Methodology of Studying English at a Non-Philological University

Abstract

This article examines the methodology of studying English at a non-philological university, focusing on approaches, techniques, and strategies employed to facilitate language acquisition and proficiency among students from diverse disciplinary backgrounds. Drawing upon a mixed-methods research approach, including surveys, interviews, and classroom observations, the study investigates student demographics, teaching methodologies, integration of language and content, and the role of technology in English language instruction. Results highlight the importance of adopting communicative language teaching, task-based learning, and content and language integrated learning to meet the diverse needs of students and promote effective language learning outcomes.