Professional and Academic English, Volume 30, Number 2

Journal of the IATEFL English for Specific Purposes Special Interest Group WHITE PANTONE 213 C Alternative option using “&” instead of “AND” ISSN 2520-2545 Vol. 30 No 2 December 2023 Copyright Notice Copyright for whole issue IATEFL 2023. IATEFL retains the right to reproduce part or all of this publication in other publications, including retail and online editions as well as on our websites. Contributions to this publication remain the intellectual property of the authors. Anyrequests to reproduce a particular article should be sent to the relevant contributor and not IATEFL. Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original source of the article if reprinted elsewhere. 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Price £4.50, free for ESPSIG members http://espsig.iatefl.org www.iatefl.org Editor-in-Chief Dr Katalin Egri Ku-Mesu University of Leicester, United Kingdom Guest Editor Dr Ouafa Ouarnikik Ziane Achour University of Djelfa, Algeria Editors Dr Mona Nishizaki Università degli Studi di Genova, Italy Dr Veronico Tarrayo University of Santo Tomas, Philippines Editorial Board Dr Mahdi Aben Ahmed Jubail English Language and Preparatory Year Institute, Saudi Arabia Dr Sharif Alghazo University of Jordan, Jordan Patricia Lorena Bustos Gonzalez Universidad de los Andes, Colombia Dr Elis Kakoulli Constantinou Cyprus University of Technology, Cyprus Dr Hung Phu Bui University of Economics Ho Chi Minh City, Vietnam Andrew Northern Imperial College London, United Kingdom Martin Percy University of Westminster, United Kingdom Dr Jemma Prior Free University of Bozen-Bolzano, Italy Dr Mark B. Ulla Walailak University, Thailand Anna Whinnett Norwich Institute for Language Education (NILE), United Kingdom Layout design © Express Publishing, 2023 Journal of the IATEFL English for Specific Purposes Special Interest Group Vol. 30 No 2 December 2023 ISSN 2520-2545 5 Contents Editorial Katalin Egri Ku-Mesu Farewell message to the outgoing Editor ........................................................................................ 7 Perspectives on ESP from Algeria Houda Boumediene Exploring challenges in ESP instruction: A comprehensive analysis .................................9 Nadjat Khenioui Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach .................................................................................................................................. 19 Ouafa Ouarniki and Barkat Turqui Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts ............................................................................. 35 77 Farewell message to the outgoing editor On behalf of the Editorial Board of Professional and Academic English, as well as of its readers, the ESPSIG Committee and the wider ESP community, we would like to thank Dr Mona Nishizaki, who is parting with the journal as Editor after this issue, for the time and effort she invested in the journal, contributing to its growth and quality. We wish Mona every success in her career and future academic endeavours. Dr Katalin Egri Ku-Mesu Editor-in-Chief Professional and Academic English EDITORIAL • Complete digital version of book • Subject-specific videos • Instant feedback on all tasks • Progress monitoring reports • Career-specific dialogues preparing students to use the language in real-life situations • Glossary of terms and phrases with pictures, definitions, examples and audio 9 Exploring challenges in ESP instruction: A comprehensive analysis 1 Introduction ESP, or English for Specific Purposes, has a longstanding history, originally emerging as a necessity to address the language requirements within various academic and professional domains. As elucidated by Hutchinson and Waters (1987), ESP evolved in response to the growing demand for language learning tailored to vocational needs, notably in fields like science, technology, and business, in the aftermath of the Second World War (1937-1946). The transition was driven by shifting global work demands, evolving language and linguistic perspectives, and a heightened awareness of learners’ educational requirements. This shift brought about significant changes in English language instruction, moving away from the traditional focus on linguistic elements like phonemes, morphemes, and words to a more communicative approach. As noted by Chalikandy (2013), language was no longer considered merely an object for linguistic analysis but was recognized as a tool for effective communication. Consequently, language interpretation became context-dependent, contingent on the participants involved, and aligned with specific communicative objectives. English for Specific Purposes (ESP) has emerged as a prominent and extensively researched domain within the field of education. However, the exploration of the complexities surrounding ESP teaching and learning remains a crucial area of investigation, encompassing diverse challenges, from determining the most suitable teaching methodologies for ESP classrooms to curating the essential content necessary for achieving optimal learning outcomes. This review paper seeks to provide a concise overview of ESP, shedding light on its foundational principles while meticulously examining the obstacles commonly faced by ESP educators in their pedagogical journeys. In the process of compiling this review, a thorough search was conducted, utilizing specific keywords such as ‘ESP Challenges,’ ‘ESP teaching issues,’ and ‘ESP instruction’ on Google Scholar, covering literature from 2017 to 2022. Subsequent to a rigorous selection process, twenty pertinent materials were curated and integrated into this review. As a culminating endeavour, this review not only delineates the prevailing challenges but also proffers practical solutions, equipping ESP practitioners with valuable strategies to enhance the efficacy of ESP teaching and to better equip learners for their specific academic and professional requirements. This study underscores the paramount importance of adaptive teaching, wherein ESP educators adjust their instructional methods based on ongoing assessments of student progress and individualized learning needs. Instructional flexibility proves to be instrumental in addressing a multitude of challenges within the ESP domain, thereby promoting effective and responsive pedagogy. Houda Boumediene AILE Laboratory, University of Laghouat Algeria email: [email protected] ABSTRACT PERSPECTIVES ON ESP FROM ALGERIA 16 Exploring challenges in ESP instruction: A comprehensive analysis PERSPECTIVES ON ESP FROM ALGERIA 6 Conclusion It is abundantly clear that English for Specific Purposes (ESP) holds an increasingly pivotal role in the future of English language teaching. ESP practitioners must be equipped to confront the multifaceted challenges inherent to this field, as discussed throughout this review. The paper has meticulously examined the challenges faced by ESP practitioners and has offered potential solutions to address these obstacles. Central to the enhancement of ESP teaching is a holistic strategy that encompasses various key elements. An essential first step is the meticulous conduct of a needs analysis, a process crucial for tailoring the curriculum to the precise academic and