Administração e Línguas Instituto Superior de Administração e Línguas Madeira
17 PUBLICATIONS   16 CITATIONS    8 PUBLICATIONS   14 CITATIONS   

SEE PROFILE SEE PROFILE

Sancha Campanella
Instituto Superior de Administração e Linguas
23 PUBLICATIONS   19 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

INCLUDE (Intercultural Communication and Linguistic Upgrade in a Digital Environment) View project

Direitos culturais e o livre acesso à Cultura no contexto pandémico View project

All content following this page was uploaded by Andreia Carvalho on 17 February 2022.

The user has requested enhancement of the downloaded file.

 The contribution of foreign language learning to employability

Authors: Andreia Carvalho1, Leonilde Olim2, Sancha de Campanella3

Emails: andreia.carvalho@isal.pt, leonilde.olim@isal.pt, scampanella@isal.pt

Instituto Superior de Administração e Línguas – Centro de Investigação do ISAL,

Madeira, Portugal

Abstract

The aim of this study is to discuss how foreign language learning can prepare students
to be successfully integrated into the job market and to bridge the gap that the literature
review reveals in this scientific field. This research adopts a qualitative methodological
approach which enables to identify key factors for employment success. Data were
collected from a closed-ended questionnaire, aimed at organizations from different
sectors in the Autonomous Region of Madeira. The results reveal that employers highly
value social and interpersonal competencies, communication skills and foreign language
proficiency. The results also suggest that foreign language proficiency plays an
important role in the recruitment process, as it increases the applicants’ probability of
recruitment. Moreover, this study concludes that English for Specific Purposes (ESP)
needs to be introduced as a subject at the college level. This research allows identifying
the main skills required by employers when recruiting employees and contributes to
assessing the current needs of regional organizations.

Keywords Foreign Languages, Education, Employability, English for Specific

Purposes.
1. Introduction

In recent years, graduate employment has been the subject of discussion globally. This
discussion concerns whether graduates get appropriate jobs and whether they are
sufficiently prepared to undertake those jobs (Feleciya et al., 2015).

As English is considered the current global language enabling international business and
cultural exchange, English proficiency is required in all professional fields (Rao, 2016).
Nevertheless, it is proficiency in more than one foreign language that will make a
decisive difference in the future. Therefore, it is highly important to implement
language policies and strategies which value language skills for mobility and
employability (European Commission, 2012).

It is in this context that this study is carried out, as it aims to discuss how foreign
language learning can prepare students to be successfully integrated into the job market.
This study focuses on the case of regional organizations operating in different sectors in
the Autonomous Region of Madeira.

This research allows identifying the main skills required by employers when recruiting
employees and contributes to assessing the current needs of regional organizations. The
literature review reveals a gap in this scientific field; therefore, more research on this
topic must be promoted, to bridge the gap between foreign language learning and
employability.

Considering the aforementioned aspects, four research questions were defined.

RQ1. What are the main skills required by employers when recruiting employees?

RQ2. What are the main weaknesses of the candidates?

RQ3. How prepared are applicants for the world of work?

RQ4. What are the expectations of employers in terms of foreign language proficiency?

This study is organized as follows: after the introduction, there is a theoretical

framework regarding the concepts intrinsic to foreign language learning and
employability; the following section presents the methodology adopted; finally, the
results and the main conclusions are analyzed subsequently.
2. Theoretical framework

Over the last decades, proficiency in English has become increasingly important in any
field (Bharathi, 2016; Feleciya et al., 2015). As English is considered the lingua franca
of the twenty-first century, it represents a key factor for employment success and
economic opportunities. Hence, employers in the current global market need people
who present high proficiency in spoken and written English (Rao, 2016).

As reported by a study conducted in 2013, the third edition of EF’s English Proficiency
Index, “Today, English proficiency can hardly be thought of as an economic advantage
at all. It is certainly no longer a marker of the elite. Instead, it is increasingly becoming
a basic skill needed for the entire workforce, in the same way that literacy has been
transformed in the last two centuries from an elite privilege into a basic requirement for
informed citizenship.”

According to these reports, low proficiency in the English language has been considered
a barrier to academic success and job opportunities (Rao, 2016; Durga, 2018). English
communication skills are an important requirement for a career at the national or
international level. Therefore, English proficiency is a key factor for employment
success and progression (Rao, 2016). Moreover, one who acquires a high level of
proficiency in English can work in an English-speaking environment (Rao, 2016).

