Abstract
Bangladesh is a rapidly growing economy where English plays a vital role in many development sectors that contribute to the development of the country. Bangladesh has to communicate with many nations of the world for business, education, foreign expertise, researches and so on. Competent engineers in various disciplines hold important position in varied development work of the country. Engineers who can communicate in English well can contribute much to his personal career as well to the nation. So, engineers while studying engineering subjects should also be serious about learning the English language. For this reason, English is to be taught in the tertiary level engineering institutions with utmost importance. The article explores the condition of English among the students studying engineering in Bangladesh by studying the recent literature and a survey of samples taken from students’ examination scripts, listening tests, speaking tests, and reading tests. All these things reveal that the teaching and learning activities in English are not up to the standard required for engineering students. Keywords: competent engineers, tertiary level, examination scripts, teaching and learning DOI : 10.7176/JLLL/55-11 Publication date : April 30 th 2019
Highlights
As communication matters a lot in any profession as well as in personal and social life, utmost importance should be given in the teaching and learning a language that is indispensable and unavoidable in the globalization context
English language courses taught to engineering students at tertiary level in Bangladesh are basically general English courses
Most of the students in Bangladesh study in Bangla medium institutions. This background plays a big role in teaching English to engineering students at tertiary level
Summary
As communication matters a lot in any profession as well as in personal and social life, utmost importance should be given in the teaching and learning a language that is indispensable and unavoidable in the globalization context. In support of this view, Hassan & Mostafa (2016) testify to the fact that no organized or experiential researches have been carried out so far in Bangladesh to evaluate the English language needs of our engineering students. They add that the courses that were implemented were never evaluated by the relevant authority. Further researches on the status of English of the engineering students are a necessity
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