professional language requirements of the learners. The integration of authentic materials, ranging from industry reports to workplace documents, becomes paramount in immersing learners in real-world language use, creating a learning environment that closely mirrors their future linguistic contexts. Moreover, the implementation of task-based learning and simulation exercises adds a dynamic dimension, providing opportunities for practical language application within professional scenarios. The judicious use of technology, coupled with insights gleaned from industry experts, not only enriches language practice but also ensures alignment with the current language demands of the respective fields. Additionally, fostering interdisciplinary approaches, delivering constructive feedback, and facilitating networking opportunities collectively contribute to a more comprehensive preparation, effectively equipping learners for the nuanced language requirements of their specific academic and professional pursuits within the realm of ESP teaching. One of the most significant takeaways from this exploration is the need for ongoing research and development of suitable methods and approaches in ESP instruction. Striking the right balance between imparting contextual language skills necessary for students to excel in their specific academic or professional contexts, and the essential subject matter expertise that ESP practitioners should possess, is of paramount importance. This equilibrium ensures that the outcomes are directly aligned with the competencies required in students’ particular fields, and that ESP instruction remains a dynamic and effective domain of English language teaching. Ultimately, the challenges encountered in ESP should be seen as opportunities for continuous improvement and innovation. The field of ESP holds great promise in fostering language competence and professional success, and as it continues to evolve, ESP practitioners must remain adaptable, well-prepared, and committed to enhancing the educational experience of their learners. The road ahead for ESP is undoubtedly marked by both challenges and possibilities, making it an exciting and essential component of English language education. References Ahmed, M. K. (2014). The ESP teacher: Issues, tasks and challenges. English for Specific Purposes World, 15(42), 1-33. Alemi, M., & Pazoki, S. J. (2020). A stakeholder-based evaluation of engineering ESP courses’ Effectiveness. Preprint. https://www.researchgate.net/publication/343716393_A_ Stakeholder-based_Evaluation_of_Engineering_ESP_Courses’_Effectiveness 17 PERSPECTIVES ON ESP FROM ALGERIA Exploring challenges in ESP instruction: A comprehensive analysis Alsharif, D., & Shukri, N. (2018). Exploring pedagogical challenges of ESP teachers at a Saudi Arabian university. International Journal of Asian Social Science, 8(10), 841-855. Borah, R. R. (2016). Recent developments in ESP and its challenges. ELT Voices: International Journal for Teachers of English, 6(5), 49-54. Bucur, N. F., & Neagu, C. (2015). The limits of ESP Tests. Challenge of the Knowledge Society, 5(1), 898-901. Chalikandy, M. A. (2013). A comprehensive method for teaching English for specific purpose. Arab World English Journal, 4(4), 310-322. Cheng, A. (2015). Rethinking the paths toward developing ESP practitioners’ specialized knowledge through the lens of genre analysis. English as a Global Language Education (EaGLE) Journal, 1(1), 23-45. Costeleanu, M. (2019). Challenges in teaching ESP. Limba Și Literatura–Repere Identitare in Context European, 25, 250-254. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multidisciplinary approach. Cambridge University Press. Esteban, A. A., & Martos, M. V. (2002). A case study of collaboration among the ESP practitioner, the content teacher, and the students. Revista Alicantina De Estudios Ingleses, 15(7), 7-21. Fălăuş, A. (2017). The current challenges of teaching ESP. IOP Conference Series: Materials Science and Engineering, 200. doi: 10.1088/1757-899x/200/1/012059. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press. Johns, A., & Dudley-Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25(2), 297-314. Jones, G. (1990). ESP textbooks: Do they really exist? English for Specific Purposes, 9(1), 89-93. Kazakova, O. (2015). Language for specific purposes: Methodological problems, trends and perspectives. Procedia: Social and Behavioural Sciences, 214, 977-982. Koran, S. (2014). Some challenges for practitioners of English for specific purposes (ESP). VLTAL 2014 Conference, 13, 593-603. Laborda, J. G., & Litzler, M. F. (2015). Current perspective in teaching English for specific purposes. Onomazein, 31, 38-51. Lodhi, M. A., Shamim, M., Robab, M., Shahzad, S. K., & Ashraf, A. (2018). English for doctors: An ESP approach to needs analysis and course design for medical students. International Journal of English Linguistics, 8(5), 205-214. Lunina, O. M. (2018). Some problems of teaching ESP in multi-level classes. International Scientific and Practical Conference: Science, Research, Development, Pedagogy, 3, 133-136. Dr Houda Boumediene is a distinguished lecturer at the University of Laghouat in Algeria. Holding a Ph.D. in Applied Linguistics, she boasts a prolific record of numerous publications and conference presentations. Her scholarly focus encompasses a diverse range of topics, with particular expertise in flipped education, English for Specific Purposes (ESP), English as a Medium of Instruction (EMI), and the integration of Artificial Intelligence (AI) in educational practices. Her contributions significantly enrich the discourse on innovative pedagogical approaches and the intersection of language learning with emerging technologies Author biography 19 Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach 1 Introduction English for Science and Technology (EST) students face unique challenges in language learning due to the technical nature of their field. They are expected to gain knowledge, understanding and abilities connected to engineering specialities while developing their English language skills, basically used for communication. Besides acquiring content and language knowledge, they should also develop the skills of global citizens, which require the integration of learning strategies, digital competencies and career abilities. They need to recurrently acquire mixt abilities and take up unique work options in order to survive the ever-altering demands of the 21st-century labour market, which calls for individuals who are proficient communicators, creators, critical thinkers, and collaborators, known as the ‘four Cs’. Henceforth, there is a growing need to incorporate these skills into curricula to prepare learners for citizenship and the global workforce. Traditional language instruction may not be sufficient to prepare these students for their future careers as they often fail to recognize the link between what they study in the classroom and their respective fields and future careers, which can lead to disengagement and poor academic performance. Recognising this gap, this paper suggests a task-based approach to project work for EST students to enhance their understanding of the relevance of their studies to their field and focuses on investigating its impact on the