WP1 – Needs Analysis Results of the Comparative Analysis

1. WP1 – Needs AnalysisResults of the Comparative Analysis Institute for Future Studies Christian.petter@futurestudies.org EIT Partner Meeting - Copenhagen 19./20.03.2007

2. Respondents per Country

3. Respondents‘ Profiles • The large majority of respondents are male. >> predominance of men in the field of IT. • Average age range of students: 20 to 25 only in Denmark ¼ older than 25 • Majority of IT professionals in their thirties; >> Polish and Lithuanian older than 40 on average.

4. English for IT and the National Context • Level of English very different in respective countries • Austria, Denmark, Cyprus quite a high level of English (intermediate to advanced) • Austria: English is an entry requirement for university students (B2/C1 level) • Denmark: courses frequently delivered in English at university • Spain and Lithuania: good English not a prerequisite to enter university; Poland? • Spain: English traditionally not given the importance it has in other countries

5. English Language Use • Students • e-mail, computers and the Internet • Reading manuals, reports, etc. >> no focus on future careers • Professionals • English essential for their daily work >> used in various situations • Reading professional texts in English most frequently mentioned

6. English Language Skills • Students • Language skills considered quite good in most countries>> highest ratings in Denmark and Cyprus>> Spanish students: most skills considered quite difficult • Professionals • Intermediate to advanced level of English of most interviewees • However: Spain, Lithuania - problems regarding fluency and accuracy of spoken English

7. Learning Needs • Main learning need: improvement of communicative (oral) skills • Grammar, vocabulary and writing already covered at school, but lack of active communication! • Grammar and vocabulary also mentioned quite frequently>> may also be due to traditional perceptions of language learning? • Reading and writing considered already at desired level by some >> professionals most frequently use reading and writing as part of daily work

8. Learning Habits • Combination of learning settings seems desirable for most students • No clear tendency • Preference for blended learning • Professionals: chance to learn in the workplace • Retrieving information from the Internet • Mostly prefer to learn on their own • Blended learning preferred • Would invest between one hour a day to one hour a week in English module>> tendency towards shorter sessions>> reservations regarding sessions every day

9. E-learning Experiences • Most respondents have some experience with e-learning • Mostly feel positive about it>> flexibility, accessibility, up-to-dateness • Internet in general plays important role for learning (cf. retrieving documents) • General interest in learning English with e-learning, flexibility and convenience, not pedagogy • Doubts as to what is understood by e-learning remain

10. E-learning and Language Learning • Communicative Skills play an important role • However: reservations towards using e-learning to improve communicative skills >> some did not find e-learning suited to improve communicative skills (used to use e-learning materials for reading and writing!?) • Suitability also dependent on language level: more suited for basic language level? • Tools: IM (Skype), Videoconferencing, Audio Recordings >> Feedback, tutor support needed

11. Improvement of E-learning Platforms/Materials • All elements listed considered quite important • however the nature of the research methodology affects this • Importance of Usability and Accessibility • Need for effective, efficient and user-friendly materials/platforms >> Usability Analysis of Materials/Portal to be developed is essential • Poor design, no monitoring, no sense of group, too much theoretical information (over emphasis on grammar) considered to hamper learning

12. Interest in Certified Online Module • Majority of students interested in certified e-learning module • Certificate considered important for professional careers >> except Spanish students • Certification also seen positive by professionals • International recognition required • Target group younger professionals • Language level

13. Important Aspects to Consider • Language Level • Most respondents more advanced, elementary syllabus would not be attractive to them • Language levels also differ in partner countries • Language Skills • Respondents very keen on improving communicative (oral) skills • Theoretical knowledge of grammar is not likely to be well recieved by majority - practice is what they need • Reading and writing of English texts are often considered easier because these skills are regularly needed • Course structure • Especially professionals need a flexible course structure • Daily sessions do not fit professionals‘ learning habits • Usability Analysis • Analysis of portal/materials appears necessary to develop a learning environment that is appropriate to users‘ needs