STUDENTS’ EXPECTATIONS

(1)

ENGLISH LANGUAGE NEEDS IN THE

TELECOMMUNICATION, TECHNOLOGY AND MEDIA INDUSTRY: COMPATIBILITY OF EMPLOYERS’ AND

BY

KHEDIDJA KAOUTER MECHRAOUI

A thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in English Literary Studies

Kulliyyah of Islamic Revealed Knowledge and Human Sciences

International Islamic University Malaysia

NOVEMBER 2018

(2)

ii

ABSTRACT

Many Employers in Malaysia are not satisfied with graduates’ employability skills, especially their English language skills. For this reason, higher education institutions in Malaysia have introduced various English for Occupational Purposes (EOP) courses as well as programmes, which combine academic competencies and practical industry skills. Hence, there is a need to conduct a comprehensive needs analysis in order to reveal the current perceptions of both academia and industry. This study presents an analysis of the English language needs and expectations as perceived by employers in the Telecommunication, Technology and Media industry and students from the Kulliyyah of Information and Communication Technology (ICT), and the Department of English Language and Literature (DELL). The aim of this study was twofold. Firstly, it intended to examine the English language expectations of employers and students. Secondly, it investigated the compatibility of these English language needs and expectations. A convergent parallel mixed method design was deemed to be the most appropriate for this research; it combined qualitative and quantitative approaches. To collect data from the stakeholders, questionnaires, interviews and tests were utilised. The findings revealed that English language proficiency is considered crucial in the workplace, in most cases, more than technical, occupational or academic knowledge. Moreover, both Employers and students accentuated the importance of productive skills: writing and speaking. Moreover, employers suggested that students and universities should develop students’ (their) English language skills. Employers also proposed that students develop their communicative competence and ability to increase chances of employability. It was also revealed that students were well aware that being proficient in English is a highly valued asset, which leads to their employability. Overall, the findings disclosed a general compatibility between employers and student’s perspectives, which indicates that the academia –industry gap has converged in the recent years due to continuous efforts from both higher education Institutes (HEIs) and employers to increase competent graduates for the workplace.

(3)

iii

ثحبلا ةصلاخ

ABSTRACT IN ARABIC

ةيفيظولا تايلباقلا لىا اضرلا ينعب يازيلام في لمعلا ببارأ نم ديدعلا رظني لا ينجرلخا تاراهمو

اميس لا

.ةيزيلنجلإا ةغللا في متهاراهم تمدق كلذلو

ةددعتم ةيبيردت تارود يازيلام في لياعلا ميلعتلا تاسسؤم

ةيفيظولا ضارغلأل ةيزيلنجلإا ةغللبا (EOP)

ةييمداكلأا تاردقلا ينب عمتج جمارب لىإ ًةفاضإ تاراهلماو

ةينهلما .ةيلمعلا

،لياتلباو طسولا تاعابطنا نع فشكلل تاجالح لماش ليلتح ءارجلإ ةجالحا زبرت

ييمداكلأا ا عاطقو

لمعل . ةساردلا هذه مدقت ةغللا تاجالح ًلايلتح

روظنم بسبح تاعقوتلاو ةيزيلنجلإا

تلااصتلاا تلاامج في لمعلا ببارأ ايجولونكتلاو

تلااصتلاا ايجولونكت ةيلك بلاط كلذكو ملاعلااو ،

تامولعلماو ICT)

)،

ةغللا مسقو يزيلنجلإا بدلأاو

(DELL) .

هذه ىعستو كلذ ءارو نم ةساردلا

لمعلا ببارأ تاعقوت ةسارد لولأا ؛نيرمأ لىا ةغلل بلاطلاو

،ةيزيلنجلإا ثحبلا نياثلاو

قباطت في

هذه عم ةيزيلنجلإا ةغللا تاجاح .تاعقوتلا

لصوتلا ثمو يه ةيزاوتلما ةطلتخلما ةبراقتلما ةقيرطلا نأ لىا

لوانت في قئارطلا بسنأ

،ثحبلا ا ينب عمتج انهإ ذإ

ةيعونلا ينتقيرطل .ةيمكلاو

نم ةدافتسلاا تتمو

نمو ةقلاعلا تاذ فارطلأا نم اهيلع لوصلحا تم تيلا تانيبلا تارابتخلااو ،تلاباقلماو ،تناايبتسلاا

.