The English language plays an important role in the current globalized world and all
spheres of life such as meetings, seminars, presentations, and social gatherings (Rao,
2016). English facilitates and enhances other required skills, namely soft skills,
presentation skills, and, above all, communication skills (Bharathi 2016). In fact,
communication skills, both verbal and written, have also become one of the greatest
requirements of employers nowadays (Rao, 2016).

As mentioned by Hynes & Bhatia (1996), communication skills in English have been
identified as a vital workplace tool for success in the business field. Business
communication studies have highlighted the numerous hours managers spend
communicating with others (Krizan, Merrier and Jones, 2002), the time they assign to
writing correspondence and reports (Ober, 2001), and their ability to earn higher salaries
if they have strong writing skills (Fisher, 1999).
English language proficiency enables one to face increasing levels of competition, and
to establish and maintain both personal and professional relationships successfully
(Bharathi, 2016). Moreover, English is still the number one language in the entire
world. It is equally important in terms of education, considering the number of students
aiming at Higher Education courses in countries where English is a native or an official
language (Rao, 2016).

However, English language proficiency is no longer enough. Even though English is the
most taught foreign language in the world, it is proficiency in more than one foreign
language that will make a decisive difference in the future. Therefore, it is vital to
implement language policies and strategies which value language skills for mobility and
employability (European Commission, 2012).

According to Morris (2014), the UK population has the worst foreign language skills in
Europe, and this shows the dominant role of English as the world lingua franca along
with a high rate of complacency amongst individuals and employers about the need for
foreign language skills. Morris (2014) claims that “given the paucity of language skills
amongst the UK population, it is hardly surprising that employers express a deep lack of
satisfaction with the foreign language skills of both school leavers and university
graduates”.

According to the results of the 2013 CBI/Pearson Education and Skills survey, which is
based on responses from 294 large employers that collectively employ 1.24 million
people, foreign language skills were the cause of the greatest dissatisfaction amongst
employers. Almost two-thirds (64%) of employers were not satisfied with the language
skills of school and college leavers and more than half (55%) were not satisfied with the
language skills of university graduates.

The National Employability Report by Aspiring Minds, an employability solutions

company, revealed that poor English language skills – both verbal and written – and
lack of computer skills are the key factors that make graduates unemployable
(Nagarajan, 2013). Other factors include analytical ability and creativity. Even though
graduates have theoretical knowledge about their field, they lack the skills needed to
express it (Angre, 2013). Zinser (2003) defends that “managing resources,
communication and interpersonal skills, teamwork and problem solving” are the key
elements of employability skills. Moreover, a study conducted by Paulrajan (2011)
concluded that a mix of academic qualifications, important vocational skills, and
personal skills is essential.

Additionally, the Conference Board of Canada (1996) published a list of 26 critical

skills required of the Canadian workforce. Among those skills, communication plays
one of the most important roles. Global competitiveness and increased knowledge
sharing have enhanced the importance of oral communication skills in today’s graduates
(Feleciya et al., 2015).

The study results substantiate those of the Aspiring Minds National Employability
Report that poor English and computer skills are the key factors for graduate
unemployment. In general, the researchers emphasized the need to enhance
communication skills for improving their employment opportunities. All the reviews
substantiated that poor communication skills are the major cause of educated
unemployment, minimizing the employment opportunities of today’s graduates
(Nagarajan, 2013).

Further, a U.N. Educational, Scientific, and Cultural Organization publication revealed

that besides time management, ability to work under pressure, accuracy and attention,
oral communication, and multitasking, employers expect flexibility, innovation,
creativity, entrepreneurship, versatility, and teamwork (Bharathi, 2016).

Another conclusion is that general education fails to equip the graduates with the
required work skills. They require skills beyond the basics of reading, writing, and
arithmetic, also known as the “three Rs”. Skills such as critical thinking,
communication, collaboration, and creativity – the “four Cs” – are increasingly
important.

