GROOVE Toolkit_Final Version_090223

44 www.grooveproject.eu This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CY01-KA220-VET-000033254] knowledge, the purpose they want to learn English, their background and qualifications, the future usage of the skills they aim to learn, as well as if they undertook any prior VET learning lessons or education • • Some learners might want to learn new skills due to personal reasons (i.e., to increase their level of communication, and become more competent). Nonetheless, if they want to learn new skills in order to excel at their job it would be useful to know some more details about their job, the organization they work for, and their responsibilities at work. That information would help us to give them what they seek. Some examples of such questions would be: • Are there any particular aspects of the English language that you find difficult? • Where do you work? • What is your job title? • What are your main responsibilities? • What do you like to do in your leisure time? • What do you want to achieve from your English language lessons? • How long do you plan to stay working for this company? • When do you want to retire? • Did you go to university before starting work? What did you study and why? • Where do you want to be in 5 years? • Which activities do you like and dislike at work? • Preference in learning (i.e., working alone, pair working, group working, whole class work) • Exploring the learners’ aptitude will provide you with some additional information about their competences (i.e., How often do you have difficulty with each of the following skills) • Industry experience and prior duties at work • What are their barriers to professional development (i.e., conflict with work schedule, lack of suitable opportunities which fit my learning needs, family responsibilities and work commitments, money-related barriers, lack of employer / institutional support, lack of time and/or space to work with colleagues) • Exploring the learners’ expectations in learning particular skills and competences (i.e., What skills and competences are you interested in learning)