The research was funded by the Learning Skills Council (LSC) ‘Aimhigher’ initiative, a national programme to help students progress with their education. The project was undertaken to evaluate the course aspirations of ESOL (English for Speakers of Other Languages) students on finishing their current studies at City College Norwich. The project examined ESOL students preferred choice of course type for progression on to the next academic year (or alternative destination) and the suitability of future courses. Drawing on the research conducted the key recommendations include:
• The college provides many ESOL lessons in a classroom environment on the main college site and this was the preferred student choice, although most of the students surveyed were already receiving this type of learning.  The students would also benefit from more input with computers within the classroom learning. Self-study computer programmes (e.g. ELLIS) are being introduced for a small number of specialised learners.
• CCN should continue with providing courses during the morning, afternoon and evening, as they are equally popular times.  The learning centres, based in the community, fulfil a niche for students who need a more flexible approach. 
• The college offers courses that are mainly one and three classes per week, which should be expanded to cover a range of two to five classes per week.  A two-class per week course has been scheduled for the autumn.  Intensive classes could be provided for students who want more hours.
• The college should aim to offer courses that last for one academic year; currently only the evening classes provide this.
• There is no funding available for summer courses, but students would be prepared to pay for a short, intensive course; a summer school could therefore be established.
• Many of the students who wanted to continue to study English or a vocational course have enrolled onto a mainstream course at the college.  The college needs to provide more information on what is available to these students before their current course finishes.
• More vocational courses providing technical ESOL training in specific vocational fields are needed for professionals who are currently working in low paid jobs which do not use their professional expertise.  Students who study other vocational subjects at the college would like to continue to receive ESOL support
• When enrolling, students need to be made aware of the difference between ESOL and EFL (English as a foreign language) courses and be made aware of the commitment they are undertaking; including the provision of course information in the appropriate language.
• Better childcare provision for students at CCN would be of great benefit.

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