جئاتنلا تفشكو ةيزيلنجلإا ةغللبا ماتلا مالملإا نأ

ضعب فيو لب ،لمعلا ةحاس في ادج امهم ارمأ تبا

فلا ةبرلخا نم مهأ نايحلأا لمعلا ببارأ نم لك زربأ دقف ،كلذ ىلع ةولاعو .ةييمداكلأا وأ ةينهلماو ةين

ةيهمأ بلاطلاو تاراهلما

يأ ةيجاتنلإا ةباتكلا

امك ةثدالمحاو بلاطلا موقي نأ لمعلا ببارأ حترقا

ةيمنتب تاعمالجاو ةغللا في بلاطلا تاراهم

ةيزيلنجلإا اضيأ اهريوطتو

متهاراهلم في متهاردقو

لصاوتلا

.مهفيظوت صرف ينسحتل ًامومعو

تفشك دقف جئاتنلا

لمعلا ببارأ تاعابطنا ينب اماع ًاقفاوت بلاطلاو

لدت تيلاو ةييمداكلأا ةوجفلا براقت ىلع

- ةيرخلأا ماوعلأا في ةينهلما لضفلا دوعيو

في كلذ لىإ دوهلجا

لياعلا ميلعتلا تاسسؤلم ةرمتسلما (HEIs)

لمعلا ببارأو ةدياز في

لمعلل ينلهؤلما ينيجرلخا دادعا

.

(4)

iv

APPROVAL PAGE

The thesis of Khedidja Kaouter Mechraoui has been approved by the following:

_____________________________

Isarji Hj. Sarudin Supervisor

_____________________________

Haja Mohideen B.Mohamed Ali Internal Examiner

_____________________________

Nurahimah Mohd.Yusoff External Examiner

_____________________________

Ain Nadzimah Abdullah External Examiner

_____________________________

Amir Akramin Bin Shafie Chairman

(5)

v

DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Khedidja Kaouter Mechraoui

Signature ... Date ...

(6)

vi

COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

ENGLISH LANGUAGE NEEDS IN THE

TELECOMMUNICATION, TECHNOLOGY AND MEDIA INDUSTRY: COMPATIBILITY OF EMPLOYERS’AND

STUDENTS’ EXPECTATIONS

I declare that the copyright holders of this thesis are jointly owned by the Student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Khedidja Kaouter Mechraoui

……..……….. ………..

Signature Date

(7)

vii

DEDICATION

This thesis is dedicated to my parents: Ahmed Mechraoui and Fatima Nouar

(8)

viii

ACKNOWLEDGEMENTS

All Praise and Thanks is due to Almighty Allah, the Lord of the Worlds, The Most Gracious, The Most Merciful. I deny none of all the favours you bestowed upon me Oh Allah; unto you is due all Praise.

This research project would not have been possible without the support, encouragement and guidance of many people. First, I owe a debt of sincere gratitude to my supervisor, Prof. Dr Isarji Hj. Sarudin who guided me with his expertise, advice and continuing feedback though out this project. I appreciate his enthusiasm and dedication.

Second, I would like to thank my family for their encouragement and patience during this long journey. I cannot express how much I appreciate the sacrifices they have made in order for me to achieve my goals, and I am especially grateful for the nurturing and care they have provided me. Many thanks to my mother and father for their unconditional support and prayers, and for being there for me. I would also like to thank Amal, Hamza, Abdou and Kafayat.

Moreover, my heartfelt thanks to all of my friends and loved ones who have listened to me and supported me during my PhD journey.