In line with this conclusion, Musa et al., 2010 state that the main concerns of employers
are “finding good workers who not only have basic academic skills like reading,
writing, oral communication and listening, but also have high-order thinking skills like
learning, reasoning, creative thinking, decision making and problem solving.”
Employers are also looking for employees that have personal qualities, also referred to
as job readiness skills.
Tibor Navracsics, Commissioner for Education, Culture, Youth and Sport, stated that
“today young people need a broad set of competences to find fulfilling jobs and become
independent, engaged citizens”. The Commissioner recognized that “knowledge, skills
and attitudes are a major factor in boosting the EU’s innovation capacity, productivity
and competitiveness” as “globalisation, structural changes in the labor market and the
rapid development of new technologies require us to develop and update skills
throughout life” (Navracsics, 2019).

Language competencies integrate intercultural competencies and rely on the ability to

mediate between different languages. The ability to use a variety of languages enables
the applicants to better cope with the challenges of today’s multilingual and
multicultural societies (Navracsics, 2019).

Raman and Sharma (2012) stated that “Communication Competence is the ability to
express views effectively, enabling one to achieve goals and enhance relationships”.
According to Knell, Oakley, and O’Leary (2007), employers are continually asking for
a workforce rich in creativity, communication skills, and cultural understanding.

As part of the effort that Europe needs to make to address its skills shortages, the
European Commission (2012) reinforces that languages are particularly important and
need attention:

In a world of international exchanges, the ability to speak foreign

languages is a factor for competitiveness. Languages are more
and more important to increase levels of employability and
mobility of young people, and poor language skills are a major
obstacle to free movement of workers. Businesses also require the
language skills needed to function in the global marketplace.

Social strategies play an important role in developing oral communication skills, as it

provides opportunities to interact (Patil, S. & Karekatti, T., 2012; Harish. S., 2014).
Some of the language learning strategies that students may employ include asking for
clarifications, communicating with peers, and maintaining contact outside the class with
proficient language users (Reid, 1987).
As stated by Thomas N. Huckin and Leslie A. Olsen, “Scientists and engineers may be
technically brilliant and creative, but unless they can convince co-workers, clients, and
supervisors of their worth, their technical skills will be unnoticed, unappreciated, and
unused” (Rao, 2016).

Apart from job-related needs for English, there is an underlying expectation that
university graduates, by virtue of their level of education, should be proficient in
English (Zainuddin et al., 2019). What constitutes proficiency and competency may
differ from one employer to another. What is currently lacking is a clear understanding
of what employers mean and need regarding English language proficiency and skills.
Unpacking these terms from employers’ perspectives can help Higher Education
Institutions better prepare their students for the job market (Zainuddin et al., 2019).
However, industries are not homogenous, and thus, the need for the English language is
likely to differ from one industry to another (Zainuddin et al., 2019).

Universities need to continue to prepare students for the workplace with English
language classes and out-of-the-classroom programs. More structured feedback from the
industry on both would ease the transition from campus to career (Zainuddin et al.,
2019).

There is also the need to introduce English for Specific Purposes (ESP) as a subject at
the college level (Bharathi 2016). According to Durga (2018), English training should
be carried out at the workplace, as each work domain has its own special requirements
in terms of communication and it differs from general conversational English.
Considering that English is widely used at the tertiary level for dealing with customers
and is indispensable when traveling, the importance of teaching English for professional
uses is undeniable (Simion, 2012). ESP can prepare the learners to qualify themselves at
interviews, improve their job opportunities, and make them more employable overall
(Bharathi 2016).

The evolution of business and communication technology in the past years has
revolutionized the field of English language teaching and has changed the attention of
course designers from teaching English for Academic Purposes to teaching English for
Specific Purposes (Simion, 2012). “English for specific purposes is a term that refers to
teaching or studying English for a particular career” or business in general (International
Teacher Training Organization, 2005).

Pauline C. Robinson (1991) defines it as “goal-oriented language learning” since

students have a specific goal in the process of learning. According to her, students study
ESP “not because they are interested in the English language as such but because they
have to perform a task in English. Their command of the English language must be such
that they can reach a satisfactory level in their specialist subject studies”.

This is highly motivating because students can apply what they learn in their English
classes to their main field of study and use it immediately in their workplace. Thus, this
approach enables students to use what they learn in a meaningful context. The main
point of teaching ESP is that English is not taught as a subject separated from the
students' real world; instead, it is integrated into a field relevant to the learners (Simion,
2012).

Moreover, all decisions as to content and methods are based on the learner’s reason for
learning, considering that ESP courses aim to equip learners with a certain English
proficiency level for a situation where the language is going to be used (Sujana, 2005).

