Evaluating English Proficiency Requirement for logistics core competency: CEFR framework for entry-level logisticians in Thailand’s EEC context

Abstract

English is the most commonly spoken language for international communication across all industries, whereas logistics is one of the key differentiators in corporate strategy. Producing logistics graduates who go above and beyond the requirements of their chosen sector is one of the universities’ main objectives. The study’s objectives were to investigate the English proficiency problem and the English proficiency requirements for logistics core competencies (LCC) in the Eastern Economic Corridor (EEC). The quantitative research approach was selected, and a survey questionnaire was used based on four English skills, whereas the transportation, distribution, and logistics competency model, the association for operations management model, and the business logistics management framework were used as the basis for the survey, which is designed to collect the requirements of practitioners on the required skills for entry-level logisticians. 179 respondents from various EEC industry sectors responded. The results of the mean scores indicate that the primary issue is a deficiency in listening skills. Participants’ average English proficiency for logistics was B2, with 24 skill elements. The highest needs for C1 were in logistics rules and regulations and critical and analytical thinking. The results of this study can contribute significantly to logistics curriculum designers’ ability to supplement the traditional course with a crucial LCC. Future research is needed to clarify further the challenges and obstacles of developing the logistics English language skills of Thai logistics students towards CEFR B2 and C1.