Abstract

Adequate training time in technical and vocational education and training institutions is critical for effective language acquisition. This study aimed to investigate the perceptions of TVET’s trainers and trainees regarding the adequacy of English language training hours in fostering students’ personal and professional success. The 8-week study employed a quantitative approach, collecting data via structured surveys with Likert-scale questions from 60 trainers and 147 trainees. Results were computed using descriptive statistics, and an independent t test was used to identify statistically significant differences between trainer and trainee responses. The findings showed that trainers expressed neutrality toward the adequacy of training hours, with concerns about insufficient time for teaching language skills, particularly speaking and writing. Trainees were more positive, although they also identified challenges in listening and reading. A statistically significant difference was observed between trainers’ and trainees’ perceptions (p = 0.001), with trainees viewing the current hours more favorably. Both groups agreed on the need for increased training hours. Trainers emphasized the importance of additional time for improving instructional methods and supporting learners facing challenges, while trainees believed that increased hours would lead to better language proficiency and job readiness. The study underscores the critical role of sufficient training hours in enhancing language skills necessary for personal and professional success, thus providing a foundation for future policy adjustments and educational improvements in vocational training contexts.

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