development of This action research project aims to enhance the development of 21st-century skills among second-year English for Science and Technology (EST) students at Algiers Polytechnical School (APS). The project employs task-based project-work, where students engage in reallife tasks and project-work that call for the application of their technical knowledge. To understand the effects of this experience on the participants, data were collected via reflection logs. The focus is on fostering the four Cs, namely communication, collaboration, critical thinking, and creativity skills, which are deemed prerequisites for success in today’s society. The findings reveal that task-based projects helped the students perform better in their EST classes, achieve an enhancement in the various attributes that constitute 21stcentury skills and overcome the impediments of traditional methods. The main contribution of the paper is practical implications for engineering education and the development of 21st-century skills among students. Nadjat Khenioui Algiers University 3 Tunisia email: k[email protected] ABSTRACT PERSPECTIVES ON ESP FROM ALGERIA 20 critical 21st-century skills and overall English language proficiency among 2nd-year engineering students at Algiers Polytechnical School. The paper describes the design of the task-based project work and reflects on their implementation. It begins with a review of relevant literature, highlighting the challenges that EST students face in language learning and the potential benefits of task-based project work. The paper then introduces the task-based project work design that focuses on enhancing students’ understanding of the relevance of their studies to their field. The paper then reflects on the implementation of this approach in EST classes, discussing its effectiveness in enhancing students’ understanding of the relevance of their studies to their field, leading to increased engagement and improved academic performance. The paper closes with a discussion of the implications of task-based project work for language learning in EST programmes. 2 Literature Review 2.1 21st-century skills The term ‘21st-century skills’ refers to a set of fundamental abilities that are considered essential for success in today’s world, which is characterized by globalization, technology, and constant change. The Partnership for 21st Century Skills (P21) has established a framework that outlines the three main areas of these skills, which are learning and innovation, information, media and technology, and life and career skills (Fandino, 2013). These areas comprise critical skills such as creative thinking, communication, digital literacy, problem-solving, adaptability, and collaboration. Developing these skills is crucial for individuals to excel in the modern workforce and to navigate the complex and rapidlyevolving world around us. According to Larson and Miller (2011), communication skills refer to an individual’s ability to genuinely structure their thoughts, data, and findings and convey them using various forms of media. This involves the knack to articulate ideas clearly both verbally and in writing. Effective communication is a crucial skill in various contexts, including personal, academic, and professional settings. Critical thinking and problem-solving skills include learners’ ability to examine complex problems, investigate questions that do not have clear-cut answers, evaluate and judge information from varied sources, and make reasoned decisions to take steadfast action. Creativity and innovation skills refer to learners’ ability to produce and polish solutions to problematic issues based on synthesis and analysis, and, later combine and present these findings in new and original ways. Collaboration skills refer to learners working together in teams to solve problems, answer questions, and work efficiently, dutifully, and respectfully towards achieving a common goal. This also encompasses assuming mutual responsibility for accomplishing the assigned task (Larson & Miller, 2011). Information, media, and technology skills refer to learners’ ability to use technology as a tool for learning, handle their education, and create products using information and communication technologies (ICTs). This involves being proficient in using various digital tools and platforms to access, evaluate, and use information effectively (Larson & Miller,2011). Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach PERSPECTIVES ON ESP FROM ALGERIA 21 2.2 Task-based vs project-based learning Task-based learning (TBL) is an instructional method where students learn through authentic, real-world tasks as a means of promoting both language and content learning. In TBL, students are prompted to use the target language to accomplish the task pertinent to their field through relevant content. The tasks centre on meaningful and real-life situations and can include a variety of activities such as reading, writing, listening or speaking. TBL is often used in language learning; EST is no exception. According to Nunan (2007), the task is a piece of meaning-focused work, which engages the learner in comprehending, manipulating, producing, and interacting in the target language. Grammatical knowledge is acquired while involved in a task, and for meaning expression, conveying meaning is preferred to manipulation. In this view, Nunan (1991) outlined five characteristics of TBL: (1) an emphasis on learning to communicate through interaction in the target language, (2) the introduction of authentic texts (teaching materials) into the learning situation, (3) the provision of opportunities for learners to focus not only on language but also on the learning process itself, (4) an enhancement of the learner’s personal experiences as important contributing elements to classroom learning, and (5) an attempt to link classroom language learning with language activation outside the classroom (p. 279). Project-based learning is a pedagogical method that requires students, often working together, to complete multiple tasks over an extended period in order to solve an authentic, real-life problem. PBL projects are often organised around a driving question or problem and include the use of a variety of resources such as books, articles, videos, and interviews. The goal of PBL is to help students develop the knowledge, skills, and dispositions they need to be successful in the classroom and beyond. The main tenet behind PBL dates back to Dewey’s 1916 (2018) call for ‘experience and thinking’ and ‘learning by doing’ as effective ways of improving learning, retention and application. It gained prominence with the advance of socio-constructivist theories first led by the seminal work of Vygotsky (1978). Within this vein, practising teachers at different levels of education (primary, secondary, and even tertiary) joined the curve and adopted a project-based methodology as a way to emphasise learning instead of recall of information (Fried-Booth, 2002; Stroller, 2006). PBL is defined as ‘an authentic instructional model or strategy in which students plan, implement, and evaluate projects that have real-world applications beyond the classroom’ (Railsback, 2002, p. 6). Likewise, the focus is placed on activities and tasks that are