Bridging the gap: How to equip English learners with workplace-ready language skills

Pearson Languages
Students in uniform sat at tables in a classroom with a teacher at the front talking to them all.
Reading time: 5 minutes

Educators worldwide are faced with a vital challenge: closing the language education gap between traditional schooling and the practical language requirements of the modern workplace. With English established as the language of international business and in light of our ground-breaking new research, the need for education to address this disparity has never been more critical.

In this blog post, we'll explore why teaching English through a lens of real-world application is necessary, what our research shows about the current gap in language education, and some ideas for how English teachers can integrate employability-focused lessons into their own English teaching curriculum.

Empower your learners with the English skills they need | Pearson Impact of English
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The global language landscape

Almost 20% of the world's population speaks English as a first, second, or additional language, and many use it in their jobs. For many, English proficiency means more than communication alone; it is also tied to career advancement, job opportunities, salary scales and job satisfaction.

Our research shows that a staggering 80% of professionals believe that fluency in English correlates with earning potential, and employees who are confident in their English language skills and abilities often report greater satisfaction with their jobs and income.

A significant barrier to bridging the gap between educational English and workplace-ready skills lies in learners' confidence levels. Many students, despite years of studying the language, feel unprepared and anxious about using English in a professional setting. This lack of confidence can lead to missed opportunities and a reluctance to pursue certain career paths where English proficiency is paramount.

Pearson's research highlights a worrying reality—many feel self-esteem issues due to limited language skills, with 19% saying they felt stupid because of their English.

Belgin ElmasHead of the English Language Teaching Department, TED University, Turkey 

A paradigm shift is crucial for teacher training

"Teacher education must rethink the way it prepares future teachers. Unless teacher training focuses more on the skills needed for real-world communication, the gap between theoretical knowledge and practical application is likely to persist, leaving today's learners and tomorrow's workers frustrated with knowing the rules but being unable to use them when they need to communicate."

The education-employment divide

In our report, 54% of English learners said that they did not feel that their formal education had equipped them with adequate English proficiency. The data revealed significant differences between individual countries. For instance, only 17% of learners in Japan felt that their formal education had provided them with a good level of English proficiency, whereas in the US, this figure rose to 64%.

Despite the clear benefits of English proficiency, a considerable divide remains between what students learn in school and the skills needed in the corporate arena.

Only a quarter of learners feel fully equipped to utilize the four key language skills – listening, reading, speaking and writing – in their jobs. Out of all four skills, learners had the least confidence in speaking and writing.

What's more, the anticipated impact of AI on white-collar jobs over the next decade underscores the need for not only English proficiency but also "human skills" such as teamwork, leadership and collaboration—capabilities where proficient English is a key component.

Professional development

These issues are not limited to preparing students for work. It was found that teacher confidence in speaking and writing, along with class size, can also limit the amount of time spent on developing these productive skills. Adequate support for educators and professional development also needs to be a focus in order for students to find success.

Bridging the divide through curriculum innovation

The question, then, is how educators can bridge this gap, ensuring that students are not just learning English but are becoming proficient in its application within a professional context.

Greater focus is needed on speaking practice

Survey participants were asked about their perceived lack of relevant skills in English. The reasons they pointed out were related to the practical use of the language and can be narrowed down to three main factors:

  • Too much focus on grammar and vocabulary
  • Insufficient opportunities to practice English outside the classroom
  • Lack of English conversation practice in the classroom 

Employers face a skills gap in speaking and writing. Unfortunately, education systems don't focus enough resources on developing these skills.

Educational strategies for teachers

Here are a few suggestions for incorporating more skills-based learning to better meet today's language learners' needs.

Focus on functional language

Highlight English that students can use in real-life scenarios, particularly in professional contexts; Role-play exercises (e.g., job interviews, email writing) can make learning more relevant and engaging. For example, check out our Global Scale of English (GSE) learning objectives, which integrate these kinds of scenarios.

Integrate technology and gamification

Leverage the appeal of online resources and games to motivate students and provide opportunities for practice beyond the classroom, mirroring the preferences of your learners. Many language learners now incorporate some form of social media into their study routines. This trend underscores the growing importance of digital platforms in facilitating not only language learning but also cultural immersion.

Foster communication skills

Place a stronger emphasis on speaking and listening exercises to build confidence in these areas. Encourage debates, presentations and group discussions. Our language learning app Mondly by Pearson puts 560 minutes of speaking practice in your learners' pockets, supplementing your teaching with even more opportunities to use English inside and outside of the classroom.

Incorporate industry-specific vocabulary

Customize lesson plans and courses to include terminology related to various fields, from IT to marketing, so students develop a specialized lexicon that will benefit them in the workplace. The GSE Toolkit can help you find topic-related vocabulary and give you helpful tips on when to teach it.

