Maybe Engineers Don’t Hate English - They Just Need Better Tools to Learn It

Let’s be honest! Most civil engineering students don’t wake up excited to study English. For many of them, language learning feels like a side quest that has nothing to do with bridges, concrete, or structural analysis. But here’s the uncomfortable truth: English is everywhere in engineering. From textbooks and research papers to technical manuals and global collaboration, it’s basically unavoidable. The problem isn’t that students don’t need English. It’s that the way we teach it often feels disconnected from their real world. And that’s where things start to fall apart.

Interestingly, research has long emphasized how critical English is in academic and professional settings, especially in globalized fields like engineering (Khan & Ali, 2010). Students are expected to read complex materials, understand technical terms, and communicate ideas clearly. Yet, many still struggle, not because they lack ability, but because they lack motivation. Traditional teaching methods, dominated by lectures and textbooks, don’t exactly spark excitement. So the real question becomes: what if the issue isn’t the students, but the tools we’re using?

This is where digital technology starts to change the conversation. Over the past decade, learning has shifted from rigid, classroom-centered systems to more flexible and interactive environments. Students today can access materials anytime, anywhere, which fits much better with their busy academic lives. Technology also encourages more active participation instead of passive listening, which has been shown to improve engagement and learning outcomes (Shadiev & Wang, 2022). In short, learning doesn’t have to feel like a chore anymore, it can actually be part of daily life.

One approach that stands out is Mobile-Assisted Language Learning (MALL). It sounds fancy, but the idea is simple: using your phone to learn a language. And honestly, it makes perfect sense. Students already spend hours on their phones, why not turn some of that time into something productive? Mobile learning allows for short, flexible learning sessions that can happen anytime, whether you’re waiting for a class or commuting. Studies show that this kind of accessibility can significantly improve consistency in learning (Akram et al., 2021).

Now let’s talk about Duolingo, probably the most recognizable language-learning app out there. What makes it interesting isn’t just its content, but how it delivers it. Instead of traditional lessons, it uses gamification points, levels, streaks to keep users engaged. This simple design trick turns learning into something that feels more like playing a game than studying. And surprisingly, it works. Research shows that Duolingo is particularly effective in helping learners build vocabulary and basic grammar skills through repetition and immediate feedback (Loewen et al., 2019).

But Duolingo isn’t perfect. While it’s great for beginners, it doesn’t fully prepare students for real-world communication. Engineering students, for example, need to understand technical discussions, write reports, and present ideas. These are complex skills that go beyond tapping answers on a screen. Some studies even point out that Duolingo lacks depth in developing speaking and writing abilities (Kazu & Kuvvetli, 2025). So while it’s a great starting point, it shouldn’t be the only tool in the toolbox.

That’s where Quizizz comes into play. Unlike Duolingo, Quizizz is more about interaction and assessment. It turns quizzes into competitive, game-like experiences, complete with leaderboards and instant feedback. This might sound simple, but it has a big impact on student engagement. When learning feels like a challenge or a game, students are more likely to participate actively. And that’s something traditional classrooms often struggle to achieve (Göksün & Gürsoy, 2019).

Another strength of Quizizz is how it supports formative assessment. Teachers can instantly see how students are performing and identify areas where they’re struggling. This kind of real-time feedback is incredibly valuable because it allows for more responsive teaching. Instead of waiting until exams, instructors can adjust their strategies on the fly. In many ways, Quizizz doesn’t just help students; it helps teachers teach better.

Still, there’s a catch. Like many digital tools, Quizizz tends to focus on multiple-choice questions. That means it’s great for testing knowledge, but not always for developing deeper skills like writing or critical thinking. There’s also the risk that students become more focused on winning the game than actually understanding the material. So again, balance is key. Technology should support learning, not replace meaningful educational experiences.

When we look specifically at civil engineering students, the potential of these tools becomes even more interesting. These students deal with highly specialized vocabulary and complex texts. Apps like Duolingo can help build foundational language skills, while Quizizz can reinforce learning through interactive practice. Together, they create a more engaging and flexible learning environment that fits the needs of modern students. But they need to be used strategically, not randomly.

There’s also a bigger issue at play: relevance. Many engineering students don’t see the connection between English and their future careers. If language learning feels disconnected from their field, motivation will always be low. That’s why integrating English into engineering contexts often referred to as English for Specific Purposes (ESP) is so important. Learning should feel useful, not abstract. Otherwise, even the best technology won’t make a difference.

Of course, the research itself isn’t without limitations. Most studies focus on general learners rather than specific groups like engineering students. There’s also a lack of long-term data showing whether these tools actually lead to sustained improvement. And while Duolingo and Quizizz are popular, we still don’t fully understand how they work together in a comprehensive learning system. These gaps highlight the need for more targeted and contextual research moving forward.

At the end of the day, maybe the problem was never that engineering students “hate” English. Maybe they just haven’t been given the right tools or the right reasons to care about it. Technology like Duolingo and Quizizz shows that learning can be flexible, engaging, and even enjoyable. But tools alone aren’t enough. What really matters is how we use them to connect language learning with real-world needs. Because when that connection is clear, everything changes.

Here are some short, casual tips inspired by this article:

• Don’t rely on one app only—use Duolingo for basics and Quizizz for practice and review.
• Keep it consistent. Even 10–15 minutes a day on your phone can make a difference.
• Focus on vocabulary first, especially words related to your field (like engineering terms).
• Treat learning like a game, not a burden—enjoy the process.
• Don’t stop at apps—try reading simple articles or watching videos in English too.
• Connect English to your future career so it feels useful, not just another subject.

Simple idea: learn a little, often, and make it relevant to your life.

References:

Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19. Frontiers in Psychology, 12, 736522. https://doi.org/10.3389/fpsyg.2021.736522

Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15–29. https://doi.org/10.1016/j.compedu.2019.02.015

Kazu, İ. Y., & Kuvvetli, M. (2025). Digital language learning with Duolingo. Journal of Computers in Education. https://doi.org/10.1007/s40692-025-00355-0

Khan, N., & Ali, A. (2010). Improving the speaking ability in English. Procedia - Social and Behavioral Sciences, 2(2), 3575–3579. https://doi.org/10.1016/j.sbspro.2010.03.554

Loewen, S., et al. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065

Shadiev, R., & Wang, X. (2022). Technology-supported language learning. Frontiers in Psychology, 13, 897689. https://doi.org/10.3389/fpsyg.2022.897689