interdisciplinary, multi-skilled, long term and learner-centred. There is growing evidence that suggests that PBL and TBL can be complementary approaches to teaching and learning as it is common when conceptualising a project and designing its components to follow a task-based pedagogy (e.g. Stoller, 2002; Kaliampos & Schmidt, 2014). In line with TBL principles, projects are structured in the form of task cycles that, on a macro level, create a sequence of activities, which can easily surpass the boundaries of a Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach PERSPECTIVES ON ESP FROM ALGERIA 22 PERSPECTIVES ON ESP FROM ALGERIA Exploring challenges in ESP instruction: A comprehensive analysis single task, forming a learning procedure called a ‘project’ (Legutke, 2010; Kaliampos & Schmidt, 2014; Stoller, 2002). This marriage of conveniences between TBL and PBL provides a meaningful principle for structuring projects, considering tasks as a learning arrangement that guides learners through a sequence of task cycles that enables them to master a comprehensive target objective. Technology, within this marriage, is either a research tool or a medium to present the outcome in the form of an innovative product. In view of this, the learner is seen as an idiosyncratic individual with unique ways of learning and, simultaneously, a social being who learns best via collaboration. Furthermore, he is perceived as a conscious and autonomous person who is responsible for his learning, capable of making independent decisions, and able to develop expertise and become a practitioner of learning (Allwright & Hanks, 2009, p. 4-7). In this research, a task-based approach to structuring and sequencing EST projects was adopted in the terms explained in this section. These projects attempt to help students make a compromise between knowing a foreign language and using it purposefully in problem-solving situations much similar to those they encounter in their vocational world outside the classroom setting. 2.3 English for Science and Technology (EST) EST, first coined by Selinker et al. (1976), is an umbrella term which refers to instructional activity undertaken to understand and support the operative use of English in scientific and technical fields, and it encompasses all pedagogical acts linked to English language learning and usage in scientific and technical contexts. According to Trimble (1985), ‘EST covers the areas of English written for academic and professional purposes and of English written for occupational/and vocational purposes, including the often informally written discourse found in trade journals and scientific and technical materials written for the layman’ (p. 6). Yet, the term is more frequently used in English as second language contexts, where the learning concern is primarily of foreign language speakers. EST, thus, became a subcategory of English for Specific Purposes (ESP) to equip scientists and engineers with the English language competence needed in their professional fields. It is based on the activities that are relevant and typical to their professions in international contexts; it accentuates purposeful and utilitarian learning of English. According to Ono and Morimura (2008), students in an EST course need to develop • an English proficiency, which will allow them to communicate with Englishspeaking specialists all over the world; • a cosmopolitan, global outlook; • experiences which will enable them to communicate with other nations on equal terms outside their own country; • creative skills and self-motivation for exploring solutions to problems related to their professional domains; and • an appreciation of diverse cultures in the world. 23 PERSPECTIVES ON ESP FROM ALGERIA Exploring challenges in ESP instruction: A comprehensive analysis As far as engineering disciplines are concerned, foremost with our students in mind, English plays a crucial role in similar fields. As English is used relentlessly in such a broad area as engineering, English competence is necessary for students (future engineers) for a variety of reasons, the least of which is their career and professional growth. Although French has been and still is even today very important in Algeria, English is the leading language of knowledge and documentation in the field, challenging, in some way, the supremacy of French. Incidentally, English has been taught at APS since its establishment and has become increasingly important, with a shift in focus from general English to English for Science and Technology (EST). This change is because, over the twenty years of the School’s existence, English has continuously evolved as the primary language of communication in the field of engineering, surpassing other languages such as French and Spanish in terms of academic and scientific correspondence. The English teachers, including the researcher, have developed an EST course that aims to address the specific language needs of these engineering students. The course is designed to help them develop language skills and technical vocabulary related to their technical training. As students come from different language backgrounds and levels of English proficiency, the course focuses on consolidating their prior language knowledge while gradually introducing more communicative language patterns. The goal is to achieve a level of homogeneity among students that allow for smooth progression from one year of study to another. The course uses a practical task-based approach that encourages students to use their technical knowledge and problem-solving skills. By raising their proficiency in language use, students are better equipped for their academic studies and future careers. 3 Methodology This action research project aims to enhance the development of 21st-century skills among second-year engineering students at APS. These students were assigned projects in small production teams to solve a problem relevant to their field. In addition to improving language skills, the projects target the enhancement of students’ four Cs, specifically communication, collaboration, creativity and critical thinking. This process focused on five main competencies: • Plan and produce materials which reflect increasing proficiency in analysing situations and developing solutions. • Write and speak confidently and well. • Work with and get along with diverse people in several situations. • Serve in or lead teams productively. • Produce targeted, effectively written, spoken and visual messages in media, group and interpersonal settings. The topics or themes of the project work were central to the course as they informed essential vocabulary and language forms and helped articulate key content ideas and the final product (Table 1). Four themes were presented to students, who selected the one they wanted to work on. These themes dealt with a variety of topics relevant to the textbook and the learners’ academic area, connecting what they were learning to their vocational context and life. This approach encouraged students to rely on their proficiency level to face EST roles and vocational competencies in the future. 