(9)

ix

CHAPTER TWO: LITERATURE REVIEW ... 16

2.1 Introduction ... 16

2.2 Conceptual Framework ... 16

2.3 The IELTS Test ... 20

2.3.1 IELTS Writing Assessment... 20

2.4 English For Specific Purposes ... 21

2.4.1 Phases of ESP ... 23

2.4.2 Branches of ESP ... 26

2.4.2.1 English for Academic Purposes ... 28

2.4.2.2 English for Occupational Purposes ... 29

2.5 Communicative Language Teaching... 30

2.5.1 Communicative Competence ... 31

2.6 Needs Analysis ... 35

2.6.1 Approaches to Needs Analysis ... 37

2.6.1.1 Target Situation Analysis (TSA) ... 37

2.6.1.2 Present Situation Analysis (PSA) ... 39

2.6.1.3 Learning Centered Approaches ... 40

2.6.1.4 Strategy Analysis ... 41

2.6.1.5 Means Analysis Approach ... 41

(10)

x

2.7 Employability ... 42

2.8 Review of Related Literature ... 43

2.9 Summary ... 56

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ... 58

3.2 Research Design ... 59

3.3 Participants of the Study ... 60

3.3.1 Human Resource Staff ... 61

3.3.2 The Students ... 62

3.4 Instruments ... 63

3.4.1 Survey Questionnaire ... 64

3.4.2 Semi-structured Interview ... 68

3.4.3 The English Writing Proficiency Test (EPT) ... 70

3.5 Reliability and Validity ... 71

3.5.1 Triangulation ... 71

3.5.2 Cronbach Alpha Test ... 72

3.5.3 Pilot Study ... 73

3.6 Data Collection Procedures ... 75

3.7 Data Analysis ... 77

3.8 Ethical Considerations ... 79

3.9 Summary ... 80

CHAPTER FOUR: FINDINGS ... 81

4.2 Analysis of Findings ... 82

4.2.1 Demographic Statistics of Employers and Students ... 82

4.2.2 Results of the First Research Question ... 84

4.2.2.1 Results from the Questionnaires ... 84

4.2.2.1.1 The General Importance of English at the Workplace ... 84

4.2.2.1.2 Importance of Reading Skills ... 89

4.2.2.1.3 Importance of Writing Skills ... 91

4.2.2.1.4 Importance of Speaking Skills ... 95

4.2.2.1.5 Importance of Listening Skills ... 99

4.2.2.1.6 Importance of Various Language Functions ... 101

4.2.2.1.7 Perceptions of Potential Employees’ English Language Ability ... 103

4.2.2.1.8 Vocational English Test ... 105

4.2.2.2 Results from the Interviews ... 108

4.2.2.2.1 Employers’ Perceptions: Important English Language Skills at the Workplace. ... 110

4.2.2.2.2 Employers’ Perceptions: Graduate Preparedness to Function Effectively at the Workplace. ... 116

4.2.2.2.3 Employers’ Perceptions: Important Recruitment Criteria ... 118

4.2.2.2.4 Employers’ Perceptions: English Language Workshops and Training Programmes ... 124

(11)