As some of the selection methods used by employers include aptitude tests, written
assessments, interviews, and group discussions, students must be trained on these
aspects. Once the learner is confident enough to use the language within the classroom,
opportunities can be made to help them interact with real-world situations, such as
interviews or presentations (Feleciya et al., 2015).

Furthermore, the integration of a learner-centered approach where students take

responsibility for their own learning can be implemented in the classroom, therefore
making them autonomous learners as well as proficient users of the language (Feleciya
et al., 2015).

As Kalam (2006) stated, “Education system must create Employment generators, not
Employment seekers”. Therefore, university education should focus on developing the
key competencies and skills that lead the younger generation to reach its goals (Bharathi
2016). In this regard, Bharathi (2016) emphasizes the need to revise the syllabus,
teaching strategies, changing roles of the teachers and learners according to the needs of
the changing society.
3. Methodology
3.1. Data and methods

To analyze the contribution of foreign language learning to employability, this research

adopts a qualitative methodological approach. According to Flick (2005), qualitative
research recognizes and analyzes the different perspectives of the participants. This is in
line with the main objective of this study, which is to analyze the needs and
requirements of companies from different sectors in the recruitment process. Moreover,
the qualitative approach includes the researcher’s reflections on the research (Flick,
2005). Rather than measuring the variables involved in the phenomenon being studied,
this paper intends to understand that phenomenon and its context. Moreover, the
research questions of this study are best answered using a qualitative approach since it
allows the researcher to obtain insights and interpretations rather than hypothesis testing
(Sampieri et al., 2006).

Data were collected from a closed-ended questionnaire, aimed at organizations from

different sectors in the Autonomous Region of Madeira. This questionnaire is composed
of 12 questions, designed using Google Forms and a Likert-type scale ranging from 1 to
5 (see Appendix). The adoption of this methodological approach enables to identify key
factors for employment success and to conclude that foreign language skills play an
important role in the recruitment process. This research allows identifying the main
skills required by employers when recruiting employees and contributes to assessing the
current needs of regional organizations.

To outline the profile of the respondents, three identifying questions were defined: name
of the company, municipality and the sector in which the company operates. The
questionnaires were addressed to a sample composed of professionals in charge of the
recruitment and selection process of different companies. The sample consists of 191
respondents from companies operating in 11 different municipalities and 14 sectors,
mainly from the Services Sector (20.9%), Education (19.4%) and Accommodation,
Catering and Similar (17.3%).

4. Results

This study offers several insights on the following research questions:

RQ1. What are the main skills required by employers when recruiting employees?

The results reveal that 64.4% of the respondents value social and interpersonal
competencies, followed by a sense of responsibility and organization (60.2%) and
autonomy (54.5%). The following requirements are also highly important: reliability,
integrity and ethics (46.6%), and communication skills and foreign language
proficiency (46.6%). The respondents look for other skills when recruiting employees,
such as IT skills (34%), willingness to lifelong learning (32.5%), and critical and logical
thinking in the problem-solving and decision-making process (30.4%). Even to a lesser
degree, employers also mention the ability to adapt to changes and respect for diversity
(29.3%), and professional experience (19.9%) as requirements to be fulfilled.

Subsequently, respondents assessed the relevance of several competencies in the

recruitment and selection process. As for the relevance assigned to communication
skills, 49% of the respondents consider these skills extremely relevant, 35% believe
them to be very relevant and 12% regard them as relevant. Only 3% of the respondents
assign low relevance to communication skills and 2% consider it to be not relevant at
all.

As far as foreign language proficiency is concerned, 29% of the respondents consider

this competency relevant, followed by 25% believing it is extremely relevant and 23%
very relevant. By contrast, 19% of the respondents assign low relevance to
communication skills and 4% consider these skills to be not relevant at all.

Other skills, such as reliability, integrity and ethics (61%), teamwork (61%), and sense
of responsibility and organization (52%), were considered extremely relevant by the
majority of the respondents.

RQ2. What are the main weaknesses of the candidates?

As for the main weaknesses of the applicants, the respondents point out a reduced sense
of autonomy (63.4%), lack of social and interpersonal skills (53.9%), lack of
communication skills and foreign language proficiency (40.3%). These weaknesses are
followed by lack of professional experience (35.1%), absence of behavioral
competencies (34%), and lack of leadership skills (23%). The lack of technical and
instrumental competencies (19.4%) and IT skills (12.6%) are also mentioned, even
though to a lesser extent.

