Teaching Intonation to Engineering Students from Teachers’ Perspective

Abstract

Teaching intonation plays an important role in teaching English, as it enables learners to interact more effectively and avoid misunderstanding. However, teachers face challenges when teaching English intonation to students, especially to engineering students. In this article, the author aims to identify the main causes for these difficulties using a quantitative approach combined with content analysis. To gather data, 28 teachers at Hanoi University of Industry participated in an online survey during the first term of the 2025-2026 academic year. The data were analyzed statistically using SPSS, along with topic coding and grouping techniques. The findings indicate that mother-tongue interference, students' English proficiency, and a lack of learning materials or real-life communication environments all pose obstacles. Notably, student-related barriers were identified as the most significant challenge. Finally, several solutions are proposed to improve the effectiveness of teaching English intonation in the future.