FACILITATING A SMOOTH TRANSITION FROM GENERAL ENGLISH TO TECHNICAL ENGLISH FOR STUDENTS
DOI:
https://doi.org/10.52326/jss.utm.2026.9(1).11Keywords:
technical english, general english, language transition, engineering education, curriculum design, digital learning, student challengesAbstract
In the context of globalization and rapid technological advancement, English language proficiency has become a prerequisite for academic and professional success in technical fields, particularly as students often encounter difficulties when transitioning from General English (GE) to Technical English (TE). This study aims to identify the main challenges associated with this transition, analyze effective pedagogical strategies, and provide evidence-based recommendations for improving technical communication proficiency, based on the assumption that integrating structured English for Specific Purposes (ESP) modules, practical exercises, and digital tools facilitates the acquisition of TE competencies. The research employs a methodology combining curriculum analysis, student surveys, and performance assessments, with data analyzed using appropriate statistical methods to determine measurable improvements in comprehension, writing, and oral communication skills. The findings indicate that targeted ESP instruction, task-based learning, and technological integration significantly enhance both linguistic and cognitive competencies, leading to improved understanding of technical texts, greater accuracy in technical writing, and increased confidence in professional communication. The study concludes that a welldesigned ESP framework bridging GE and TE, supported by curriculum adaptation, practical learning, and digital resources, effectively prepares students for modern technical professions, with practical implications for curriculum design, teaching methodology, and student employability.
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