How to Overcome Barriers in English Language Teaching to Engineering Students

Abstract

The students who scored high marks in Matriculation Examination are admitted to the Technological Universities. English is taught as a compulsory course to all Engineering students, regardless of their specialization, throughout the undergraduate levels. The objectives of this research are to help English teachers to be aware of difficulties in teaching process; to help them create effective teaching environment; and to facilitate learners in their language learning process. This research aims to provide useful insights to teachers experiencing difficulties in their English language teaching under the same environment. In conducting this research, a set of qualitative questionnaire was adapated to investigate the teachers' perceptions and possible barriers of teaching English as a Foreign language (EFL) to Engineering students by collecting the data from (160) English teachers at Technological Universities. The results show that despite having a positive attitude that is an effective way to enhance the language teaching process, teachers agree with barriers hindering the teaching EFL except two items related to insufficient time to engage students in the student-centered approache (SCA) and students' lack of library skill. In conclusion, dealing with barriers of teaching language may be a part of the sustainable development in Engineering education.