Conclusion
It is interesting to note that the L2 engineering students in this study were highly aware of
what aided their concentration and what helped them to comprehend their lectures more.
Many of the features, as noted by the students, suggest strongly that comprehending lectures
is not a passive listening activity. Students need to be engaged in the lecture and the lecturer
needs to consider the lectures from both their language, and their pedagogical, aspects, and
the strategies they employ. Simply presenting the information in what is considered a
traditional lecturing manner does not satisfy these students, nor will it allow them access to
the complex information presented in a second language. As a result of such ethnographic
investigations, we may have a clearer idea of how to approach training/advising lecturers