xi

4.2.2.2.5 Employers’ Perceptions: The Role of

Universities... 127

4.2.2.2.6 Employers’ Perceptions: Skills that Students Need to Improve ... 133

4.2.2.2.7 Employers’ Perceptions: The Role of Students ... 135

4.2.3 Results of the Second Research Question ... 138

4.2.3.1 Results from the Questionnaires ... 138

4.2.3.1.1 General Importance of English in an Organization ... 138

4.2.3.1.2 Importance of Reading Skills ... 142

4.2.3.1.3 Importance of Writing Skills ... 145

4.2.3.1.4 Importance of Speaking Skills ... 150

4.2.3.1.5 Importance of Listening Skills ... 154

4.2.3.1.6 Importance of Various Language Functions ... 155

4.2.3.1.7 Perceptions Towards Potential Employees’ English Language Abilities ... 157

4.2.3.1.8 Vocational English Test ... 160

4.2.3.2 Results from the Interviews (Students) ... 163

4.2.3.2.1 Students’ Perceptions: Important English Language Skills at the Workplace ... 165

4.2.3.2.2 Students’ Perceptions: Important Recruitment Criteria ... 170

4.2.3.2.3 Students’ Perceptions: Graduate Preparedness to Communicate and Function Effectively at the Workplace. ... 174

4.2.3.2.4 Students’ Perceptions: Skills that they Need to Improve ... 176

4.2.3.2.5 Students’ Perceptions: English language Workshops and Training Programmes ... 180

4.2.3.2.6 Students’ Perceptions: The Role of Students in Developing English Language Proficiency ... 183

4.2.3.2.7 Students’ Perceptions: The Role of Universities in developing their English Language ... 187

4.2.4 Findings from Research Question Three/ Results of the Third Research Question ... 192

4.2.5 Results of the Fourth Research Question ... 195

4.3 Summary ... 196

CHAPTER FIVE: DISCUSSION AND CONCLUSION ... 197

5.2 Key Findings ... 197

5.2.1 Key Findings of Research Question One ... 198

5.2.2 Key Findings of Research Question Two ... 200

5.2.3 Key Findings of Research Question Three ... 203

5.2.4 Key Findings of Research Question Four ... 204

5.3 Discussion of Findings ... 204

(12)

xii

5.3.1 The Importance of English Language Proficiency at the Workplace, Especially Productive Skills: Writing and

Speaking. ... 205

5.3.2 Students and universities are expected to do more to improve their/their graduates’ English language proficiency ... 214

5.3.3 English Language Proficiency of IIUM students ... 216

5.4 Recommendations ... 218

5.4.1 Co-Curricular Workshops and Training Programmes ... 218

5.4.2 English Language Writing Courses ... 218

5.4.3 EOP Lecturer Development ... 219

5.4.4 Authentic/Work Like Activities ... 219

5.4.5 Bridging the Gap ... 220

5.5 Recommendations For Future Research ... 220

5.6 Conclusion ... 221

REFERENCES ... 224

APPENDIX A: INTERVIEW QUESTIONS (STUDENTS’ VERSION) ... 236

APPENDIX B: INTERVIEW QUESTIONS (EMPLOYERS’ VERSION)... 237

APPENDIX C: EMPLOYERS’ COMPANY NAMES AND DESIGNATIONS ... 238

APPENDIX D: VOCATIONAL ENGLISH TEST (VET) QUESTIONNAIRE ... 239

APPENDIX E: VOCATIONAL ENGLISH TEST (VET) QUESTIONNAIRE ... 245

APPENDIX F: REQUEST FOR PERMISSION TO CONDUCT RESEARCH ... 252

(13)

xiii

LIST OF TABLES

Table 3.1 Description of participants (degree and number), sampling and

data collection methods used in the study 63

Table 3.2 The Cronbach Alpha Values of each Construct in (Student’s

and Employer’s Questionnaires) 73

Table 4.1 Analysis of Respondents According to Category and Gender

(Employers’ and Students ‘Version) 82

Table 4.2 Students’ Demographic Data (Programmes and CGPA) 83 Table 4.3 General Importance of English Language in the Workplace

(Employers’ Views) 86

Table 4.4 English Language Proficiency Compared to Technical/

Academic Knowledge (Employers’ Perceptions) 87

Table 4.5 Employers’ Perceptions of Potential Employees’ English

Language Skills 89

Table 4.6 The Importance of having Good English Reading Skills at the

Workplace (Employers’ Perceptions) 89

Table 4.7 The Items that Employees are Required to Read at the

Workplace (Employers’ Perceptions) 90

Table 4.8 Employers’ Perceptions of the Importance of Possessing Good

English Writing Skills in their Organisation 91

Table 4.9 The Items that Employees are Required to Write in Various

Organisations in the TTM Industry 93

Table 4.10 The Criteria Followed in Assessing Writing Skills 95 Table 4.11 Employers’ Perceptions about the Importance of having Good

