Abstract

This study focused on pre-university English as a Second Language (ESL) students’ learning needs in terms of their attitudes, experiences, preferred learning methods, and desired content for a web-based module. A needs analysis was conducted to assist ESL instructors in creating more effective instructional materials by identifying areas of language learning insufficiency. A fifty-six-item questionnaire was distributed to 185 pre-university ESL students at Malaysia’s Centre of Foundation Studies. The quantitative data were analyzed descriptively, and the results revealed that the students had positive attitudes toward grammar learning, which was essential for their language competence. Nevertheless, the students encountered challenges in grammatical productive skills, particularly in academic speaking and writing. Furthermore, the students were strongly interested and ready to use additional learning resources, particularly web-based platforms. The analysis indicated that more advanced grammar topics vital for the students’ academic growth are required but are not represented in the current English proficiency curriculum. Additionally, the students preferred diverse grammar exercises and media. These findings offer valuable guidance for enhancing technology-based grammar instruction. This study contributes to the wider discourse on integrating digital tools into language education to support English learners worldwide in attaining academic proficiency.