Teaching English technological textbooks in non-native English speaking nations

English is very important to elevate technology in nonnative English speaking nations (non-NESN). In this study we design a questionnaire for 77 employees whose major is electronic engineering, Tung-Nan Institute of Technology. The findings demonstrate English reading (avg. = 3.4) is pretty important compared with writing (avg. = 2.7), listening (avg. = 2.47), and speaking (avg. = 2.2) in their jobs. However, most of them hope they can enhance English listening (avg. = 4.39), speaking (avg. = 4.38), reading (avg. = 4.06), and writing (avg. = 4.1) skills at the same time. To the 42 full-time students we teach an English technological textbook in English CD-ROM written in simple words and short sentences. After 2 months' teaching, we design another questionnaire to study students' learning achievements. The results show it is helpful to students to understand the contents in class by the instructors' explaining common words and terminology. Moreover, students understand the contents of English technological textbooks. The correlation of the mentioned above results is high (0.7862). Furthermore, we propose an example to classify the vocabulary according to various professional fields to reduce students' burden, so students can emphasize the "hit rate" of the vocabulary.