24 Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach PERSPECTIVES ON ESP FROM ALGERIA Themes Suggested Projects Outcome products Language Focus Describing forces, material properties and causes/results Making a documentary video explaining what might have caused the Titanic to sink so quickly and present it to the rest of the class Video Presentation Vocabulary: property suffixes: -able/-ible, -proof, -resistant Language: describing materials’ properties and explaining results Problem-solving work-related problems Making a presentation suggesting a solution to a work-related problem and formulating recommendations in a written report Presentation Writing a Report Vocabulary: engine and car descriptions Language: comparative and superlative forms Making a presentation of an improved product Writing a brochure or poster of an improved product against a given design brief and presenting it to the class Poster/brochure Presentation Vocabulary: aeronautics: drag, lift, thrust… Plane parts: wingtip, fuselage, etc. Language: revision of a range of forms Skills: marking stages of a presentation Table 1: Project themes and suggested outcomes The projects were compulsory for all second-year students (120 students) enrolled in the EST course and were evaluated as an integral part of the course. This approach was adopted to avoid biasing results and ensure homogeneity of instruction among all second-year groups. Second-year students were selected for this phase of the research because they were expected to have developed some proficiency in spoken and written EST and had a unit on presentation skills in their curriculum. The research aimed to elicit the processes and products that occurred in this project-based and web-supported learning environment, with no limitation on the form and content of potential outcomes. However, students were aware that their outcomes would be shared with others, evaluated in an examination, and should meet appropriate linguistic and formal criteria while displaying a high degree of creativity and originality. This approach put the learners as choice-makers at the centre of attention. 3.1 Data Collection To understand the effects of this experience on the participants, reflection logs were used to elicit the participant’s perceptions of the implementation, challenges encountered, skills developed, teamwork dynamics, and overall learning outcomes. Focus questions were used to guide students’ reflections on their learning experiences, and they were encouraged to add additional comments if they wished. Students were asked to respond to the focus questions in the log, providing a general direction for their responses. Paragraphs of four to 25 PERSPECTIVES ON ESP FROM ALGERIA Exploring challenges in ESP instruction: A comprehensive analysis five sentences were initially suggested to make writing more accessible for students learning English as a foreign language. Sixty students agreed to maintain reflecting and editing logs by the end of the course, providing feedback on the value of the project work to the development of their overall EST proficiency, presentation skills and the four Cs. The reflection logs were semi-structured, and the questions within were thought of beforehand to ensure that the same general areas of information were collected from each participant. They were used to guide students’ synthetic reflection, allowing them to appreciate the linkages between their recent personal project-work experiences and the bigger picture. In action research, generalization is not an aim, and small groups are often a suitable sample size. In this project, the groups were not numerous, and the method was applied only in one institute. 3.2 Data Analysis The data collected from the reflection logs were analysed using a grounded approach to inductively derive meaning in the real setting. Data were grouped into nodes based on similar dimensions, which were then given names and grouped into categories forming the main themes that emerged from the data. Constant comparative analysis was used to guide the data analysis process. The emergent themes were classified under four main categories: perceptions of the project work experience, learning environment, contribution to learning, and challenges the project works. Common themes across all central themes included motivation, autonomy, attitude change, self-actualization, and vocabulary building. 4 Results The findings are presented around four main themes: students’ perceptions of the project work, learning environment, contribution to learning, and challenges. 4.1 Perceptions of the project work Based on the students’ reflections, the pedagogical intervention was generally perceived as a positive experience. Most of the students enjoyed the new way of learning, particularly the project work, which they found fun, motivating, and enjoyable. Despite finding technical English challenging at times, they appreciated the opportunity to present and discuss their ideas with others. The authenticity and relevance of the project topics were also highlighted as beneficial to their future careers. The following are examples of responses that support this claim: ‘I like the projects, it is a new way of learning.’ ‘I think that the different projects in technical English were very useful in my career like an engineer. I have learned a lot of things, especially the project of the Nomodo Trio.’ ‘It’s a great learning experience.’ ‘I think they are purposeful because they play with a big part in our major and they make us communicate and give our opinion without shy.’ ‘I liked the projects of the technical English of this year; they were so interesting.’ 32 Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach PERSPECTIVES ON ESP FROM ALGERIA Appendices Appendix A: Elements of a motivating learning atmosphere Theme Analysis Type Token Social comradeship (a) Psychological well-being Communication Social awareness Sense of security Exchanging ideas during presentations. I wanted to finish the game to help my friends. It’s comforting having your friends as an audience. (b) Motivation enhancement Sense of belonging The spirit of the community that we developed in the classroom. (c) Enjoyable learning environment Sense of positive competitiveness Showing off our skills as every student has a different thinking (d) More intimacy Healthy humour Camaraderie The best part is the fun part of it. I got to know them more, personally; we got each other’s back. 33 Enhancing EST students’ 21st-century skills through task-based project-work: A reflective approach PERSPECTIVES ON ESP FROM ALGERIA Appendix B: Elements of a motivating learning atmosphere Theme Analysis Type Token Participatory approach (a) Accounting for active involvement Playing the role of an engineer I never did a real project so serious before. (b) Lowering teacher domination Peer learning I learned to work in a team, improve my language via games and my way to program. (c) Reverse position Moving forward from passivity to activity Developing a feeling of self-importance and confidence It raised our curiosity for research and forces us to improve our language skills I’ve learned facing people and how to speak to them with no shame. (d) Generating a sense of accomplishment Incarnation role-shift The vocabulary game Idesigned will facilitate learning technical English to students. (e) Accidental mistake Boosting Confidence Empathy Speaking with confidence; presenting