Speaking Skills 96

Table 4.12 The Criteria Followed in Assessing Speaking Skills 97 Table 4.13 Purposes for Using Speaking Skills (Employers) 98

Table 4.14 Speaking Skills Situations 99

Table 4.15 The Importance of Having Good Listening Skills in English 100 Table 4.16 Listening Skills Purposes (Employers’ Perceptions) 101

(14)

xiv

Table 4.17 Important Language Functions at the Workplace 102 Table 4.18 Employers’ perceptions of Newly Recruited Employees’

Ability to Perform their Work in English 103

Table 4.19 Employers’ Perceptions on the English Language Skills

Assessed in the Recruitment Process 104

Table 4.20 The English Language Skills Assessed in the Recruitment

Process 105

Table 4.21 Employers’ Views on the Importance of Developing an

English Language Test for Employment purposes 106

Table 4.22 Findings on Whether Employers Would Require their

Potential Employees to Take a Vocational English Test 106 Table 4.23 Employers Perceptions of English Language Skills that Should

be included in a Vocational English Test 107

Table 4.24 Employers’ perceptions on whether they believe universities should do more to prepare their graduates for communication

in English 107

Table 4.25 Themes Deduced from the Interview Questions 110

Table 4.26 Main Themes Deduced as Important English Language Skills

at the Workplace 111

Table 4.27 Important English Language Skills at the Workplace 114 Table 4.28 Employers’ Perceptions of Graduates’ Preparedness to

Communicate and Function Effectively at the Workplace 116 Table 4.29 Important Recruitment Criteria (Employers’ Perceptions) 119 Table 4.30 Extracts of the Important Recruitment Criteria Set by

Employers 122

Table 4.31 Employers’ Responses to Whether their Organisation/

Company Provides Workshops/Training Programmes for their

Employees 124

Table 4.32 Main Themes Deduced from Employers’ Perceptions of the Role Universities Play to Improve Students’ English Language

Proficiency 128

Table 4.33 Employers’ Interview Extracts of the Role of Universities in

Improving Students’ English Language Proficiency 131

(15)

xv

Table 4.34 Skills Graduates’ Need to Improve (Employers’ Perceptions) 133 Table 4.35 Interview Extracts of the Skills that Students Need to Improve

(Employers’ Perceptions) 134

Table 4.36 Main Themes Deduced from Employers’ Perceptions of the Role Students play in improving their English Language

Proficiency 135

Table 4.37 Employers’ Interview Extracts about the Role of Students in

Improving their English Language Proficiency 137

Table 4.38 The General Importance of English at the Workplace

(Students’ Perceptions) 140

Table 4.39 English Language Proficiency compared to Technical, Occupational or Academic Knowledge Associated with their

Degrees. (Students’ Perceptions) 141

Table 4.40 Students’ views of their English Language Skills. 142 Table 4.41 The Importance of having Good English Reading Skills at the

Workplace (Students’ Perceptions) 143

Table 4.42 The Items that Employees are Required to Read at the

Workplace (Students’ Views) 145

Table 4.43 Students’ Perceptions of Having Good Writing Skills at the

Workplace 146

Table 4.44 The Items that Employees are required to Write in the

Table 4.45 Important Criteria Followed in Assessing Writing in the

workplace (Students’ Perceptions) 150

Table 4.46 The Importance of Having Good Speaking Skills at the

Table 4.47 The Criteria Followed in Assessing their Speaking Skills

Table 4.48 Purposes for Using Speaking Skills (Students’ Perceptions) 153 Table 4.49 Situations for Using Speaking Skills (Students’ Perceptions) 154 Table 4.50 The Importance of Listening Skills at the Workplace