Brush up on your own English language skills

Keeping your own English skills fresh and well-practiced is important to ensure you're teaching your learners to a good standard. Look into courses and professional development, such as our free course to improve your teaching with the Global Scale of English.

Partnerships with companies

Partnerships between educational institutions and businesses can provide students with valuable insights into the workplace and the specific language skills required.

Such collaborations can take the form of guest lectures, classes, internships (for older and adult students), or mentorship programs, offering students first-hand experience of the professional environment.

Engagement with authentic materials and resources

Encourage the use of authentic materials in the classroom, such as business English journals, podcasts, news articles and blog posts. This not only enriches vocabulary but also acquaints learners with the language's contextual nuances, preparing them for real-world communication challenges.

Offer access to testing and certification

Provide your students with information and access to language testing platforms and resources, such as the Pearson English International Certificate for valuable certification in the job market while continuing with an effective, connected learning program.

Encourage continuous learning

Recommend flexible options for continued language development, like the Pearson Connected English Learning Program or Mondly by Pearson, which cater to different learning styles and schedules. Also remember to use the GSE as a helpful tool for your lessons.

The future of English teaching

By reorienting our educational strategies to close the language gap, we empower students not just to succeed academically but to thrive professionally. It's a commitment to lifelong learning that begins in the classroom and extends into every facet of their working lives.

Employers and educational institutions must collaborate to ensure that language proficiency is aligned with industry and student needs. By doing this, you as English teachers and educators both enhance the employability of graduates and contribute to a more interconnected and understanding global community.

Letizia Cinganotto, Professor at the University for Foreigners of Perugia, Italy, says:

"In our interconnected world teachers and educators need to consider innovative teaching trajectories that actively shape the evolving role of English, in order to guide learners to face the challenges of the knowledge society and to travel the global world in a lifelong fascinating journey."

For teachers looking to make a tangible difference in their students' futures, the task is clear: teach English not just as a subject, but as a versatile tool for global opportunity.

Take the next step

Curious to learn more about how to implement these changes in your classroom or educational institution? Read the full report here.

Discover in-depth insights and further information that can help bridge the educational-employment language gap.

Don't miss out on this valuable resource – click through to start transforming the way the English language is taught and applied in the modern workplace.

Harness the power of the Global Scale of English today

The world is constantly evolving, as are the global workplace demands. Arm your students with the English proficiency they need to excel in their careers by integrating the GSE into your curriculum. With a detailed framework and a wealth of resources at your disposal, the GSE offers an unparalleled tool for assessing and improving English language skills in a targeted, efficient manner.

Don't miss the opportunity to make a real difference in your students' professional futures. Explore the Global Scale of English now and start the journey towards bridging the educational-employment language gap. Together, we can prepare learners not just for the exams, but for the world.

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    AI scoring vs human scoring for language tests: What's the difference?

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    When entering the world of language proficiency tests, test takers are often faced with a dilemma: Should they opt for tests scored by humans or those assessed by artificial intelligence (AI)? The choice might seem trivial at first, but understanding the differences between AI scoring and human language test scoring can significantly impact preparation strategy and, ultimately, determine test outcomes.

    The human touch in language proficiency testing and scoring

    Historically, language tests have been scored by human assessors. This method leverages the nuanced understanding that humans have of language, including idiomatic expressions, cultural references, and the subtleties of tone and even writing style, akin to the capabilities of the human brain. Human scorers can appreciate the creative and original use of language, potentially rewarding test takers for flair and originality in their answers. Scorers are particularly effective at evaluating progress or achievement tests, which are designed to assess a student's language knowledge and progress after completing a particular chapter, unit, or at the end of a course, reflecting how well the language tester is performing in their language learning studies.

    One significant difference between human and AI scoring is how they handle context. Human scorers can understand the significance and implications of a particular word or phrase in a given context, while AI algorithms rely on predetermined rules and datasets.

    The adaptability and learning capabilities of human brains contribute significantly to the effectiveness of scoring in language tests, mirroring how these brains adjust and learn from new information.

    Advantages:

    • Nuanced understanding: Human scorers are adept at interpreting the complexities and nuances of language that AI might miss.
    • Contextual flexibility: Humans can consider context beyond the written or spoken word, understanding cultural and situational implications.

    Disadvantages:

    • Subjectivity and inconsistency: Despite rigorous training, human-based scoring can introduce a level of subjectivity and variability, potentially affecting the fairness and reliability of scores.
    • Time and resource intensive: Human-based scoring is labor-intensive and time-consuming, often resulting in longer waiting times for results.
    • Human bias: Assessors, despite being highly trained and experienced, bring their own perspectives, preferences and preconceptions into the grading process. This can lead to variability in scoring, where two equally competent test takers might receive different scores based on the scorer's subjective judgment.

