English is not only a skill, but also a tool of growth

In our annual internal survey, we decided to go deeper this year. We were not only interested in how happy students are with the course, but also how the courses have affected their daily work, self-confidence and the ability to communicate in real-life situations. For us, the results are a confirmation that language learning can have a significant and measurable impact, but they also provided important insights into where we can still support growth.

Confidence as a prerequisite for success

One of the most striking results is the fact that 95% of the respondents reported that their confidence in English had increased as a result of the course. Often it’s not just about learning many new words; it’s also about speaking up, expressing an idea, asking a question, or responding to an email or an inquiry.
Several described how regular classes have made the language a more natural part of their everyday work – they don’t have to ‘switch’ to English, they just know how to function in it.

According to the students, the courses have helped:
– speed up their responses in English (e.g. in emails, conversations),
– to better handle work interviews with foreign clients or colleagues,
– feel more comfortable communicating without unnecessary translation “in their heads”

Clearly formulated goals = real results

Up to 88% of respondents confirmed that they had achieved their language goals during the course. This number confirms that it makes sense to systematically set individual goals and review them regularly during the course. Courses are not just about “getting through the material”, but also a particular person coming acquiring the knowledge necessary for their work, and it might include presentations, more effective email communication or more fluent meetings.

Roughly 60% of respondents mention “significant time savings,” the rest “partial savings,” but even these are valuable in today’s pace of work. Several even said that language skills also give them more peace of mind – they don’t have to think twice before writing or saying something, saving mental energy.

Barriers to progress

Although the feedback is generally very positive, the survey also showed areas where students felt constrained. The three most common barriers were: lack of time, low frequency of lessons and lack of discipline outside of lessons

It also seems that students with a clear goal and good intrinsic motivation make progress significantly faster than those who “just attend” the language course without a specific intention.

How can we contribute to 100% goal achievement?

The key factor is the teacher – and the time and support of the employer. If the employer creates the conditions and clearly communicates the importance of language training, its effect is multiplied.

What do we want to work on next in cooperation with our corporate clients?

As for the results, we see room for improvement in three areas in particular:
To further promote discipline and continuity among students, for example through micro-targets, simple weekly challenges or reminders between lessons.
To increase the frequency of teaching where possible, as long breaks are proving to be the biggest “progress killer”.
To strengthen work with less motivated students, who can be helped by coaching elements, regular progress monitoring and small achievements.

We continue working systematically with our teachers

Our teachers have regular coaching training. Coaching helps to keep students motivated, set goals and develop their self-confidence and authentic language expression. These results are also a reflection of this systematic work.

An investment in language is an investment in team performance and confidence

Together we can create an environment where the course becomes a tool for growth – not just another item on the calendar.

Edited by: Kamila Jančíková