Assessing English Language Needs of Garment Technology Trainees of the Federal Technical and Vocational Training Institute: Implications for TVET Curriculum Development

Abstract

This study was conducted to analyze the English language needs and proficiency levels of undergraduate garment technology trainees at the Federal Democratic Republic of Ethiopia Technical and Vocational Training Institute. Despite the important role of English for their future roles as trainers and for international engagement, graduates consistently demonstrate limited proficiency. A sequential mixed-methods design was employed, collecting data from 68 fourth-year trainees through questionnaires, semi-structured interviews, and standardized proficiency tests in listening, speaking, reading, and writing. The quantitative data were analyzed using descriptive and inferential statistics, while the qualitative data were examined thematically. Findings revealed that trainees perceived listening and writing as the most essential skills for their academic and professional success, particularly sub-skills like understanding instructions, writing reports, and describing diagrams. However, proficiency tests indicated a significant gap between this perceived importance and actual ability, with writing identified as the most challenging skill. While reading was comparatively the easiest skill, trainees reported significant difficulty with technical manuals and reports. The study also identified limited use of English in the classroom and poor comprehension of English-language modules, underscoring the disconnection between the current generic English curriculum and the specific linguistic demands of the garment technology field. The study recommends developing a tailored English for Specific Purposes program that integrates technical vocabulary, occupational discourse genres, and practical, task-based communication activities to bridge the identified proficiency gaps.