English is widely recognized as the language of science in the globalized world, with many higher education institutions in the United Arab Emirates (UAE) adopting it as their medium of instruction. This study used the qualitative research approach of phenomenography to investigate engineering students’ experiences and conceptions of learning English as a foreign language at a university in the UAE. Four distinct conceptions of learning English as a foreign language emerged: Learning English as cultural experience, learning English as reward, learning English as global opportunity, and learning English as compliance. The findings revealed variations across four themes of expanding awareness within the phenomenon: the value of English as a foreign language, the nature of language, the source of language, and the role of others in language learning. The implications of these conceptions and variations in designing teaching and learning that engages students in deep approaches to learning are discussed, particularly in the context of mandatory courses in English as a foreign language.
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