Student perspectives on workplace english: a qualitative study of language skills, psychological barriers, and employability training in Malaysia

Abstract

English proficiency is an important factor in graduate employability in Malaysia, yet perceived gaps between university training and workplace communication demands continue to affect professional readiness. While employer perspectives on these gaps are well documented, less is known about how students themselves conceptualise workplace English, interpret feedback, and navigate psychological barriers. This study addresses that gap through a qualitative exploration of 137 Malaysian graduates from diverse disciplines, using an open-ended survey to capture their experiences and recommendations. Thematic analysis suggested three interrelated perceived barriers. First, the Language Readiness Gap reflects a perceived misalignment between academic English instruction and authentic workplace communication needs, particularly in speaking and professional writing. Second, the Confidence Ceiling highlights students’ reported anxiety, low self-efficacy, and hesitation in using English despite perceived language knowledge, pointing to psychological dimensions of employability. Third, the Feedback Disconnect illustrates how vague or non-actionable guidance from employers may undermine learning and reinforce uncertainty. Students consistently identified spoken English as the primary employability skill, supported by professional writing and listening, and recommended workplace simulations, interactive learning, and stronger academia–industry partnerships. Framed by Communicative Competence Theory, the study proposes an exploratory student-centred model of employability barriers with implications for curriculum reform, feedback practices, and policy development.