Needs Analysis of Professional Writing in the 21st Century Among Malaysian Tertiary Students

English language learning plays a central role in the academic and professional development of tertiary students. In an increasingly globalised world, language proficiency is not only essential for personal development but also provides a competitive advantage in the job market. This study aimed to explore the needs analysis of how language learning is useful for tertiary students, focusing on communication, collaboration, as well as creativity and critical thinking (4Cs) skills of the 21st century that are incorporated in tertiary education. This is important for students’ career opportunities. A needs analysis is a structured method employed to assess and identify the needs, deficiencies, and goals of the study to close the research gap. The problem addressed is the gap between students’ writing skills upon graduation and the capabilities required by employers in Malaysia, where English proficiency in professional settings is highly valued and needed. A qualitative approach was implemented by using participant observation and a document analysis checklist with nine tertiary students from a private university in Malaysia. The results revealed that the students used 4Cs skills when they did their professional writing tasks in their groups. This shows that there were significant skill gaps, particularly in professional writing skills, such as report writing, email etiquette, and proposal drafting. Therefore, the study addressed the essential function these abilities serve in enhancing academic achievement, fostering career preparedness, and promoting personal development. The findings have implications for educators and policymakers in designing curricula that better prepare Malaysian graduates for the challenges of the workplace. This will help to tailor to the needs of students to bridge gaps in understanding, motivate engagement, as well as build competencies necessary for academic world and professional success. In conclusion, applying 4Cs skills of 21st century and technology within tertiary programmes could bridge the skill gap, enhancing students’ employability.