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- From Classroom to Career: Why Malaysian Graduates Struggle with English and What Can Be Done

13/08/2025 11:29 AM Opinions on topical issues from thought leaders, columnists and editors. By : Nor Fadhilah Ahmad Powzi English proficiency plays a crucial role in career growth and global job market competitiveness. Despite years of formal education, many Malaysian graduates still face challenges in effectively using English, which affects their employability and confidence. Employers and educators have raised concerns about this issue, highlighting the need for better language learning strategies. There are several reasons behind these struggles and practical solutions to enhance English proficiency among Malaysian graduates. Lack of daily exposure to English First of all, a major issue affecting English proficiency is the lack of daily exposure to the language. While English is taught in schools and universities, most students primarily communicate in their native languages outside the classroom. As a result, they do not get enough practice to develop fluency and confidence in English communication. Another reason many students hesitate to speak English is that they are afraid of making grammatical mistakes or mispronouncing words. This fear stems from a traditional education system that emphasises correctness over communication (Accuracy versus Fluency). Consequently, students avoid using English, which limits their progress and prevents them from developing natural speaking skills. Grammar is important, but excessive focus on memorising rules can slow down language development. Many students struggle with forming sentences quickly because they constantly worry about accuracy. This makes their speech less fluid and discourages spontaneous conversation, which is essential for real-world communication. Lack of practical application Next is the lack of practical application. Despite years of learning English, many students do not have enough opportunities to use it in meaningful ways. Classroom learning often focuses on exams rather than real-life conversations, discussions, or presentations. Without regular practice in real-world contexts, students find it difficult to apply what they have learned. There are several ways to improve English proficiency. Building confidence First of all, to build confidence, students should be encouraged to use English more frequently in daily interactions. Universities can set up English-speaking zones, conversation clubs, and public-speaking events to provide more opportunities for practice in a supportive environment. Textbooks alone are not enough to develop strong language skills. Students should immerse themselves in English by watching movies, listening to podcasts, reading news articles, and engaging with other real-world materials. Exposure to diverse content helps learners improve their vocabulary, pronunciation, and comprehension naturally. Furthermore, digital tools and language learning apps such as Duolingo and Quizlet can make learning more engaging and interactive. Gamified lessons, quizzes, and virtual simulations allow students to practice English in a fun and stress-free way, encouraging consistent learning habits. Setting small, achievable goals Another effective strategy is for students to set small, achievable goals, such as speaking English for a few minutes daily or writing a short journal entry. Recognising and celebrating progress, no matter how small, can help build confidence and create a positive learning experience. In conclusion, improving English proficiency among Malaysian graduates requires a shift from traditional learning methods to a more practical and immersive approach. By promoting real-life language use, integrating technology, and creating a supportive environment, students can develop stronger communication skills. As Malaysia continues to grow in the global economy, strong English proficiency will be essential for graduates to achieve academic and professional success. -- BERNAMA Nor Fadhilah Ahmad Powzi (nfadhilah@ is with the Department of English Language and Linguistics, Centre for Language Studies, Universiti Tun Hussein Onn Malaysia (UTHM). (The views expressed in this article are those of the author(s) and do not reflect the official policy or position of BERNAMA)