RQ3. How prepared are applicants for the world of work?

53.9% of the respondents consider that the education attended by the candidates is of
intermediate level for performing the tasks they are applying for. Moreover, 34% of the
employers who answered this questionnaire consider that applicants are highly prepared
and 5.2% believe they have a very high level of preparation. Conversely, 6.8% of the
respondents acknowledge a reduced level of preparation.

RQ4. What are the expectations of employers in terms of foreign language proficiency?

36.1% of the respondents revealed that they have intermediate expectations regarding
the applicants’ proficiency in English, compared to 29.8% who have high expectations
and 19.9% very high expectations. By contrast, 13.1% responded that their expectations
are reduced and only 1% of the respondents have no expectations.

When asked about the relevance of English for Specific Purposes (ESP), 34.6% of the
respondents considered it extremely relevant, followed by 31.4% considering it very
relevant and 23% relevant. Inversely, 8.9% assigned little relevance and 2.1% no
relevance.

As for other foreign languages proficiency, 41.9% of the respondents have intermediate
expectations, whereas 27.7% have reduced expectations. 19.4% of the employers
inquired have high expectations, in contrast to 5.8% who have no expectations. By
contrast, 5.2% have very high expectations.

With reference to the relevance of other foreign languages for specific purposes, 33% of
the respondents considered it very relevant, followed by 32.5% considering it relevant
and 19.4% not very relevant. Inversely, 12% considered it extremely relevant and 3.1%
not relevant.

As for the influence of foreign language proficiency on the performance of

professionals, 27% of the respondents agree that proficiency may have a positive
influence, 22% strongly agree, whereas 21% neither agree or disagree, 21% disagree
and 9% strongly disagree.

30% of the respondents strongly agree and 21% agree that foreign language proficiency
increases applicants’ probability of recruitment, whereas 20% neither agree or disagree,
18% disagree and only 10% strongly disagree.

5. Discussion

RQ1. What are the main skills required by employers when recruiting employees?

The results show that 64.4% of the respondents value social and interpersonal
competencies, followed by a sense of responsibility and organization (60.2%) and
autonomy (54.5%). Reliability, integrity and ethics are also highly important to the
respondents (46.6%). These results are in line with the literature review, as Zinser
(2003) defends that interpersonal skills represent one key element of employability
skills. Moreover, a study conducted by Paulrajan (2011) concluded that a mix of
academic qualifications, important vocational skills, and personal skills was essential.

The respondents require other skills when recruiting employees, such as communication
skills and foreign language proficiency (46.6%), and IT skills (34%). According to the
literature, there is an underlying expectation that university graduates, by virtue of their
level of education, are proficient in English (Zainuddin et al., 2019). Moreover, poor
English language skills and lack of computer skills make graduates unemployable
(Nagarajan, 2013).

Willingness to lifelong learning (32.5%), and critical and logical thinking in the
problem-solving and decision-making process (30.4%) are also required by employers
in the recruitment process. Even to a lesser degree, employers also mention the ability
to adapt to changes and respect for diversity (29.3%), and professional experience
(19.9%) as requirements to be fulfilled. As discussed in the literature, critical thinking,
communication, collaboration, and creativity are increasingly important. According to
Knell, Oakley, and O’Leary (2007), employers are continually asking for a workforce
rich in creativity, communication skills, and cultural understanding.
RQ2. What are the main weaknesses of the candidates?

The respondents point out a reduced sense of autonomy (63.4%), lack of social and
interpersonal skills (53.9%), lack of communication skills and foreign language
proficiency (40.3%). These weaknesses are followed by the lack of professional
experience (35.1%), absence of behavioral competencies (34%), and lack of leadership
skills (23%).

These results are in line with the literature. Zinser (2003) defends that “managing
resources, communication and interpersonal skills, teamwork and problem solving” are
the key elements of employability skills.

The absence of technical and instrumental competencies (19.4%) and the lack of IT
skills (12.6%) are also mentioned, even though to a lesser extent. As a matter of fact,
lack of computer skills is a key factor that contributes to graduate unemployment
(Nagarajan, 2013).

RQ3. How prepared are applicants for the world of work?

53.9% of the respondents consider that the education attended by the candidates is of
intermediate level for the performance of the tasks they are applying for. According to
the literature, even though graduates have theoretical knowledge about their field, they
lack the skills needed to express it (Angre, 2013).

