Needs Analysis of English Language Skills for the Early Childhood Education Programme: A Case Study of Pre-Service Teachers at Universiti Islam Melaka

Abstract

This study examines the English language needs of pre-service teachers in the Early Childhood Education (ECE) programme at Universiti Islam Melaka, Malaysia. Using a mixed-methods design, it combines survey data with insights from interviews. Findings indicate a clear gap between the English proficiency required in academic coursework and the communicative demands of the teaching practicum. Oral communication emerged as the most critical challenge, as many pre-service teachers struggled to use English effectively with children, colleagues, and supervisors in classroom contexts. These challenges highlight the need to align English instruction with the practical realities of early childhood teaching. The study recommends curriculum revisions to integrate context-specific components, including practicum-focused modules that strengthen spoken fluency and interaction skills. By providing evidence-based recommendations, this research contributes to English for Specific Purposes (ESP) in enhancing ECE teacher education, particularly in non-native English-speaking contexts.