Table 4.51 The Extent Students’ Agreed or Disagreed that they are able to

Listen Well for Various Purposes 155

(16)

xvi

Table 4.52 The importance of various functions in the workplace

Table 4.53 Students’ Perceptions towards their English Language

Abilities 158

Table 4.54 The English Language Assessment Methods used in the

Recruitment Process (Students’ Perceptions) 159

Table 4.55 The English Language Skills Assessed in the Recruitment

Process (Students’ Perceptions) 160

Table 4.56 The Importance of Developing a Vocational English Test for

Employment Purposes (Students’ Perceptions) 161

Table 4.57 Students’ Perceptions on taking a Vocational English Test 161 Table 4.58 English Language Skills to be included in a Vocational

English Test (Students’ Perceptions) 162

Table 4.59 Students’ Views on Whether Universities Should do more to Prepare their Graduates for Communication in English at the

Workplace 163

Table 4.60 Themes Deduced from Students’ Interview Questions 165 Table 4.61 Important English Language Skills at the Workplace

Table 4.62 Interview Extracts of the Important English Language Skills at

the Workplace (Students’ Perceptions) 169

Table 4.63 Students’ Perceptions of Important Recruitment Criteria 170 Table 4.64 Interview Extracts of Important Recruitment Criteria

According to Students 173

Table 4.65 Students’ Preparedness to Function and Communicate at the

Workplace 174

Table 4.66 Students’ Opinions of their Ability to Function Effectively at

the Workplace 175

Table 4.67 Average Level of English among Students 176

Table 4.68 Students’ Perceptions of Skills needed for Improvement 177 Table 4.69 Students’ View on Skills Needed for Improvement (Interview

Extracts) 179

Table 4.70 Students’ Perceptions of English Language Workshops and

Training Programmes 180

(17)

xvii

Table 4.71 Students’ Perceptions of their Role in Developing their

English Proficiency 184

Table 4.72 Students’ Comments about their Role in Developing their

English Language 186

Table 4.73 Students’ Perceptions of the Role of Universities in

Developing their English Language 187

Table 4.74 Students’ Comments about the Role of Universities in

Developing their English Language 191

Table 4.75 Mean (m) and Standard Deviations (SD) of Students’ and

Employers’ Perceptions 193

Table 4.76 Differences in the English Language Expectations between Employers in the Telecommunication, Technology and Media

Industry and IIUM students 195

Table 4.77 English Language Proficiency of IIUM Students (ICT and

BENL students) 195

(18)

xviii

LIST OF FIGURES

Figure 2.1 English Language Proficiency Developmental Continuum 17

Figure 2.2 The Conceptual Framework 19

Figure 2.3 Classification of English for Specific Purposes 27 Figure 2.4 Communicative Competence (Canale and Swaine, 1980) 34 Figure 3.1 The Mixed Method Design: Convergent Parallel Design 59

(19)

xix

LIST OF ABBREVIATIONS

BENL Bachelor of English Language

BICT Bachelor of Information and Communication Technology

CELPAD Centre for Languages and Pre-university Academic Development CfL The Centre for Languages

CLT Communicative Language Teaching CQI Continuous Quality Improvement

DELL Department of English Language and Literature EAP English for Academic Purposes

ELD English Language Division ELP English Language Proficiency ELT English Language Teaching EOP English for Occupational Purposes EPT English Language Placement Test

EQ Employer Questionnaire

ESP English for Specific Purposes HEIs Higher Education Institutions HLI Higher Learning Institutions

IELTS International English Language Testing System IIUM International Islamic University Malaysia

KICT Kulliyyah of Information and Communication and Technology MEB (HE) Malaysian Education Blueprint for Higher Education

MEF Malaysian Employers Federation MOHE Ministry of Higher Education

NA Needs Analysis

PSA Present Situation Analysis

SPSS Social Package Statistical Software SQ Student Questionnaire

TESL Teaching English as a Second Language TSA Target Situation Analysis

TTMI Telecommunication, Technology and Media Industry

(20)

1

CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

English has rapidly become the dominant language of the world. It is the international language of many professional fields such as business, science and technology. As a result, teaching and learning English have become the norm in many countries, and Malaysia is no exception. From a historical stance, the English language has always been present in the Malaysian education system, industry and economy. Thus, mastering the English language is regarded integral to Malaysian economic competitiveness. It also has a positive impact on social growth, national security, globalization and internationalization, and understanding people from other countries and cultures (Ainol, Isarji, Mohamad Sahari & Tunku Badariah, 2011). Hence, teaching English is seen as an essential key to the development of Malaysia at a global level, this development is in line with Vision 2020’s national development project, which regards English as the working language for international contribution.

