GENERAL ENGLISH FOR ALL: PERSPECTIVES OF NON-ENGLISH EDUCATION MAJORS ON CLASSROOM LEARNING

Abstract

English proficiency has become an essential competence for university students across academic disciplines in the era of globalization. This study aimed to explore the perspectives of non-English education major students regarding classroom learning in General English courses, identify the challenges they encounter during the learning process, and examine how teaching methods influence their engagement and participation. This study employed a qualitative descriptive design involving ten non-English major students from various departments at a private university in Indonesia. The participants were selected through purposive sampling and data were collected through semi-structured interviews. The data were analyzed using thematic analysis. The findings revealed three major themes. First, students perceived General English as a valuable skill that supports academic achievement, career development, and access to global information. Second, students experienced several challenges, including limited vocabulary, pronunciation difficulties, fear of making grammatical mistakes, and speaking anxiety. Third, interactive and learner-centered teaching methods, such as group discussions, role-playing, presentations, and collaborative projects, positively influenced students’ engagement and participation. Lecturer support and constructive feedback were also found to enhance students’ confidence in using English. The study concludes that although non-English major students recognize the importance of English, their learning experiences are influenced by both linguistic and psychological factors. Therefore, creating supportive and interactive learning environments is essential for promoting engagement and improving English language learning outcomes.