Navigating English-Medium Instruction: : A Needs-Based Approach to Developing Targeted Vocabulary Intervention for ESL Post-Secondary Students

Nurhamizah  Ishak; Noreen Nordin; Liliati Ismail; Siti Salina Mustakim

Authors

Nurhamizah Ishak Universiti Teknologi MARA Cawangan Melaka
Noreen Nordin Universiti Putra Malaysia
Liliati Ismail Universiti Putra Malaysia
Siti Salina Mustakim Universiti Putra Malaysia

Keywords:

vocabulary intervention needs analysis, English-medium instruction, tourism management, vocabulary enhancement, higher education, vocabulary constraints

Abstract

Vocabulary knowledge plays a crucial role in supporting students’ academic success in English-medium higher education institutions (EMHEIs) and their career readiness, particularly in professional fields that involve frequent global communication in English, such as tourism management. However, empirical investigations into discipline-specific vocabulary constraints and learner-informed intervention designs at the post-secondary level in EMI settings remain scarce. Addressing this gap, this study aimed to examine tourism management students’ perceptions of their English language proficiency, identify vocabulary-related challenges encountered in English-medium learning environments, explore their preferences regarding English language learning activities, and determine their expectations for an effective vocabulary enhancement intervention. A quantitative needs-analysis survey was administered to 293 final-semester Tourism Management Diploma students, from five different UiTM campuses (UiTM Melaka, UiTM Pulau Pinang, UiTM Terengganu, UiTM Sabah, UiTM Sarawak) that offer the diploma programme. Descriptive statistical analyses revealed that despite recognising the vital importance of English, students perceived their vocabulary knowledge as inadequate to meet the linguistic demands of their programme. Crucially, respondents favoured embedding tourism-specific vocabulary instruction directly into existing English proficiency courses and advocated for this support to begin at the onset of their studies. Aside from providing empirical baseline data, this study advances EMI pedagogy by establishing concrete, learner-driven parameters, specifically regarding early intervention timing and integrated curricular delivery, which enables EMHEI to bridge the divide between general English proficiency development courses that are compulsory to be taken by all students and their specialised professional career readiness needs.

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