As aforementioned the role of English in the rapidly evolving economy of today has led employers to seek graduates who are well equipped in both the English language and their respective fields. Employees are expected to have a combination of knowledge, expertise and English language skills. Within a Malaysian context, Higher Education Institutions (HEIs) have been recognised as central factors in human capital and social development. Consequently, a large number of these HEIs designed and implemented English language programs to ensure employability of their graduates, these language programs include English for academic and for workplace and employability purposes. The emphasis on English for specific purposes goes back to

(21)

2

1974, during which, the Malaysian Cabinet reviewed the education system with the aim of ensuring that the country’s short and long term manpower needs were met and that the education system served the nation’s objective of creating a unified, disciplined and trained population (Poh Yen, Ng, Shamsul, Kamariah, Abdullah, Pai, Hwa, Nee. Nga Huaong, Tiew, 2009).

1.1.1 Malaysia – Vision 2020

Vision 2020’s aim is to establish “a scientific and progressive society that is innovative and forward looking – one that is not only a consumer of technology but also a contributor to the scientific and technological progress” (Ministry of Higher Education (MOHE), 2013: 10). It was introduced in 1991 as part of the sixth Malaysia Plan, which was Tun Dr. Mahathir Mohamad’s brainchild. The vision incorporates all aspects of life, economical, social, educational, and political and psychological.

According to Dr. Mahathir by the year 2020, “Malaysia must be a nation that is fully developed along all the dimensions: economically, politically, socially, spiritually, psychologically and culturally. We must be fully developed in terms of national unity and social cohesion, in terms of our economy, in terms of social justice, political stability, system of government, quality of life, social and spiritual values, national pride and confidence.” (Mahathir, 1991: 10). In order to achieve and reach the assigned goals of Vision 2020, the Ministry of Higher Education has devised strategic action plans and educational blueprints.

1.1.2 Malaysian Education Policies and Blueprints

In the past few decades, the Malaysian higher education system has witnessed great development and advancement. It has increased student enrollment locally and

(22)

3

internationally and it has also gained worldwide recognition on various aspects such as research work and publications, institutional quality. These achievements are substantial however there is a need to keep evolving in order to stay in line with global trends. As a result, The National Higher Education Action Plan 2007-2010 and the National Higher Education Strategic Plan 2020 aimed at developing first-class human capital to ensure that the country transitions from a “developing nation to a knowledge based economy” (MOHE, 2007: 3). The former Prime Minister of Malaysia, The Honorable Datuk Seri Ahmad Abdullah Badawi stated that this transition can only be attained if everyone concerned shares the responsibility to “transform the national education system at all levels, from pre-school through higher education” to “create a first-class human capital and realize the national education agenda” (Ministry of Higher Education, 2013: 3).

Thus, to produce a new generation of Malaysian who are able to actively engage on an international level, additional changes were need in the educational policies. The National Higher Education Strategic Plan 2020 and the Action Plan 2007-2010 were launched in 2007. Both of these policies aimed to increase the role of universities in the socio-economic development (MOHE, 2007). According to Davies, Devlin and Tight (2010: 134), “Higher Education institutions have been told to consider incorporating interdisciplinary approaches that will build and stimulate creativity, innovation, leadership and entrepreneurship’ among their undergraduates so that they will be capable of competing in today’s market.”

Moreover, the ministry of Education launched the Malaysian Education Blueprint for Higher Education MEB (HE): 2015-2025 and the Graduate Employability Blueprint GE Blueprint: 2012-2017 as part of the National Higher Education Strategic Plan. Tan Sri Abd Ghafar bin Mahmum, The Director General of

(23)

4

Education Malaysia, stated that, “Education is key for personal development and it provides a myriad of life opportunities. It also underpins the development of a highly skilled, innovative work form, a critical enabling factor for social, cultural, and economic growth.” (MOHE, 2012: 18).