Moreover, 34% of the employers who answered this questionnaire consider that
applicants are highly prepared and 5.2% believe they have a very high level of
preparation. Even though none of the respondents considered the degree of preparation
of the applicants to be non-existent., 6.8% of them acknowledge candidates to have a
reduced level of preparation.

One of the conclusions of the theoretical framework is that general education fails to
equip the graduates with the required work skills. Therefore, it is important to revise the
syllabus, teaching strategies, changing roles of the teachers and learners according to the
needs of the changing society (Bharathi, 2016).
RQ4. What are the expectations of employers in terms of foreign language proficiency?

36.1% of the respondents revealed that they have intermediate expectations regarding
the English language proficiency of the applicants, compared to 29.8% who have high
expectations and 19.9% very high expectations. By contrast, 13.1% responded that their
expectations are reduced and only 1% of the respondents have no expectations.

In accordance with the literature, there is an underlying expectation that university

graduates are proficient in English (Zainuddin et al., 2019). However, what constitutes
proficiency and competency may differ from one employer to another and from one
industry to another (Zainuddin et al., 2019).

When asked about the relevance of English for Specific Purposes (ESP), 34.6% of the
respondents considered it extremely relevant, followed by 31.4% considering it very
relevant and 23% relevant. Inversely, 8.9% assigned little relevance and only 2.1% not
relevant.

The literature reveals that there is the need to introduce English for Specific Purposes
(ESP) as a subject at the college level (Bharathi 2016), as ESP can prepare the learners
to qualify themselves at interviews, improve their job opportunities, and make them
more employable (Bharathi 2016). In addition, Pauline C. Robinson (1991) defines it as
“goal-oriented language learning” since students have a specific goal in the process of
learning.

Regarding other foreign languages proficiency, 41.9% of the respondents have

intermediate expectations, whereas 27.7% have reduced expectations. 19.4% of the
employers inquired have high expectations, in contrast to 5.8% who have no
expectations. By contrast, 5.2% have very high expectations.

With reference to the relevance of other foreign languages for specific purposes, 33% of
the respondents considered it very relevant, followed by 32.5% considering it relevant
and 19.4% not very relevant. Inversely, 12% considered it extremely relevant and 3.1%
not relevant.

According to the literature, proficiency in more than one foreign language will make a
decisive difference in the future in terms of mobility and employability (European
Commission, 2012).
As for the influence of foreign language proficiency on the performance of
professionals, 27% of the respondents agree that proficiency may have a positive
influence, 22% strongly agree, whereas 21% neither agree or disagree, 21% disagree
and 9% strongly disagree. In fact, communication plays one of the most important roles
in the recruitment process. Global competitiveness and increased knowledge sharing
have enhanced the importance of oral communication skills in today’s graduates
(Feleciya et al., 2015).

30% of the respondents strongly agree and 21% agree that foreign language proficiency
increases applicants’ probability of recruitment, whereas 20% neither agree or disagree,
18% disagree and only 10% strongly disagree. According to the literature, poor English
and computer skills are the key factors for graduate unemployment. In general, the
researchers emphasized the need to enhance communication skills for improving their
employment opportunities. Moreover, poor communication skills are the major cause of
educated unemployment, minimizing the employment opportunities of today’s
graduates (Nagarajan, 2013).

6. Conclusions, limitations and suggestions for future research

This study aims to discuss how foreign language learning can prepare students to be
successfully integrated into the job market. The methodology adopted allows
identifying the main skills required by employers when recruiting employees and the
importance they assign to foreign language proficiency.

The results reveal that the respondents value social and interpersonal competencies,
communication skills and foreign language proficiency, which is in line with the
literature. This study also demonstrates that reduced sense of autonomy, lack of social
and interpersonal skills, lack of communication skills and foreign language proficiency
are the main weaknesses of applicants. As analyzed in the literature, even though
graduates have theoretical knowledge, they lack the skills needed to express it (Angre,
2013). Therefore, regardless of the technical skills applicants may have, if they cannot
express them, these skills will be unnoticed. Finally, the results suggest that foreign
language proficiency increases applicants’ probability of recruitment, and that English
for Specific Purposes (ESP) needs to be introduced as a subject at the college level
(Bharathi 2016).

