Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 4

Exploring the Difficulties Encountered by the Non-English Department Students in Learning the English Language: A Study on the Tertiary Level of Education in Bangladesh Md. Musrifur Jelane Abstract- Most of the non-English departments at the tertiary level of education in Bangladesh conduct the English language course for the development of English language skills of the non-English department students. However, the non-English department students at the tertiary level of education in Bangladesh face many troubles in learning the English language efficiently. The purpose of this study was to explore the difficulties encountered by the non-English department students at the tertiary level of education in Bangladesh in learning the English language. This study followed a quantitative research approach. Data collected from 100 non-English department students both from public and private universities of Bangladesh through survey questionnaires and semi-structured interviews. The findings of this study disclosed that the non-English department students face the most difficulty in productive skills (speaking and writing). Moreover, duration of the class and semester, syllabus design, needs analysis, classroom techniques, and methods are the significant factors that affect the English language learning of the non-English department students. Based on the findings, this study also made some recommendations to overcome the difficulties encountered by the non-English department students at the tertiary level of education in Bangladesh in learning the English language. Keywords: non-english department, quantitative, tertiary level, Bangladesh. I. I ntroduction The general objective of this study is to explore the difficulties encountered by the non-English department students in learning the English language at the tertiary level of education in Bangladesh. Based on the general objective, this research work has been designed to conduct on the following specific objectives: Volume XXI Issue IV Version I 47 ( G ) Global Journal of Human Social Science - © 2021 Global Journals Year 2021 Author: Lecturer, Department of English, Begum Rokeya University, Rangpur, Bangladesh. e-mail: musrifur@gmail.com ecause of the fast-growing impact of globalization, people are becoming more receptive to use English language to communicate with one another. English has now become the language of global business, innovation, and technology (Alghail & Mahfoodh, 2016). To create skilled and potential candidates in this competitive world, most of the non-English departments at the tertiary level of education feel the urgency to make their students proficient in the English language (Gestanti, 2017). Besides, to gain access to the vast international literature of science, business and, technology, the non- English department students are very eager to learn the English language efficiently. Therefore, the importance of learning English skillfully for the non-English B department students at the tertiary level of education is increasing day by day. To comprehend the necessity of English language in international arena, the non-English departments at the tertiary level of education in Bangladesh are more receptive to the English language. Most of the non-English departments at the tertiary level of education in Bangladesh follow the English for Specific Purpose (ESP) (Afrin, 2016). Under this ESP program, the non-English departments incorporate the specific English language skills that are essential and relevant to the particular non English department while designing the syllabus and course contents for the English language course. Therefore, the primary target to conduct the English language course for the non- English department students at the tertiary level of education in Bangladesh is to make them skillful in using the English language. Although the non-English departments at the tertiary level of education in Bangladesh regards English as one of the important courses, it is surprising to notice that students of non-English departments face many difficulties in learning English effectively and successfully. In most cases, the non-English department students cannot communicate properly in English with others. They do not feel the confidence to use English in their real-life context. Besides, incapability to produce error-free and structured writing in English also reflect lack of writing skill of the non-English department students. Moreover, their receptive and productive skills in English do not develop such a standard as expected at the end of the course (Ali, 2020). Therefore, it is now indispensable to research to find out the factors that create the difficulties in English language learning of the non-English department students.