Therefore, the launch of these blueprints is aimed at policy makers, higher education institutions and programme managers to ensure that a plan is in place to develop highly skilled and knowledgeable citizens that play a pivotal role in the growth of the nation be this role economical, social or cultural. In order to keep evolving to attain the best, an essential transformation of how the higher education system and higher learning institutions (HLIs) operate needed to be carried out. As a result, the Ministry began developing the Malaysia Education Blueprint 2015-2025 (Higher Education) or the MEB (HE). In short, “the MEB (HE) was developed by Malaysians, for Malaysians, and that will equip Malaysia for the final leg of its journey towards becoming a high-income nation.” (MOHE, 2015:6).

1.1.3 The Changing Role of Higher Education and Workplace Needs

The current education philosophy focuses on preparing and producing human capital (Malakolunthu and Rengasamy, 2012). Producing a well-equipped workforce is considered a necessary and a pivotal factor for nation building, as their skills and expertise are needed to handle and develop high-tech industries. (Mahathir Mohamad, 1991: 23) Therefore, the mission of the Graduate Employment Blueprint is to produce highly employable graduates. The blueprint presented two important terms:

Employment and Employability. Firstly, employment is seen as the potential someone possesses to secure a job. Secondly, employability extends to more than just securing a job but one has to maintain and grow in that particular job. Hence these terms need

(24)

5

to be understood properly by the industry and higher education institutions so as to increase and enhance graduate employability in Malaysia (MOHE, 2012).

1.1.4 Employability: The Malaysian Context

Many Malaysian employers are not satisfied with graduates ‘preparedness for the workplace. According to a survey conducted by JobStreet.com (2010) approximately 14,000 new graduates seek employment every month. However, a large number of these job seekers do not possess the adequate skills and knowledge to attain a job and keep it. The Prime Minister’s Department announced that recent statistics showed that 161,000 graduates between the ages of 20 to 24 are unemployed (Bernama, 2015).

Moreover, unemployment is widespread in graduates from public universities. (Ram, 2006; Shafie & Nayan, 2011).

It is common among employers that graduates lacking employability skills will not be employed (JobStreet.com, 2010; The Star Online, February 27, 2010; Nordin, 2009). The Graduate Employability Blueprint 2012-2017 released by the Ministry of Higher Education included employer reports which state that graduates lack several

“key characteristics”—a strong command of English, the right attitude, and the ability to solve problems (Goon, 2014). Some authors (e.g., Asma & Lim, 2000; Quek, 2007) cited deficiencies in tertiary training as another factor. Others (e.g., Quek, 2005) linked graduate unemployment to the lack of teamwork/sharing of expertise/non- responsive to new technologies, innovation and creativity, numerical evaluation, and problem solving skills. In addition, a recent graduate employability study conducted by KDU University College in Kuala Lumpur reported that 60% of employers said they did not hire because of poor communication. Another 40% of the respondents cited poor attitude, poor interpersonal relationship skills and lack of emotional

Kulliyyah of

STUDENTS’ EXPECTATIONS

ENGLISH LANGUAGE NEEDS IN THE

International Islamic University Malaysia

ABSTRACT IN ARABIC

DECLARATION

COPYRIGHT

DEDICATION

TABLE OF CONTENTS

CHAPTER TWO: LITERATURE REVIEW ... 16

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ... 58

CHAPTER FOUR: FINDINGS ... 81

CHAPTER FIVE: DISCUSSION AND CONCLUSION ... 197

REFERENCES ... 224

LIST OF FIGURES

CHAPTER ONE INTRODUCTION

1.1.1 Malaysia – Vision 2020

1.1.3 The Changing Role of Higher Education and Workplace Needs

1.1.4 Employability: The Malaysian Context