One of the main limitations of this study lies in the fact that it applies only to local
institutions. Therefore, this study is not representative of the recruitment process
throughout the Portuguese territory. For this reason, it is suggested that future research
applies this study to broader samples, which include other geographical areas, so that
the results obtained correspond to a broader reality, at the national or international level.
This limitation is also related to the methodology used since the results were analyzed
from a global perspective, which is in line with the literature review. However, future
research could analyze these results from different perspectives, as different industries
may have different needs.

This study contributes to assessing the current needs of regional organizations and
identifying the main skills required by employers when recruiting employees.
Nevertheless, it is considered that there is still much research to carry out, considering
the research gap in this scientific field.

References

Angre, K. (2013, June 26). India news, New Delhi. Retrieved from
http://www.ndtv.com/india-news/50- per-cent-of-indian-graduates-not-fit-to-be-hired-
report-526502, accessed on 9 September 2020.

Bharathi, A.V., Communication Skills – Core of Employability Skills: Issues and

Concerns. Higher Learning Research Communications, December 2016, 6(4).

Bloom, M. R. & Kitagawa, K. G. (1999). Understanding employability skills. The

Conference Board of Canada.

Durga, S. (2018). The Need of English Language Skills for Employment Opportunities,
Bhashyam High School, Hyderabad, India, Issue 7, Vol. 2, Retrieved from
http://www.jrspelt.com
European Commission (2012). Rethinking Education: Investing in skills for better
socio-economic outcomes, Strasbourg, 669 final. Available at:
http://ec.europa.eu/education/news/rethinking/com669_en.pdf

Feleciya, J. N., Zafar, S., & Khan, Z. A. (2015). The influence of language learning
strategies on language related employability skills. Asia Pacific Journal of Research, 1
(33), 183-190.

Flick, U. (2005), Métodos Qualitativos na Investigação Científica, Monitor, Lisboa.

Harrish, S. (2014). Social strategy use and language learning contexts: A case study of
Malayalee undergraduate students in India. System, 43, 64-73.

Knell, J., Oakley, K., & O’Leary, D. (2007). Confronting the skills paradox:
maximizing human potential in a 21st century economy. Retrieved from
https://www.demos.co.uk/

Morris, K.; Kashefpakdel, E. and Mann, A. (2014). Are people who speak foreign
languages at an advantage in the labour market? An analysis of British Cohort Study
data, 1.

Musa, Faridah; Norlaila Mufti; Rozmel Abdul Latiff & Maryam Mohamed Amin
(2010). Project-based Learning: Promoting Meaningful Language Learning for
Workplace Skills, 187

Nagarajan, R. (2013, June 23). Poor English, computer skills make graduates
unemployable. Times of India. Retrieved from http://timesofindia.indiatimes.com/

Navracsics, Tibor, Commissioner for Education, Culture, Youth and Sport (2019). Key
competences for lifelong learning, Luxembourg: Publications Office of the European
Union, Education and Training.

Patil, S. & Karekatti, T. (2012). Correlation between level of communication

apprehension and development of communication skills in engineering students.
English for Specific Purposes World, 36 (12), 1-15.

Paulrajan, R. (2011). Employability skills in Chennai retail market, India. Acta

Universitatis Danubius (Economica), 7, 16-30.
Raman, M., & Sharma, S. (2012). Technical communication: Principles and practice.
New Dheli, India: Oxford University Press, India.

Rao, C. (2016). A Brief Study of English Language Proficiency: Employability. English

for Specific Purposes World, 49 (7).

Reid, J.M. (1987). The learning style preferences of ESL students. TESOL Quarterly
21, 87- 111.

Robinson, P, C. (1991). ESP Today: A Practitioner's Guide. New York. Prentice Hall.

Sampieri, R. H., Collado, C. H., & Lucio, P. B. (2006). Metodologia de pesquisa (3rd
ed.). São Paulo: McGraw-Hill.

Sujana, I, M. (2005). Establishing English Competencies for Students of Tourism

Department. http://www.geocities.com/nuesp/paper_indonrsia/paper_10.htm.

Zainuddin, S. Z. B., Pillai, S., Dumanig, F. P., Philip, A. (2019). English language and
graduate employability. Education + Training, 61 (1), 79-93.

Zinser, R. (2003). Developing career and employability skills: A US case study.

