Teaching general English at university majors in non-specific contexts
DOI:
https://doi.org/10.56183/iberoeds.v6iS1.739Palavras-chave:
English, teaching, learning, motivation, methodologiesResumo
The teaching of General English in non-specific university contexts has become an essential component of students’ comprehensive education, as it responds to the demands of a globalized world in which English proficiency is regarded as a transversal competence. Currently, higher education institutions face the challenge of implementing innovative methodologies that move beyond traditional memorization-based approaches. Accordingly, this study aims to examine the methodological trends, pedagogical strategies, and key factors influencing the teaching of General English in non-specific university settings. The research was conducted through a systematic literature review based on the PRISMA framework, which enabled the organization, screening, and analysis of scientific information retrieved from international academic databases. Consequently, a final sample of 14 scientific studies published between 2020 and 2025 was selected for analysis. The findings revealed that motivation constitutes a key factor in successful language learning, particularly in academic programs where students do not perceive a direct connection between English and their professional field. In this regard, the implementation of strategies such as gamification, collaborative learning, and the flipped classroom contributes to increasing students’ interest and participation. Similarly, the use of communicative and student-centered approaches significantly enhances academic performance and the development of linguistic competence. In conclusion, the teaching of General English in non-specific contexts broadens academic and professional opportunities, consolidating its role as an essential component of contemporary higher education.
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Copyright (c) 2026 Deyna Judith Bajaña Muñiz, Victor Efren Alcivar Calderon, Sara Patricia Orlando González
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