111The first journal review The aim of this article is to focus on the language needs of

university graduates at today’s workplace as seen through the eyes of their employers.
Language skills are a highly valued and useful tool, and they are to be understood in
abroad sense. It is evident that it is not enough to use only English, as today’s
workplace is plurilingual and therefore places high demands on a graduate’s language
skills. In these plurilingual settings, successful communication is of utmost
importance. 222Since, English is to be somewhat often used at the workplace in
Cambodia, English language needs as perceived by undergraduates’ students and
employers. Thus a revision of the current program is necessary to offer more effective
English Language courses for students.

1111One of the problem in undergraduate language teaching at university language

centres is not knowing enough about the students’ future careers and language skills
needed at work, so we concentrate on the ‘‘common core” of the workplace to help
teachers plan courses for undergraduates from many different disciplines. Then,
Literature on Language for Specific Purposes (LSP) and English for Specific
Purposes (ESP) skills are expected of recent graduates in their first employment, and
preparing them for the task is often difficult because of the many variables involved,
such as the somewhat unpredictable nature of graduates’ future work and languages.
2222Although English language has been incorporated into the training program in
many higher educational institutions in Cambodia, findings from an appropriate and
systematic assessment of both students’ and employers’ specific English language
needs are still limited in this country.

Supportive opinion and researcher of same ideas:-

4.1.1) Opinion by Huhta, 1999.

The need for Finnish and Swedish, there is an apparent need for
English at work, and the knowledge of some other foreign languages
is normally assumed to be a bonus. The skills in English are normally
estimated to be relatively good, but knowledge of other foreign
languages seems to be declining.
4.1.1) Opinion by Mackay & Mountford, 1978; Nation &
Macalister, 2010; Chunlin, in 2014.
To help learners get appropriate English skills that are needed in
today’s labor market, an effective program must be prepared.
However, to create a good program to benefit learners, particularly to
help them achieve what they want to learn and what the labor market
needs, English language needs analysis should be conducted with
great care.
4.1.2) Opinion by Lepetit & Cichocki, in 2002
The answer to how educators or practitioners develop effective
curricula is often imbedded in needs analysis, which is a tool that can
help clarify general and specific needs of the learners.
4.1.3) Opinion by Nation and Macalister, in 2010
Reliable needs assessments involve using well-thought-out,
standardized tools for data collection. Observing people performing
tasks for learners to follow is not enough, it is better to conduct a
systematized study to gather what learners already know and what they
intend to learn, meaning that without needs analysis, it could be
difficult for educators and practitioners to prepare better and more
accessible resources for the students of the program confirmed, leading
to the formulation of inappropriate curricula.
0Methodology

Methodology is the systematic, theoretical analysis of the methods applied to a field of study.
It comprises the theoretical analysis of the body of methods and principles associated with a
branch of knowledge. Typically, it encompasses concepts such as paradigm, theoretical
model, phases and quantitative or qualitative techniques. A methodology does not set out to
provide solutions. It is, therefore, not the same as a method. Instead, a methodology offers the
theoretical underpinning for understanding which method, set of methods, or best
practices can be applied to specific case, for example, to calculate a specific result. The
methodology used in the first article was a survey was sent to 2474 graduates of the year
1999 to 2001 from the University of Helsinki. They also used the data the collected in year
2005 by 19 staff members involved in recruitment or personal management for 15 employers.
Postal survey method used is very advantages because the researchers obtain large sample
size for a low cost. Having a large sample size increase the statistical power of the data
making it more conclusive. Furthermore, postal survey gives a certain degree of flexibility to
respondents as they can take their time to complete the surveys without any pressure.
However, there are disadvantages of postal survey. The response rate could be low on postal
surveys due to factors such as, length of questioners, the subject matter, difficulty of the
questions and the interest of the respondents. They is a high chance that the questioner end up
in a trash bin. In addition, if the respondent doesn’t understand the question, they have no one
else to ask causing incomplete survey to be sent back.
Findings