    The rise of AI in language test scoring

    With advancements in technology, AI-based scoring systems have started to play a significant role in language assessment. These systems utilize algorithms and natural language processing (NLP) techniques to evaluate test responses. AI scoring promises objectivity and efficiency, offering a standardized way to assess language and proficiency level.

    Advantages:

    • Consistency: AI scoring systems provide a consistent scoring method, applying the same criteria across all test takers, thereby reducing the potential for bias.
    • Speed: AI can process and score tests much faster than human scorers can, leading to quicker results turnaround.
    • Great for more nervous testers: Not everyone likes having to take a test in front of a person, so AI removes that extra stress.

    Disadvantages:

    • Lack of nuance recognition: AI may not fully understand subtle nuances, creativity, or complex structures in language the way a human scorer can.
    • Dependence on data: The effectiveness of AI scoring is heavily reliant on the data it has been trained on, which can limit its ability to interpret less common responses accurately.

    Making the choice

    When deciding between tests scored by humans or AI, consider the following factors:

    • Your strengths: If you have a creative flair and excel at expressing original thoughts, human-scored tests might appreciate your unique approach more. Conversely, if you excel in structured language use and clear, concise expression, AI-scored tests could work to your advantage.
    • Your goals: Consider why you're taking the test. Some organizations might prefer one scoring method over the other, so it's worth investigating their preferences.
    • Preparation time: If you're on a tight schedule, the quicker turnaround time of AI-scored tests might be beneficial.

    Ultimately, both scoring methods aim to measure and assess language proficiency accurately. The key is understanding how each approach aligns with your personal strengths and goals.

    The bias factor in language testing

    An often-discussed concern in both AI and human language test scoring is the issue of bias. With AI scoring, biases can be ingrained in the algorithms due to the data they are trained on, but if the system is well designed, bias can be removed and provide fairer scoring.

    Conversely speaking, human scorers, despite their best efforts to remain objective, bring their own subconscious biases to the evaluation process. These biases might be related to a test taker's accent, dialect, or even the content of their responses, which could subtly influence the scorer's perceptions and judgments. Efforts are continually made to mitigate these biases in both approaches to ensure a fair and equitable assessment for all test takers.

    Preparing for success in foreign language proficiency tests

    Regardless of the scoring method, thorough preparation remains, of course, crucial. Familiarize yourself with the test format, practice under timed conditions, and seek feedback on your performance, whether from teachers, peers, or through self-assessment tools.

    The distinctions between AI scoring and human in language tests continue to blur, with many exams now incorporating a mix of both to have students leverage their respective strengths. Understanding and interpreting written language is essential in preparing for language proficiency tests, especially for reading tests. By understanding these differences, test takers can better prepare for their exams, setting themselves up for the best possible outcome.

    Will AI replace human-marked tests?

    The question of whether AI will replace markers in language tests is complex and multifaceted. On one hand, the efficiency, consistency and scalability of AI scoring systems present a compelling case for their increased utilization. These systems can process vast numbers of tests in a fraction of the time it takes markers, providing quick feedback that is invaluable in educational settings. On the other hand, the nuanced understanding, contextual knowledge, flexibility, and ability to appreciate the subtleties of language that human markers bring to the table are qualities that AI has yet to fully replicate.

    Both AI and human-based scoring aim to accurately assess language proficiency levels, such as those defined by the Common European Framework of Reference for Languages or the Global Scale of English, where a level like C2 or 85-90 indicates that a student can understand virtually everything, master the foreign language perfectly, and potentially have superior knowledge compared to a native speaker.

    The integration of AI in language testing is less about replacement and more about complementing and enhancing the existing processes. AI can handle the objective, clear-cut aspects of language testing, freeing markers to focus on the more subjective, nuanced responses that require a human touch. This hybrid approach could lead to a more robust, efficient and fair assessment system, leveraging the strengths of both humans and AI.

    Future developments in AI technology and machine learning may narrow the gap between AI and human grading capabilities. However, the ethical considerations, such as ensuring fairness and addressing bias, along with the desire to maintain a human element in education, suggest that a balanced approach will persist. In conclusion, while AI will increasingly play a significant role in language testing, it is unlikely to completely replace markers. Instead, the future lies in finding the optimal synergy between technological advancements and human judgment to enhance the fairness, accuracy and efficiency of language proficiency assessments.

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    Implications for educators on fostering student success

    By Belgin Elmas
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    Pearson’s recent report, “How English empowers your tomorrow,” carries significant implications for educators. It underlines that increased English proficiency correlates with improved economic and social outcomes. Educational institutions play a crucial role in preparing students for professional success, employing various pedagogical approaches and teaching methods to meet the diverse needs of learners across universities, colleges and schools. However, the main unfortunate result of the report for educators is the argument that learners are leaving formal education without the essential skills required to achieve these better outcomes.

