THE ROLE OF ARTIFICIAL INTELLIGENCE IN SHAPING COMMUNICATION CULTURE IN THE TEACHING PROCESS

Despite the increasing global emphasis on English proficiency, a considerable number of engineering students whose first language is not English continue to face substantial challenges in language acquisition. These challenges include restricted vocabulary, pronunciation difficulties, anxiety, limited opportunities for practice, linguistic weaknesses, psychological barriers, institutional limitations, and pedagogical inadequacies. This study aims to investigate the difficulties encountered by non-native engineering students in acquiring English language skills required for real-life communication and to examine the significance of English for Specific Purposes (ESP) in engineering education. Particular attention is given to ESP’s role in enhancing academic performance, employability, and professional communication. The study highlights how ESP instruction, specifically adapted to engineering contexts, contributes to the development of comprehension, technical writing, and collaborative skills, drawing upon established theories of language acquisition. ESP, as a discipline, is purposefully designed to address the linguistic demands of engineering students by fostering English proficiency within their academic and professional domains. Unlike General English, which emphasizes broader linguistic competence, ESP concentrates on discipline-specific vocabulary, communicative functions, and professional tasks relevant to engineering. By employing targeted terminology and specialized skills, ESP effectively equips students with the communicative competence necessary to thrive in both academic and workplace contexts. Moreover, the study underscores the importance of aligning ESP instruction with industry expectations and real-world engineering practices, ensuring that language learning remains both functional and career-oriented, thereby fostering global competitiveness among future engineers.