Education + Training, 45 (7), 402-410.
Appendix – Questionnaire

1. Name of the Company

2. Municipality
Calheta
Câmara de Lobos
Funchal
Machico
Porto Moniz
Ponta de Sol
Porto Santo
Ribeira Brava
Santa Cruz
Santana
São Vicente

3. Sector of Economic Activity

Agriculture, Forestry, Fishery
Mining and heavy industry
Manufacturing activities
Electricity, gas, steam and air conditioning supply
Water supply; sewerage; waste management and remediation activities
Construction
Wholesale and retail trade; repair of motor vehicles and motorcycles
Transportation and storage
Accommodation and food service activities
Information service activities
Finance and insurance
Real estate
Consultancy, scientific, technical and similar activities
 Office administrative, office support and other business support activities
Public administration and defence; compulsory social security
Education
Human health and social services activities
Arts, entertainment and recreation
Other services activities
Activities of households as employers of domestic personnel
Activities of international and other extraterritorial organisations and
bodies

4. Indicate the main requirements that candidates must fulfil when they apply for
a job vacancy in the company where you work.
(Select only the three options that you consider to be the most relevant ones)

Communication skills and foreign language proficiency

IT skills
Social/interpersonal and teamwork skills
Autonomy/proactivity
Professional experience
Sense of responsibility and organisation
Ability to adapt to changes and respect for diversity
Reliability, integrity and ethics
Critical and logical thinking in the problem-solving and decision-
making process
Willingness to lifelong learning

5. Indicate the degree of relevance that you assign to the following competencies
in the recruitment and selection process:
(1. Not relevant at all, 2. Low relevance, 3. Relevant, 4. Very relevant, 5. Extremely
relevant)

Communication skills 1 2 3 4 5
IT skills 1 2 3 4 5
Foreign language proficiency 1 2 3 4 5
Curiosity, creativity, innovation and entrepreneurship 1 2 3 4 5
Social/interpersonal skills 1 2 3 4 5
Time management and ability to work under pressure 1 2 3 4 5
Multitasking 1 2 3 4 5
Teamwork 1 2 3 4 5
Autonomy/proactivity 1 2 3 4 5
Emotional intelligence 1 2 3 4 5
Willingness to lifelong learning 1 2 3 4 5
Sense of responsibility and organisation 1 2 3 4 5
Ability to adapt to changes and respect for diversity 1 2 3 4 5
Reliability, integrity and ethics 1 2 3 4 5
Critical and logical thinking in the problem-solving and 1 2 3 4 5
decision-making process

6. Point out the options that you consider to be the main weaknesses of the
candidates:
(Select only the three options that you consider to be the most relevant ones)

Lack of professional experience

No educational preparation
Reduced communication/language skills
Lack of IT skills
Lack of social/interpersonal skills
Absence of technical and instrumental skills
Absence of behavioural skills
Lack of leadership skills
Reduced proactivity

7. How do you assess the level of preparation provided by the Education system
attended by the candidates for the performance of the tasks they are applying
for?
1 2 3 4 5
(1. Non-existent, 2. Reduced, 3. Intermediate, 4. High, 5. Very high)
 8. What are your expectations regarding the English language proficiency of the
candidates?
1 2 3 4 5
(1. Non-existent, 2. Reduced, 3. Intermediate, 4. High, 5. Very high)

9. What are your expectations regarding other foreign languages’ proficiency of

the candidates?
1 2 3 4 5
(1. Non-existent, 2. Reduced, 3. Intermediate, 4. High, 5. Very high)

10. How relevant would it be if candidates mastered English for Specific Purposes
(ESP)?

1 2 3 4 5
(1. Not relevant at all, 2. Low relevance, 3. Relevant, 4. Very relevant, 5. Extremely
relevant)

11. How relevant would it be if candidates mastered other foreign languages for
Specific Purposes?

1 2 3 4 5
(1. Not relevant at all, 2. Low relevance, 3. Relevant, 4. Very relevant, 5. Extremely
relevant)

12. Indicate if you agree or disagree with the following statements:

a) Foreign language proficiency influences in a positive way the performance

of the professional
(1. Strongly agree, 2. Agree, 3. Neither agree or disagree, 4. Disagree, 5.
Strongly disagree)

b) Foreign language proficiency increases the candidate’s probability of

recruitment.
(1. Strongly agree, 2. Agree, 3. Neither agree or disagree, 4. Disagree, 5.
Strongly disagree)

View publication stats