    Furthermore, as stated in the report, many of them are not lucky enough to be adequately equipped for the demands of their professional roles as they continue their careers. This emphasizes educators’ underlying responsibility to critically evaluate their teaching and assessment methods to ensure their students are effectively prepared for real-world challenges, especially as they transition into higher education where the stakes for academic and professional success are significantly elevated.

    The data of the report comes from five countries, and while Turkey is not one of them, many of the findings are still relevant to the English language education system in Turkey. Given the significant investment of time and effort, with foreign language education starting in the second grade for the majority of students in the Ministry of National Education schools, better outcomes would be expected in mastering the global language.

    Numerous reasons contributing to this failure could be listed but I would put the perception of how language is defined, taught and assessed within the education system in first place. English language classes are generally approached as “subjects to be taught” at schools, and rather than focusing on finding ways of improving learners’ skills in the foreign language, the curriculum includes “topics to be covered” with a heavy focus on grammar and vocabulary.

    This, of course, extends to assessment practices, and the cycle continues primarily with teaching and assessing grammar and vocabulary proficiency. Participants in Pearson’s report claim the heavy emphasis on teaching grammar and vocabulary, and not having enough opportunities to practice the language both inside and outside the classroom, as the three primary factors contributing to their lack of communication skills. If this was asked to Turkish learners, it’s highly likely that we would get the exact same three top reasons. The implication for educators here is very explicit: we must first revisit the definition of what “knowing a language is” and align our definition with our teaching and assessment methodology. What use is knowing a language without being able to communicate with it?

    New opportunities needed for practice

    Another clear implication for learners’ lack of opportunities to use the target language both in and outside the classroom is evident; teachers must refrain from dominating classroom discourse and instead create opportunities for learners to actively engage with the language. Recognizing common learning barriers in this context is crucial, as these barriers can significantly hinder students' ability to practice language skills effectively in corporate settings, professional development, and adult learning environments. Especially in a foreign language context, like in Turkey, this would gain even more importance for the students who lack opportunities to practice their target language in their daily lives.

    Understanding different learning styles is essential in this process, as it allows teachers to design engagement strategies that accommodate visual, kinaesthetic, or auditory learning preferences, thus addressing the limitations and specific needs of individual learners. Teachers, who are reported to dominate 80% of class time with their own talk, have the primary responsibility for this issue. These teachers, which refers to the majority, should monitor themselves to ensure they are creating opportunities for active participation and language practice for their students.

    Encouraging the learning process as an everyday habit

    Students seem to need guidance for practicing the language not only inside but also outside the classroom to improve their proficiency, where external factors such as limited access to resources and environmental distractions can significantly hinder their ability to learn. Integrating technology into education and guiding students to continue their learning beyond classroom settings would undoubtedly be valuable advice. Language learning apps and especially social media can empower students to engage with the language in creative and meaningful ways, addressing extrinsic barriers by providing access to resources and support that overcome the lack of support from teachers or peers and environmental distractions.

    Being able to function in a foreign language, such as negotiating, giving opinions, and making suggestions, were indicated as areas where the gap exists between what is needed and what students possess in language skills. Such a result would again require a shift towards more communicative and task-based language teaching approaches, giving opportunities for students to exercise these skills not only in professional but also in academic and social contexts.

    Raising awareness among students about the benefits of language proficiency can be suggested as another implication that will also inspire them. Aligning educational curricula with real-life needs and raising awareness of both students and teachers about the rationale behind it is crucial for helping students set their own goals more accurately while their teachers guide them with realistic expectations.

    Understanding motivational learning barriers

    "I didn’t feel as if I was making progress" was one of the barriers participants indicated was stopping them from achieving greater proficiency, highlighting an emotional learning barrier that stems from internal challenges such as peer pressure and resistance to change. This gives another implication for assisting students to recognize and appreciate how much they have achieved in their learning process and how much more there is to achieve. Additionally, motivational barriers play a significant role, as they reflect the obstacles that arise from losing curiosity and desire for learning, leading to students missing classes or refusing to take courses. The Global Scale of English (GSE) is definitely a valuable tool to track learner progress by providing a concrete framework and by improving their confidence, thereby helping to overcome both emotional and motivational barriers.

    In conclusion, while the list of implications for educators might be enhanced, the most significant suggestion lies in reconsidering our perception of language learning and proficiency. This shift in perspective will have a great impact on all aspects of language education, particularly teaching and assessment methodologies. Embracing this new understanding of language teaching will not only enhance the effectiveness of language education but also better prepare learners for real-world language use and interaction and better life conditions.