The minority (6%) of
The least amount of [uncountable n.]/
The lowest number of [countable n.]
The smallest proportion (6%) were
A mere 6%
A tiny minority (just 6%) were
A small fraction (only 6%) were
-The student spent a balanced amount of time on the four skills. However, a lesser number of hours were spent in language development.
-While a balanced number of hours were spent on the four skills: writing (24 hrs), listening (22 hrs), reading (23hrs) and speaking (22.5hrs), a lot less time was spent on grammar (14 hrs) and vocabulary (17.5 hrs).
-Each segment representing the four skills equalled to roughly the same amount of time, but less time was spent on grammar and vocabulary.
-The yellow, blue, green and blue parts of the chart showed only negligible differences, whereas there was a significant difference in the amount of time spent on grammar and vocabulary, at 14 hours and 17.5 hours respectively.
-The two pie charts compare the types of English studied in Spain and Saudi Arabia and show remarkable differences.
-A noticeable variation can be seen in the kinds of English studied in the two countries.
-Significant differences in the types of English studied in Saudi Arabia and Spain can be noted in the two pie charts.
-There is a big variation in students studying different kinds of English in both Saudi Arabia and Spain.
-The two charts analyse the difference in the number of students studying Business English, IELTS, General English and other types of ESP English in Spain and Saudi Arabia.
-What type of English students study differs greatly in the two countries as illustrated in the pie charts.
It can be clearly noted/seen that
the number of students studying Business is far greater in Spain than in Saudi. On the other hand, far more students study for the IELTS test in Saudi than do in Spain. Moreover, the least amount of people in both Spain and Saudi study ESP English.
-Although the lowest number of students in both countries took an ESP English course, there was a difference in the amounts. The greater number, 12 million students, did so in Saudi Arabia, whereas only 7 million studied ESP in Spain.
-A closer look at the data suggests that fewer students in Spain took ESP English courses than in Saudi Arabia.
In conclusion / To sum up / Finally
these findings / this data / the analysis / the information provided through the two pie charts
-suggest(s) that students in Spain are more concerned with learning Business English than Saudi Arabian students and that the Spanish are less interested in taking the IELTS exam. That said, a significant part of the population in both countries learns English for general purposes.
- offer(s) perspectives on the importance of English in the two countries. It can be clearly seen that general English remains critical to both countries, however, Business English is much more so to Spanish students than Saudi Arabians. Having said that, it is evident that IELTS classes are more greatly appreciated in Saudi Arabia.