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Description
At HUFLIT University, teaching English to non-English majors presents difficulties with exposure, motivation, and academic language competency. This study explores these challenges from the viewpoints of the humanities and social sciences and suggests educational remedies. Sixty-five non-English major students filled out questionnaires and eight instructors took part in semi-structured interviews as part of a mixed-methods approach to data collection. The findings show that students' primary challenges are academic English proficiency, motivation, and a lack of exposure to real English, while lecturers find it difficult to modify their teaching strategies to accommodate large class sizes and a variety of student needs. To improve results, the study suggests interdisciplinary teaching strategies, more interactive learning, and customized support. These results advance the field of language education research and provide practical suggestions for HUFLIT University's curriculum development.
Keywords: challenges, social sciences and humanities perspective, solutions, teaching and learning English
