Effective communication is an essential graduate attribute for engineering students, as technical knowledge alone is insufficient for academic achievement, professional collaboration, and workplace success. Despite the increasing emphasis on communication skills in engineering education, many engineering students continue to experience difficulties in expressing ideas clearly, participating in discussions, delivering presentations, writing technical documents, and communicating confidently in English. These difficulties arise from a combination of linguistic, psychological, educational, technological, and sociocultural factors. This article examines the major drawbacks in communication among engineering students and analyses their implications for academic and professional development. Particular attention is given to limited vocabulary, grammatical difficulties, inadequate speaking practice, fear of making mistakes, lack of confidence, mother-tongue influence, ineffective listening, presentation anxiety, and insufficient opportunities for authentic communication. The article argues that communication problems should not be viewed merely as deficiencies in English proficiency but as multidimensional challenges requiring systematic pedagogical intervention. It further emphasizes the importance of learner-centred activities, collaborative learning, technical communication training, presentation practice, peer interaction, and technology-supported language learning. Developing communication competence alongside technical expertise can significantly improve engineering students’ employability and their ability to function effectively in multidisciplinary professional environments.

Keywords: engineering students, communication skills, English language, communication barriers, technical communication, employability, language learning