Employers’ Views on Importance of English Proficiency and Communication Skill for Employability in Malaysia

Ting, Su-Hie; Marzuki, Ernisa; Chuah, Kee-Man; Misieng, Jecky; Jerome, Collin

doi:10.17509/ijal.v7i2.8132

Cited by 99 publications

(108 citation statements)

References 17 publications

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“…Mentors also pointed out that Thai TVE students possessed the lowest communication skills; similarly, communication skills for Malaysian students were rated quite low compared to other skills. This finding is consistent with Ting, Marzuki, Chuah, Misieng, and Jerome (2017), Abdullah and Majid (2013) and Mutalib, Kadir, Robani, and Majid ( 2014) who observed that Malaysian TVE students did not have the necessary English proficiency and communication skills for workplace communication. They cannot use English properly and lack confidence when making oral presentations (Yasin, Shaupil, Mukhtar, Ghani, & Rashid, 2010).…”

Section: Difference In Employability Skills Between Thai and Malaysiasupporting

confidence: 90%

“…In Thailand as well, many employers said that communication skills have been considered as one of the key competencies valued for employment (World Bank, 2014), but most Thai TVE students are lacking in this ability, especially English proficiency (Bateman & Coles, 2017). Ting et al ( 2017) concluded that in many countries, including Thailand and Malaysia, the high unemployment rate among new graduates is often attributed to their lack of English proficiency and communication skills.…”

Section: Difference In Employability Skills Between Thai and Malaysiamentioning

confidence: 99%

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Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Sa-Nguanmanasak

Khampirat

2019

JTET

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This study focused on a comparison of technical and vocational education (TVE) students' employability skills in Thailand, a newly industrialized country and ranked 61st out of 148 countries worldwide on the quality of graduates' skillsets, and Malaysia, a top-ranked country in the group of upper-middle income countries in terms of graduates' skillsets (6th). Thirty mentors were asked to assess 90 Thai and 83 Malaysian students who completed international work-integrated learning (WIL) programs in 2015, 2016, 2017 and 2018, using a questionnaire that addressed 16 main aspects of measuring employability skills. The findings indicated that most of the Malaysian students had better employability skills than Thai students and there were no significant differences in employability skills between male and female students in both countries. The regression model of quality of work indicated that 'ability to learn and apply knowledge', 'judgment and decision making', 'discipline and adaptability to a formal organization', 'ethics and morality' and 'quantity of work' had a positive effect on 'quality of work'. This study suggested that, in order to effectively prepare students for professional work and careers in ever-changing workplaces, TVE institutions should carefully assess the quality of the WIL environment, especially international WIL. The reflection of mentors in the workplace provided useful information for TVE institutions to develop effective WIL program to boost students' qualities and may give insight into how students are likely to receive sustainable employment development to building a more sustainable society through the skills and knowledge of their students.

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Section: Difference In Employability Skills Between Thai and Malaysiasupporting

confidence: 90%

Section: Difference In Employability Skills Between Thai and Malaysiamentioning

confidence: 99%

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Sa-Nguanmanasak

Khampirat

2019

JTET

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“…In a study done by Ting et al, it is important to provide an English-speaking environment for Malaysian students' (Ting, Marzuki, Chuah, Misieng, & Jerome, 2017). Many students are very shy and afraid to speak English with other friends (Cole, Hermon, & Yanti, 2015).…”

Section: Theoretical Supportmentioning

confidence: 99%

English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition

Hashim

Yunus

2018

Tadris

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Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.

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“…The reports, assignments, proposals, and many more written tasks prepared by the students show that the students are still grappling to write effectively let alone writing tests. In addition, the writing skills in English are important for students to master to confirm employability in future (Suryasa et al, 2017;Ting et al, 2017). Therefore, writing abilities need to inculcated among students as early as when they are in primary level to help them develop the skills accordingly with the passage of time before the students enter the job market.…”

Section: Introductionmentioning

confidence: 99%

Comparative Analysis of Writing Approaches Practised in Malaysian ESL Classrooms

Palpanadan¹,

Anthony²,

Ngadiran³

et al. 2019

JESP

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There is an enormous literature in the Malaysian schools' context that reveals writing skills deficiency in English among the students. Hence, this study conducted a comparative analysis of the two popular writing approaches (product approach and process approach) practised widely as writing instructions in the educational settings. A case study was conducted on the selected teachers to study their writing instructions in ESL classrooms. The investigation revealed that language teachers largely practice product writing approach. In addition, the paper also provides some insights that as compared to product writing approach, process writing approach is more effective. Process approach provides students more opportunities for independent writing, creative writing and evaluative writing which lead towards developing higher order thinking skills. Hence, this paper recommends that Malaysian schools should adopt strategies of process writing approach to teach English in ESL classrooms to produce students who can write more competently in future.Keywords: writing instructions, Malaysian ESL classrooms, product versus process approach, comparative analysis Recommendations:The study would like to suggest several recommendations to make writing lessons for appealing and meaningful:  Include free writing of product approach in writing lessons  Inculcate drafting habits among students and involve several drafts before submitting the final draft.  Involve students in the editing processes and redraft according to the corrections suggested  Include more in-class writing activities rather than teachers' input 7.0 Sponsoring information -Acknowledgement: The funding for this publication was provided by UTHM TIER 1 Grant (H193)

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Employers’ Views on Importance of English Proficiency and Communication Skill for Employability in Malaysia

Cited by 99 publications

References 17 publications

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition

Comparative Analysis of Writing Approaches Practised in Malaysian ESL Classrooms

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