Identifying English Speaking Needs Among Secondary School Students

Abstract

This study investigates the English speaking proficiency and learning needs of Malaysian secondary school students. Utilizing a mixed-methods approach, the research gathers quantitative data from a self-assessment questionnaire completed by 90 Form 4 students and qualitative insights from semi-structured interviews with five English teachers in Kedah, Malaysia. Findings reveal that students feel confident in comprehension and pronunciation but struggle with appropriateness, grammar, vocabulary, and fluency. Teachers corroborate these weaknesses, noting challenges in constructing sentences, limited vocabulary, and inappropriate language use in formal settings. The study highlights the need for targeted instruction that integrates grammatical and vocabulary development while promoting pragmatic awareness. Recommendations include the use of communicative tasks, drama-based strategies, and technology-enhanced tools to address the identified deficiencies and support students in becoming competent English speakers