The findings of the first article were the importance and level of knowledge of English, the
national language and foreign language. From the article, it is found that English was
considered important in all sectors. When discussing the use of English, the interviewees
underlined the importance of its fluent use in professional matters. They talked about a kind
of marriage between English skills and professional skills/substance matter. Besides that, we
learnt that that both national languages, Finnish and Swedish, play a role at the workplace,
but that the majority language speakers, are speakers of Finnish, do not know Swedish well
enough, although the respondents had studied Swedish for several years. In this study, it is
found that it is better to master one language than learning several languages at elementary
level. Aside from that, we learnt that a language has to be at a high level in order for it to bear
several high-level receptive and productive tasks that employees need to perform, such as
negotiating, giving and attending lectures and presentations, writing up contracts and drafting
project plans. Lastly, knowing how to act in a way that may be untypical of one’s own culture
was reported as essential in professional contexts. The situations where different languages
are used can be described as ‘‘cultura franca” or ‘‘culture three” situations in a situation
where English, for example, is the lingua franca and not the native language of any of the
participants, the participants are often expected to adapt to the demands of the ‘‘cultura
franca”, the nature of which depends on the cultures of those present.
Conclusion
1111From this study, we knew that foreign language skills are an increasingly
important basic component of professional academic skills, particularly in a
country like Finland, whose native languages are not among the major world
languages. the need for language centres to see language skills from a wider
perspective essentially including skills such as fluent presentation and
interaction, use of a lingua franca or lingua francas, confidence to
communicate in a variety of situations, cultural competence, and learning-to-
learn skills. Other than that, professionals need to be highly proficient in
languages. In effect, this means that university students starting to learn a new
language should be encouraged to continue their studies in that language to a
level that enables them to actually use the language effectively. It is therefore
important to start as early as possible, preferably in the first year of university,
and be systematic about the study. This goal also places increasing demands
on course design and development as well as on study guidance.
Recommendation 11111 Based on these findings, it can be suggested that
more research like this is needed in other contexts, such as other regions of
Finland or other countries, different academic fields and different languages.
Research focusing on the real life of individuals and their language use at
work is also needed in order to create a link between this reality and the
applications. Implication 1111 This research provides a picture of a workplace
that regards foreign language skills as a basic requirement and sets high
demands on language skills. Subject expertise alone no longer suffices
whereas ability to communicate this expertise in one’s mother tongue and also
in other languages in speaking and writing is important. This is especially true
in Finland, whose national languages is not widely used in international terms,
and may well be true in other countries similar to Finland.
This research shows that the current workplace of university graduates
in Southern Finland is plurilingual and that the required tasks are
demanding. These findings are in line with the European Union
language and educational policies which promote the idea of linguistic
diversity and plurilingualism as a means of creating a more
democratic, socially just and economically competitive European area.
The aim is to educate Europeans who not only master their mother
tongue, but are also able to use two additional languages.
The knowledge of one’s mother tongue plus two additional languages
also seem to reflect the needs of the workplace in the sense that
languages are not necessarily used separately but often in conjunction
with other languages in any one particular situation. The interviewees
implied that a person might make use of more than one foreign
language in a particular situation or in a particular job and that skills in
these languages may vary.
Language educators need to pay more attention than earlier to the
needs of the workplace. As shown in this research, the skills needed at
work are at a high level an employee needs to carry out complicated
tasks using complicated language. This leads us to suggest that not
 only basic communication but communication in highly demanding
workplace-related situations should be the target of language courses
that prepare students for life after studies. Instead of giving emphasis
on professional language skills, language centre teaching at least in
Finnish language centres is often more geared towards academic
language skills such as academic reading, writing and presentation.
This is understandable, because students need language skills in their
studies as well, and language courses that meet the degree
requirements generally form a very small part of all the credits needed.
However, a professionally relevant language dimension should also be
part of all university degrees.
From this research, we could see the importance of cultural sensitivity
in professional situations. Employees are expected to develop meta-
skills that enable them to ‘‘live psychologically in two cultures” or ‘‘to
understand the meaning of culture in its broadest sense”.

22222 The research conducted with an aim to identify the English language
needs among Cambodian undergraduates and employers. The paper found
vocational or work-related English to be highly rated by most students. In
addition, findings based on the views of both students and employers on the
language needs seem to be different. Regarding students’ perspectives,
speaking and reading skills are the most important ones that they need for
improving the overall English ability, but employers rated writing to be the
most dominant skill at workplace. Another crucial finding is that most
employers perceived the lack in report writing to exist in their respective
institution. Recommendation 2222 Based on these findings, it can be
suggested that English courses provided by any university should include
learning and teaching materials for speaking, reading, and writing.
However, the learning and teaching materials for reading should be placed
on academic reading skill, which is mostly required by the students. In
addition, further studies should be carried out to explore the real English
language needs as perceived by students, instructors, employers, and other
stakeholders in the country. In this perspective, findings might be clear and
realistic. Implicaton 22222 This research provides at least some clear
information on specific English language needs of both the undergraduates
and employers. The study also acts as a source of information for preparing
an effective English language program in order to meet the learners’ and
industry’s language needs in Cambodia. Aside from these, it positively
contributes to the improvement of students’ language skills because what
students and employers expect is definitely known.