The article explores the difficulties that engineering students are frequently confronted with in the EFL classroom when they have to verbalize data and visual information. To develop in them the skills of doing so successfully, a three-stage teaching and learning framework based on graphs and charts has been proposed. The importance of developing these skills has been demonstrated to help both students and teachers understand how this can enhance would-be engineers’ professional competence at large and their communicative EFL ability in particular. The article goes on to discuss the outcomes of a case study in which eleven undergraduate engineering students with specific difficulties in verbalizing visual information and data were involved in the learning and teaching process organized according to the above mentioned three-stage framework and based on the use of graphs and charts. Findings collected and analyzed at each stage of the proposed framework during its implementation show that all the participants have succeeded in acquiring the target skills.

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