Abstract
This paper aims to explore the specific features and challenges of learning English in a non-linguistic faculty, with a particular focus on the experience of first-year students. The study examines students’ motivation, learning strategies, and attitudes towards English as a compulsory subject rather than a major field of academic specialization. Special attention is paid to how students perceive the relevance of English to their future professional careers and how this perception influences their level of engagement and academic performance. The paper also discusses the role of the academic environment, teaching methods, and students’ technical specializations in shaping their language learning process. A small-scale survey and classroom observation were conducted among first-year students studying English in a non-linguistic faculty in order to identify common difficulties, learning needs, and effective instructional practices. The collected data made it possible to determine key factors that affect students’ progress, including time constraints, varying levels of prior knowledge, and limited opportunities for practical language use. Based on the findings, the paper offers practical recommendations aimed at improving the effectiveness of English language instruction in non-linguistic higher education institution