Identify best practices and challenges associated with integrating soft skills training into language courses in the context of tertiary education

Abstract

This case study included 250 randomly chosen undergraduates and first-year management students from SOA University. Training in soft skills, including grammar, vocabulary, and speaking ability, was provided to three randomly selected groups of thirty students each on Saturday as an additional credit hour in the course curriculum. The control group consisted of 160 students from the same class. After a year of the final exam that is, with an incubation time of one year after the training session—it was discovered that 28 students (93.33 percent), 18 students (60 percent), and 22 students (73.33 percent) from the Grammar group won a spot in the campus selection, respectively. In the experimental group, 105 students (42.0%) were placed, but in the control group, only 37 students (23.13%) were placed. This trend is quite concerning and requires immediate action. Educators have been harping on the idea that ESL and soft skill training are complementary for quite some time. Despite sharing a same ancestor, they are distinct individuals with strikingly identical appearance, personality, and palate. Improving one's command of the English language and other "soft skills" is a top priority for success in the modern world.