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

duration of time is quite inadequate for the proper English language learning of the non-English department students. Moreover, the class duration of the English language courses offered to the non-English departments is insufficient enough. Therefore, the number of semesters and duration of the class time need to extend for the non-English department students. Thirdly, the present English language syllabus of the non-English department students is not good enough to provide the English language skills that the non-English department students need much. Most of the English language syllabuses of the non-English department students are based on only grammatical competence. The communicative aspect of language can hardly find in the English language syllabuses of the Non-English department students. Therefore, both the notional and functional aspects of the syllabus need to incorporate in designing the English language syllabuses for the non-English departments. Fourthly, students’ active involvement is important for the English language learning process. However, teachers play an active role while students remain passive learners in most of the English language classes for the non-English department students. Therefore, it is essential to create a learner-centered classroom instead of a teacher-centered classroom to foster the learning process of the non-English department students. Finally, students of different departments have different English language needs. For example, the English language needs of the students of BBA departments are not the same as the English language needs of the students of engineering departments. Therefore, needs analysis should carry out before, in the middle, and after the language course to find out the appropriate English language needs of the particular department students. Moreover, this will also fulfill the gaps in English language learning of the non-English department students. 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Reading Comprehension Difficulties Encountered by English Students of Islamic University of Riau. Journal of English for Academic . 5 (2). 16. Sudjasmara, D. B. (2013). The Difficulties Encountered by Non-English Department Students in Speaking English. Retrieved from: http:// repository.upi.edu/5329/ 17. Widyan, M.A. & Darwish, M.A. (2019). Writing Problems of Non- English Students. Canadian Social Science. 15 (8), 41-45. © 2021 Global Journals Volume XXI Issue IV Version I 52 ( G ) Global Journal of Human Social Science - Year 2021 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