without fear I loved seeing my colleagues make an effort to introduce and explain their ideas. It encouraged me. (f) Naturalizing the procedure of language learning Improvising while presenting Bonafide topics I learned how to improvise in difficult situations (while presenting my topic). The project topics are interesting; it is a new way of learning. (g) Active thinking Imaginatively/visual simulation Working on creative digital products using different types of realia and justifying their uses (g) Prolific collaboration among participants Voluntarism Taking responsibility for my learning Dr Nadjat Khenioui is a junior lecturer at Algiers University 3 and an associate lecturer at the National Preparatory School for Engineering Studies (ENPEI), Rouiba, Algeria. She holds a PhD in Applied Linguistics and English Language Teaching from Constantine 1 – Frères Mentouri University, Constantine, Algeria. Her research interests include didactics, CALL, online teaching/learning, course design and evaluation, materials design and evaluation, ESP and EST. Her professional profile can be found at https://orcid.org/0000-0002-3458-4062. Author biography 35 Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts 1 Introduction The growth and development of English for Specific Purposes (ESP) teaching in Algeria, introduced with the LMD system in 2007, are intrinsically tied to the expanding economic sectors and increased international involvement of the country. The surge in demand for specialized English language competencies emphasizes the pivotal role of ESP education in equipping professionals with linguistic tools for successful engagement in their respective fields. As a matter of fact, the demand for professionals with specialized English language skills is on the rise, reflecting the evolving economic environment and the country’s growing international engagements. Notably, the proficiency of ESP teachers in meeting these demands is hindered by the absence of adequate training. In the Algerian context, recognizing the centrality of English language proficiency for effective global communication, ESP programmes have been strategically integrated into various educational institutions However, these programmes face a crucial bottleneck due to insufficient training for practitioners, which hampers their ability to effectively impart discipline-specific language skills in fields like business, engineering, medicine, and law. Given the specific challenges faced by ESP education in Algeria, this study focuses on the case of civil engineering at Djelfa university, Algeria. The rationale for selecting engineering The aim of this work is to investigates the challenges faced by English for Specific Purposes (ESP) teachers in Algeria, emphasizing the indispensable role of adequate training and support in mitigating these challenges. This study identifies and analyzes specific challenges encountered by ESP teachers, emphasizes the importance of contextually relevant language instruction, discusses learner needs and goals, and underscores the transformative role of training and support in enhancing ESP teaching effectiveness. Through interviews with ESP teachers at Djelfa University, Algeria, this research adds depth to the investigation, providing nuanced insights into the specific dynamics of ESP instruction in the civil engineering department. The findings contribute valuable insights for ESP teachers, educational policymakers, and stakeholders in English language education, offering a roadmap for addressing challenges in the Algerian ESP context. Ouafa Ouarniki Ziane Achour University of Djelfa Algeria email: [email protected] ABSTRACT Barkat Turqui Mohamed Kheider University of Biskra Algeria email: bark[email protected] PERSPECTIVES ON ESP FROM ALGERIA 36 as the case study lies in its critical role in the country’s economic development and international collaborations. The success of engineers in Algeria, as in many other countries, depends significantly on their ability to communicate effectively in English within the global professional sphere. Therefore, understanding the challenges and effectiveness of differentiated learning strategies in ESP instruction, especially in the context of engineering, is imperative for addressing the broader issues within the Algerian ESP educational framework. In short, the ineffectiveness of ESP teaching in Algeria, particularly in the Civil Engineering Department, is intricately linked to inadequacies in teacher training and support. The resolution of these challenges becomes crucial for aligning ESP instruction with the evolving demands of specialized professional domains and ensuring the success of graduates in their respective fields, contributing to the broader goals of the Algerian ESP educational system. Therefore, the aim of this study is to unravel the complexities of ESP instruction in Algeria by addressing two central research questions: First, what specific challenges do ESP teachers face in the Algerian context, more specifically, at the Civil Engineering Department at Djelfa University? Second, how does the provision of adequate training and support contribute to overcoming these challenges and enhancing the effectiveness of ESP teaching? 2 Literature review 2.1 Challenges in ESP teaching in the Algerian context In the Algerian context, ESP teaching faces several challenges that impact the effectiveness of instruction. One of the primary challenges is the limited availability of resources, including textbooks, authentic materials, and technological tools specific to specialized fields (Ghazal, 2017). This scarcity hinders teachers’ ability to provide authentic and up-to-date content to meet the learners’ needs. Furthermore, the diverse learner population in Algeria presents a challenge in ESP teaching as students come from various educational backgrounds, with varying levels of English language proficiency and prior knowledge in their respective fields (Fersi & Belkhir, 2020). This diversity necessitates differentiated instruction and the adaptation of teaching materials and approaches to accommodate the different learner needs. 2.1.1 A general overview on ESP teaching at the Civil Engineering Department at Djelfa University, Algeria Djelfa University stands at the forefront of recognizing the crucial role of English for Specific Purposes (ESP) teaching in nurturing language proficiency among civil engineering students as a prerequisite for their present academic pursuits and future professional trajectories. However, ESP instructors at this university encounter several challenges stemming from a deficiency in adequate training and support mechanisms. Consequently, the absence of specialized training programmes and limited access to professional development opportunities hinder the teachers’ ability to effectively deliver ESP instruction to the targeted students. Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts PERSPECTIVES ON ESP FROM ALGERIA 37 2.2 The importance of contextualized language instruction Contextualized language instruction plays a significant role in ESP teaching as English is taught within the framework of specific disciplines, it is essential to integrate authentic and relevant materials that reflect the discourse and communication practices of those disciplines (Belkhir, 2021). Contextualization helps learners develop not only language skills but also disciplinary knowledge and competence in using language effectively within professional contexts. The importance of contextualized language instruction is echoed by Hutchinson and Waters (1987), who argue that ESP should focus on the specific language needs of learners in their target fields. By providing learners with opportunities to engage in authentic communicative tasks and using discipline-specific vocabulary and language structures, teachers can enhance learners’ language proficiency and their ability to function effectively in their professional domains. 2.3 Varied learner needs and goals ESP teaching needs to address the diverse learner needs and goals that exist across different professional domains. For instance, learners studying English for business purposes may require skills in business correspondence, negotiations, and presentations, while learners in the medical field may need to develop language skills for patient consultations and medical terminology (Kheddouci, 2020). Considering these varied needs and goals, ESP teachers need to implement learner-centered approaches that take into account learners’ specific contexts and objectives. This can involve conducting needs analyses, setting clear learning outcomes, and designing instructional materials and activities that align with learner’ professional goals (Belkhir, 2021). By tailoring instruction to individual learner needs, teachers can enhance learners’ motivation and engagement in the learning process. 2.4 Disciplinary knowledge integration Effective ESP teaching involves integrating disciplinary knowledge with language instruction. Learners need to acquire not only language skills but also a deep understanding of the concepts, principles, and practices within their specialized fields (Fersi & Belkhir, 2020). This integration enables learners to communicate effectively and confidently in their professional contexts, as they possess the necessary subject-specific knowledge and language competencies. ESP teachers should collaborate with professionals from various disciplines to ensure the accuracy and relevance of the instructional content (Belkhir, 2021). By incorporating discipline-specific texts, case studies, and tasks, teachers can provide learners with opportunities to engage with authentic materials and develop their disciplinary knowledge alongside their language skills. Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts PERSPECTIVES ON ESP FROM ALGERIA 38 Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts PERSPECTIVES ON ESP FROM ALGERIA 2.5 The role of training and support in ESP teaching Training and support play a critical role in addressing the challenges faced by ESP teachers. Professional development programmes and workshops provide teachers with opportunities to enhance their pedagogical knowledge and skills, develop their understanding of specific disciplines, and stay updated with current research and trends in ESP teaching (Ghazal, 2017). Furthermore, mentoring and collaboration with experienced ESP teachers or experts in the field can also contribute to teachers’ professional growth and effectiveness (Fersi & Belkhir, 2020). Through mentorship, teachers can receive guidance, feedback, and support in developing their instructional practices and addressing specific challenges encountered in their teaching contexts. Building upon the recognized significance of training and support in addressing the challenges faced by ESP teachers, the methodological approach employed in this study aims to investigate the practical realities experienced by English for Specific Purposes (ESP) teachers of the Civil Engineering Department at Djelfa University. Belkhir, 2020). This integration enables learners to communicate effectively and confidently in their professional contexts, as they possess the necessary subject-specific knowledge and language competencies. ESP teachers should collaborate with professionals from various disciplines to ensure the accuracy and relevance of the instructional content (Belkhir, 2021). By incorporating discipline-specific texts, case studies, and tasks, teachers can provide learners with opportunities to engage with authentic materials and develop their disciplinary knowledge alongside their language skills. 3 Methodology 3.1 Participants The participants in this study, identified as Teacher 1 (T1) through Teacher 5 (T5), were drawn from the Civil Engineering Department at Djelfa University, Algeria. To capture a spectrum of experience levels, a purposive sampling approach was utilized. The selection included five ESP teachers, each bringing unique backgrounds and teaching experiences, who actively participated in the semi-structured interviews. Teacher Degree Teaching Experience T1 PhD 3 years T2 MA 5 years T3 PhD 6 years T4 MA 2 years T5 MA 4 years Table 1: Participants’ profile 39 Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts PERSPECTIVES ON ESP FROM ALGERIA 3.2 Data collection Semi-structured interviews were conducted to gather rich and detailed insights into the challenges faced by ESP teachers. The interview was designed to explore their experiences, perceptions, and recommendations related to the teaching of English in the civil engineering context. The interviews were conducted in person to facilitate open and candid conversations, allowing participants to express their thoughts freely. 3.3 Interview questions The interview questions were crafted to elicit information on challenges faced by ESP teachers, the role of training and support, and potential strategies for improvement. The questions focused on pedagogical knowledge, subject-specific challenges, access to resources, and the impact of training initiatives. 3.4 Data analysis Thematic analysis was employed to identify patterns and themes within the interview data. The process involved coding the data to categorize responses, followed by the identification of overarching themes. This iterative process allowed for a comprehensive understanding of the challenges and perspectives shared by ESP teachers. 4 Interview analysis 4.1 Challenges faced by ESP teachers at the Civil Engineering Department at Djelfa university 4.1.1 A general overview on ESP teaching at the Civil Engineering Department at Djelfa University, Algeria Several interviewees, including T1, T3 and T5, highlighted the challenge of insufficient pedagogical knowledge specific to teaching English in the engineering domain. One teacher stated, ‘Teaching English to civil engineering students requires more than language proficiency. We need specific strategies that align with the technical nature of their courses.’ The teachers expressed a collective need for workshops focusing on pedagogy tailored to engineering education. The lack of necessary pedagogical knowledge and techniques specific to teaching English in the civil engineering context presents a significant challenge for ESP teachers. This limitation can have several implications for ESP instruction in the engineering domain, impeding both the teachers’ ability to deliver engaging and relevant lessons and the students’ language development within their professional field. 