BRIDGING THE EMPLOYABILITY GAP: ESL COMMUNICATIVE COMPETENCE AMONG MALAYSIAN YOUTH
DOI:
https://doi.org/10.55197/qjssh.v7si3.1459Keywords:
English as Second Language (ESL), communicative competence, employability, job interview, mismatchAbstract
English language proficiency has become a key determinant of employability in Malaysia, particularly in professional contexts where effective communication is essential for workplace interaction, collaboration, and career advancement. Despite holding academic qualifications, many Malaysian youth continue to experience difficulties in securing employment due to limitations in ESL communicative competence. This issue reflects a persistent mismatch between graduates’ communicative abilities and industry expectations, where workplace communication skills are increasingly prioritised in recruitment and professional performance. This study examines ESL communicative competence among Malaysian youth and its alignment with employability. Communicative competence is conceptualised based on Canale and Swain’s (1980) framework, comprising linguistic, sociolinguistic, discourse, and strategic competencies. A quantitative research design is employed, and data are collected through a structured questionnaire distributed to Malaysian youth. The instrument measures the four dimensions of ESL communicative sub-competencies. Data are analysed using Statistical Package for the Social Sciences (SPSS), involving descriptive statistical analysis to determine the level of each sub-competency and identify patterns across dimensions of communicative performance in relation to employability outcomes. The findings are expected to provide empirical insights into the levels of ESL communicative sub-competencies among Malaysian youth in relation to workplace communication demands. Specifically, the study is anticipated to highlight variations in linguistic, sociolinguistic, discourse, and strategic competence, contributing to a clearer understanding of communicative strengths and deficiencies. The study is expected to inform educators, curriculum designers, and policymakers in enhancing English language instruction and improving youth readiness for communication demands in contemporary professional environments and increasingly competitive globalised labour markets.
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