Purpose The purpose of this paper is to examine the perspectives of Malaysian employers and students on the need for English language proficiency and skills for employment. Design/methodology/approach Interviews were conducted with employers from various organisations. Additionally, questionnaires were disseminated to undergraduates at four public universities in Malaysia. These were done to ascertain the perspectives of different stakeholders on the importance of English in securing employment, the effect of a marked regional accent or dialect on employability and industry’s expectations and requirements for new employees. Findings Employers and students agree that English plays a major role in employability. Whilst there was general agreement by both parties that good grammar and a wide range of vocabulary are important, the findings indicated several mismatches in terms of students’ perceptions and employers’ expectations. Among them is the use of the colloquial form of English at the workplace which was not favoured by employers. Employers also generally felt that knowledge of different types of writing styles could be learnt on-the-job. Furthermore, employers pointed out other essential skills for employability: the ability to communicate in other languages, confidence and a good attitude. Practical implications Cognisant of the fact that English is essential in improving employability, initiatives to improve the level of English among Malaysian students must continue to be put in place. University students should be made aware of the different language skills sought by employers early in their university education. The mismatches between the perceptions of university students and the expectations of employers should be considered when planning English language courses and degree programmes. More structured feedback from industry on both would help to better prepare students for the world of work and to ease the transition from campus to career. Social implications In relation to graduate employability, these English-language elite groups would have an advantage in securing employment especially in multinational companies, and this will, in a long run, create a larger gap between students from the international and public schools. Originality/value With the standpoint of two important parties, employers and students, a more comprehensive idea of the effect of English language on employability has been obtained.

One of the key moves in thesis introductions in terms of Swales's CARS is Move 2: Establishing the Niche. It is where researchers provide the justifications of the study after introducing the general area of the research. However, research findings of prior work have focused on thesis introductions which relates to how texts are constructed and organised in systematic ways in terms of Swales's (1990) CARS moves and steps, and how these two organisational elements assist in achieving the overall purpose of the genre. These move analysis studies of Introductions do not examine and explain why each move and step are written the way they are through the lens of various contextual layers. The current study views genre through the Contrastive Rhetoric (CR) lens in looking at context as multilayered. The study examines how different levels of context influence how eight ESL Malaysian writers establish their research niche. Adopting the functional-semantic approach to analysis, it can be concluded that apart from the multi-layered discourse community of their academic setting, the socio-cultural and socio-political contexts have a significant effect on the establishments of the writers' research niche.

Reflection which encompasses critical and analytical capabilities is a critical 21 st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students' written output therefore plays a role in developing students' reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher's feedback comments on students' reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students' perspectives of their teachers' feedback comments suggests that even though the teachers' feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.

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