4.1.2 Insufficient subject knowledge The ESP teachers expressed concerns about their limited understanding of technical concepts in civil engineering. T2 shared, ‘I find it challenging to bridge the gap between language instruction and complex civil engineering content. We need more training to integrate these aspects seamlessly.’ The consensus among participants emphasized the necessity of training programmes addressing the integration of language and subject matter. 40 Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts PERSPECTIVES ON ESP FROM ALGERIA Indeed, ESP teachers’ limited understanding of the technical concepts and terminology poses a significant challenge in effectively integrating language instruction with the content being taught in civil engineering courses. This constraint hinders their ability to create a cohesive and integrated learning experience for students, impacting their development of the necessary language skills relevant to their field of study. 4.1.3 Lack of authentic materials The interviewees commonly cited the lack of authentic materials capturing real-world civil engineering context. T4 emphasized, ‘Our students need exposure to authentic language use in such a field of specialism, but finding relevant materials is a constant struggle. It hampers the effectiveness of our instruction.’ Besides, ESP teachers stressed the importance of resource development workshops and collaborative efforts to create contextually relevant materials. One of the primary reasons for the scarcity of authentic materials in ESP teaching is the specialized nature of the civil engineering field. Authentic materials that capture the language, discourse, and communication practices within such settings are relatively limited in comparison to more general English language resources. This lack can be attributed to the technical nature of the content, which may make it challenging for ESP teachers to locate suitable resources that align with the specific language needs and communication requirements of civil engineering students. 4.1.4 The role of training programmes The participants acknowledged the importance of specialized training programmes. T5 commented, ‘Training programmes focusing on instructional design can be a game-changer. We need strategies to create materials that resonate with civil engineering students and meet language goals.’ The teachers expressed a desire for ongoing training opportunities, specifically tailored to the unique demands of ESP teaching in the targeted discipline. As a matter of fact, implementing specialized training programmes for ESP teachers is crucial to equip them with the necessary pedagogical strategies, methodologies, and techniques specifically tailored to teaching English to engineering students. These training programmess can play a significant role in enhancing the effectiveness of ESP instruction by addressing the unique language needs and challenges students in this field may encounter. 4.1.5 Subject-matter expert collaboration Collaboration with civil engineering faculty members was identified as a key factor in improving ESP instruction. T1 emphasized, ‘Collaborating with subject-matter experts can demystify the technical jargon and make our language instruction more aligned with what’s happening in their courses.’ Another interviewee highlighted the benefits of ‘joint planning sessions that provide insights into what’s happening in their classes.’ In fact, collaboration between ESP teachers and engineering faculty members plays a crucial role in facilitating the integration of language and technical knowledge, thereby enhancing the effectiveness of ESP instruction for civil engineering students. By establishing regular meetings, workshops, and joint planning sessions, ESP teachers can actively engage with 41 Meeting the challenges of ESP teaching in Algeria: The significance of adequate training and support in specialized contexts PERSPECTIVES ON ESP FROM ALGERIA engineering faculty members, leading to a deeper understanding of the field and the specific language needs of students within this discipline. 4.1.6 Insufficient subject knowledge The ESP teachers expressed the need for a centralized hub of resources. T3 envisioned, ‘Imagine having a central hub where we can access the latest engineering journals, case studies, and relevant materials.’ Another teacher emphasized the potential impact of ‘an online repository as a revolutionary force.’ Providing ESP teachers with access to authentic and relevant resources is of utmost importance in enhancing the quality of English for Specific Purposes (ESP) instruction. To support ESP teachers in designing engaging lessons and activities tailored to civil engineering students, Djelfa University can take proactive steps by establishing a dedicated resource center or an online repository that encompasses a wide range of discipline-specific texts, technical journals, authentic materials, and multimedia resources. The establishment of a resource center at Djelfa University would serve as a centralized hub where ESP teachers can access a variety of materials specific to the engineering field. This resource center could house an extensive collection of books, articles, and research papers covering various sub-disciplines within engineering, such as civil engineering, mechanical engineering, electrical engineering, and computer science. These resources can expose ESP teachers to the latest developments, advancements, and industry practices in engineering, enabling them to stay up-to-date and incorporate relevant content into their language instruction. In addition to printed materials, an online repository can be created to provide ESP teachers with digital access to a wide range of authentic resources. This repository could include technical journals, research publications, conference proceedings, and other scholarly sources that are accessible electronically. By having access to such resources, ESP teachers can expose their students to real-world language use and provide them with opportunities to engage with authentic texts. This exposure is essential for developing the students’ language skills and familiarity with the specific vocabulary, discourse patterns, and writing conventions prevalent to the targeted field. 4.2 Peer mentoring and collaboration The idea of peer mentoring resonated strongly among interviewees. T1 stated, ‘Formalizing a peer mentoring programme would provide a structured way to share experiences and strategies, benefiting everyone involved.’ Another interviewee highlighted the potential of ‘peer observations creating a culture where we’re all committed to improving our teaching.’ Establishing a peer mentoring programme within the English for Specific Purposes (ESP) Department at Djelfa University can significantly contribute to the professional growth and development of ESP teachers. This programme would involve experienced ESP teachers taking on the role of mentors and providing guidance, support, and valuable insights to their new or less experienced colleagues. Through regular meetings, observations, and feedback sessions, this mentoring programme can create a collaborative and supportive environment where ESP teachers can share best practices, exchange ideas, and address specific challenges faced in ESP instruction.