The thesis deals with language training in Slovenian ministries and its importance in
preparing clear, correct and understandable administrative texts. The focus is on how
employees assess their language knowledge and existing language training and how
they view artificial intelligence as an aid in writing and solving language problems. The
purpose of the research was to examine how effective existing training is and what
causes employees the most problems when writing.
Both qualitative and quantitative methods were used in the preparation of the thesis.
An interview with the head of the Administrative Academy offered insight into the
organization of existing language training, and a survey among employees in all 19
ministries collected data on their experiences with language training, self-assessment
of their language knowledge, the most common problems and the use of artificial
intelligence tools in writing.
The results show that employees mostly assess language training as useful, while
expressing support for its more frequent implementation and assessing that, in addition
to training, knowledge testing could also be useful. Despite the high self-assessment
of knowledge, uncertainties arise when writing, especially in the use of punctuation,
spelling, syntax and the formation of clear texts. The research showed that employees
are increasingly using artificial intelligence as a support tool in checking correctness
and forming texts.
The findings offer starting points for improving language training, especially in the
direction of expanding the thematic offer, greater accessibility of programs, clearer
feedback and thoughtful integration of artificial intelligence tools. The work contributes
to a better understanding of the language needs of employees in ministries and opens
up possibilities for further research into the effects of language training and the
responsible use of artificial intelligence in the administrative environment.
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