Empowering the LG120 Curriculum through the Integration of a Third Language Based on Melaka's Socioeconomic Framework

This conceptual paper discusses in depth the strategic necessity of offering a choice of various third languages, specifically Mandarin, Arabic, Japanese, Korean, and German within the curriculum structure of the Diploma in English for Professional Communication (LG120) program, focusing on the socioeconomic environment of the state of Melaka. In the era of globalization and the rapid growth of regional service industries, conventional bilingual proficiency is increasingly challenged to meet the expectations of modern employers. Melaka, as a UNESCO World Heritage state, an international tourism hub, a high-tech manufacturing investment zone, and a strategic maritime logistics hub, demands communication graduates who possess high cross-cultural competency. Drawing on a conceptual approach methodology and supported by a synthesized selection of ten primary academic sources distilled from a broader thematic cluster of scholarly literature, this paper reviews the literature to uncover the impact of third-language proficiency on graduate employability. The discussion highlights a hybrid implementation model combining formal elective courses, stackable micro-credentials, and recent national higher education policy mandates promoting digital and hybrid learning. The paper concludes that integrating these languages serves as an essential catalyst in producing first-class human capital.

English Curriculum, Third Language, Melaka, Socioeconomic Framework

1. Badaruddin, M. N., & Che Omar, I. (2024). A Japanese language proficiency and business Japanese competence: What do Malaysian Japanese companies expect? e-Bangi: Journal of Social Sciences and Humanities, 21(3), 141–152. [Google Scholar] [Crossref]

2. Bakar, A., Mohamed, S., & Hanafi, I. (2007). Employability skills: Malaysian employers perspectives. International Journal of Interdisciplinary Social Sciences, 2, 263–274. [Google Scholar] [Crossref]

3. Biggs, J. B., & Tang, C. S. (2007). Teaching for quality learning at university: What the student does (3rd ed.). McGraw-Hill/Society for Research into Higher Education & Open University Press. [Google Scholar] [Crossref]

4. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. [Google Scholar] [Crossref]

5. Clement, A., & Murugavel, T. (2018). English for employability: A case study of the English language curriculum outcomes. The Asia-Pacific Education-Researcher, 27(1), 35–44. [Google Scholar] [Crossref]

6. Daud, R. (2024). The cognitive benefits of speaking multiple languages. European Journal of Linguistics, 3, 1–16. [Google Scholar] [Crossref]

7. Feely, A. J., & Harzing, A. W. (2003). Language management in multinational companies. Cross Cultural Management: An International Journal, 10(2), 37–52. [Google Scholar] [Crossref]

8. Ginsburgh, V., & Weber, S. (2020). The economics of language. Journal of Economic Literature, 58(2), 348–404. [Google Scholar] [Crossref]

9. Gudykunst, W. B. (2005). Anxiety/Uncertainty Management (AUM) theory. In W. B. Gudykunst (Ed.), Theoretical frameworks in intercultural communication (pp. 281–322). Sage Publications. [Google Scholar] [Crossref]

10. Halik Bassah, N. A. S., & Mohd Noor, M. A. (2023). Employability skills needed for TVET graduates in Malaysia: Perspective of industry expert. TVET@Asia, 20, 1–13. [Google Scholar] [Crossref]

11. Harzing, A. W., & Feely, A. J. (2008). The language barrier and its implications for HQ‐subsidiary relationships. Cross Cultural Management: An International Journal, 15(1), 49–61. [Google Scholar] [Crossref]

12. Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10(1), 18–26. [Google Scholar] [Crossref]

13. Jackson, D. (2016). Re-conceptualising graduate employability: The importance of career self-management, social capital and psychological resources. Higher Education Research & Development, 35(5), 925–939. [Google Scholar] [Crossref]

14. Jessner, U. (2008). A DST-approach to multilingualism and the role of metalinguistic awareness in second and third language acquisition. International Journal of Multilingualism, 5(4), 270–283. [Google Scholar] [Crossref]

15. Knight, P. T., & Yorke, M. (2004). Learning, curriculum and employability in higher education. Routledge. [Google Scholar] [Crossref]

16. MacInnis, D. J. (2011). A framework for conceptual contributions in marketing. Journal of Marketing, 75(4), 136–154. [Google Scholar] [Crossref]

17. Makoni, B. (2012). Third or additional language acquisition [Review of the book Third or additional language acquisition, by G. De Angelis]. International Journal of Applied Linguistics, 33(1), 108–110. [Google Scholar] [Crossref]

18. Malaysian Qualifications Agency. (2021). Guidelines to good practices: Micro-credentials. Malaysian Qualifications Agency. [Google Scholar] [Crossref]

19. Ministry of Higher Education Malaysia [MoHE]. (2023). Garispanduan pelaksanaan pembelajaran fleksibel dan hibrid di institusi pendidikan tinggi. Kementerian Pengajian Tinggi Malaysia. [Google Scholar] [Crossref]

20. OECD. (2020). Curriculum overload: A way forward. OECD Publishing. https://doi.org/10.1787/303d27ba-en [Google Scholar] [Crossref]

21. Oliver, B. (2019). Making micro-credentials work for learners, employers and providers. Deakin University. [Google Scholar] [Crossref]

22. Rahim, A. S. (2024). Kemahiran bahasa Jepun sebagai modal ekonomi, budaya, sosial dan simbolik dalam konteks kebolehpasaran graduan [Master's thesis]. ResearchGate. [Google Scholar] [Crossref]

23. Saja, I., Abdul Rapa, A., & Abd Rahman, M. M. (2024). Innovation in teaching and learning Arabic through video (IEdu-V). International Journal of Research and Innovation in Social Science, 8(9), 1733-1744. [Google Scholar] [Crossref]

24. State Economic Planning Unit of Melaka. (2023). Socioeconomic development plan for Melaka. Malacca State Government. [Google Scholar] [Crossref]

25. Tourism Malaysia. (2024). Malaysia Tourism Statistics: Market performance profile for China market. Ministry of Tourism, Arts and Culture Malaysia. [Google Scholar] [Crossref]

26. Tomlinson, M. (2017). Forms of graduate capital and their role in graduate employability. British Journal of Sociology of Education, 38(3), 338–352. [Google Scholar] [Crossref]

27. Unit Perancang Ekonomi Negeri Melaka [UPEN Melaka]. (2023). Pelan Strategik Maju Negeri Melaka 2035 (PSMNM 2035). Kerajaan Negeri Melaka. [Google Scholar] [Crossref]

28. World Economic Forum. (2023). The Future of Jobs Report 2023. World Economic Forum. [Google Scholar] [Crossref]

29. Yan, S., Ju, S., Muhamad Romli, T. R., & Adam, Z. (2025). Enhancing employability: A study on professional skills development among Arabic language graduates in Malaysia. Education + Training, 67, 802–820. https://doi.org/10.1108/ET-10-2024-0485 [Google Scholar] [Crossref]

30. Zainuddin, S. Z. B., Pillai, S., Dumanig, F. P., & Phillip, A. (2019). English language and graduate employability. Education + Training, 61(1), 79–93. https://doi.org/10.1108/ET-06-2017-0089 [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests