Humanization Journal for Researches and Studies 11 (20).

2020 (439-455) ISSN: 2170-0575/ EISSN 2602-5124

The Status of ESP in Algeria: The Need for Highly

Specialized Courses of English
Dr. Tarek Assassi1,*
1
Biskra University (Algeria)
Received: 03 Mai 2020 ; Revised: 51 Novembre 2020 ; Accepted: 23 janvier 2021

Abstract:

ESP courses are necessary to serve learners’ and professionals’ specific needs within
predefined target situations. In the Algerian university context, it is not the case, giving that the
current courses students attend do not meet their needs since they are EGP classes. This paper
seeks to shed light on the importance of ESP courses to develop professional’s occupational
performance. A descriptive method was implemented for the sake of collecting data of a
quantitative and qualitative nature through a semi-structured interview and a non-participant
observation process at Biskra University - Algeria. The analysis of the data shows the
respondents’ interest in the tentative project. Moreover, the respondents who are specialized in
both the language and different fields show that having specialized classes will save them more
time and effort and will help them fulfill specific requirements of the target situation, either
professional or academic. The observation process revealed interesting data, precisely related to
course design and ESP teachers. The former is one of the weighty weaknesses in these courses,
as they are not tailored according to learners’ needs as no needs analysis process was carried.
The latter shows that no teacher among the ones observed has been trained to be an ESP
teacher or has executed any procedure related to ESP course design.

Keywords: ESP; Course Design; Higher Education; Language Learning; Needs Analysis.

1- Introduction

Communication between international colleagues belonging to the same

research interest is critical to the development of any science. The clarity of
communication is one of the most significant factors in reaching any satisfactory
decision or objective. Nowadays, professionals and academics from all over the
globe “need” to master the English language, as the lingua franca does not only
support sharing ideas with a larger audience, but also helps in the development of
the science itself, allowing scientists from different linguistic backgrounds to put
their creativity and contribution into the international display. On the other hand,
joining the international community on a professional level can provide the job
seeker with more opportunities when mastering the language or even having
efficient communicative skills. Thus, clear communication is the heart of “doing”

*
Corresponding author : e-mail: [email protected] .

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one’s job properly and “doing” research more effectively as Alda (2012) supports
“scientists urgently need to be able to speak with clarity to funders, policymakers,
students, the general public and even other scientists” (p. 1019). On the same
train of thought, university teachers and researchers tend to focus more on their
research and pedagogical duties. Thus, dedicating more time, energy and
resources to learn English as a second or a foreign language might not be of a
high priority, even though it is a pivotal factor for non-native speakers to join the
international community and to be a part of the new globalized world. Benyelles
(2013) backs up this claim within the Algerian University as an example stating
that Algerian academics and professionals need to be able to communicate
effectively using the English language as it acts as a facilitating factor for reliable
research and work-related performance. Consequently, this study aims at
shedding light on this issue through providing specialized ESP courses to help the
academic and professional staff learn the needed English language in the most
time efficient method. The questions raised in this study tackle the reasons behind
the linguistic challenges faced by the academic and professional staff to develop
their occupational performance, and the efficient methods to overcome such
difficulties.

Literature Review
1.1- ESP in Algeria
English for Specific Purposes (ESP) has been the centre of attention for
more than fifty years, most notably in research. Harmer (2001) defined ESP as
“Situations where the student has some specific reasons for wanting to learn a
language” (p.1). In the North African region, French has been prioritised over
English for many educational, professional and administrative purposes.
However, and giving the modern globalised world, English is taking a larger
space in these communities because of the linguistic requirements of the new
world. Algeria as the largest country in this region, and the continent, it is moving
steadily towards adopting English as a first foreign language giving the increasing
demand of English language courses by Algerian students and professionals from
different fields. In accord, it is a necessity for being a part of the new world and
globalisation requirements in which English is the lingua franca (the language
used by individuals not sharing the same linguistic background as a meddling
means of communication).

In general, prior work is limited to a subset of needs analysis processes and

theory discussions. For that reason, this study focuses on systemizing the
educational context taking into account previously designed ESP courses and
researchers’ recommendations. The study, then, explores the possibility of

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enhancing the use of more specialised language in specialised courses for students
and professionals to reach their linguistic aims and fulfil their language needs
more quickly and efficiently with saving more money, energy and time. The
researcher has put this idea in a project-based study called “The ESP Centre” in
which everyone interested in having a specialised course in his or her field can
sign up any time of the year as long as the course has not been launched yet. The
expectations of the researchers are high taking into account their modest
experience in teaching and the demands of the local and national workplace for
quality teaching/learning experiences. Additionally, this study addresses the
learners’ aspirations for more international experience and cooperation to be
opened up for new challenges and to widen their educational and professional
horizons.

1.2- ESP in Biskra University (A Sample of Algerian Universities)

Learning English has become a major concern for many communities to
keep in touch with the rest of the world. More specifically, educated individuals
tend to learn English to be updated or what is going on around them and what is
new with any area of their expertise. In Biskra University-Algeria, English is
being the centre of attention of both students and teachers. The former seeks to
learn the language to gain more knowledge and have the upper hand among their
peers to show more progress. While the latter needs to have more data that are
recent and updated for their pedagogical and research purposes in reaching a
larger audience; as well as an efficient oral communicative skill for conferences,
symposiums and oral communication with colleagues from all over the world.

It is imperative to note that, same as in Biskra University, Algerian

universities do not offer adequate specialised ESP courses. This might not be an
accurate estimation of the ESP situation in Algerian universities. However, the
fact that ESP courses are assigned randomly to undergraduate students of English
and without any fixed syllabi, in addition to the lowest credit and coefficient
allocated to ESP courses in comparison to specialty modules, makes students
from different specialties take this course for granted. This leads to neglect the
fact that English is one of the main factors affecting intellectual, social and
economic development.

1.3- The Background of the ESP Centre Project

According to a study conducted by Benyelles (2009), she states that the
ESP centre was a result of different partnerships between the Algerian Ministry of
Higher Education and Scientific Research and a some of British Universities,
namely Glasgow, Manchester, Leeds, Sheffield, Nottingham, Salford. The

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agreement aims at helping some of Algerian students to enrol in full-time

postgraduate programmes to develop the British-Algerian cooperation in fields
related to science in technology. Accordingly, three ESP centres were created in
three different Algerian cities (Oran, Algiers, and Constantine) aiming mainly at
providing in-country ESP courses, supporting different ESP units for stronger
links with British universities, and creating necessary conditions for specialised
ESP teachers and subject specialists who had certificates such as Ph.Ds. from
Anglo-Saxon nations. The specialised ESP teachers had different pieces of
trainings and seminars organised at the ESP centres by Algerian experts and
foreign missionaries. Benyelles (2009) claims that the dissolution of the ESP
centres is related mainly to the absence of legal status and the refusal the centres
have received for legalising its status by the Ministry of Higher Education and
Scientific Research.

2- Method and Tools:

Context and Approach
The researchers opted for a mixed-method approach relying on both
quantitative and qualitative data. The former serves the study in collecting static
information about our respondents in the form of numerical data. The latter is
valuable in terms of collecting data on our respondents’ perspectives, experience,
and attitudes towards certain aspects of the study. As for the research strategy,
Denscombe (2010) defines it as a plan of action to accomplish a precise goal.
Thus, based on the view on Nisbet and Watt (1984), this investigation adopts a
case study as a strategy that deals with the (ESP centre) as an instance related to a
general principle, which is teaching ESP courses.

Participants
For this study, the researchers have decided to rely on the responses of six
volunteering university teachers/researchers and two PhD candidates/researchers
as follows: four teachers/researchers (T1-T2-T3-T4) from the English language
division at Mohamed Khider University of Biskra who are specialised generally
is applied linguistics and didactics. Two other teachers from different disciplines
(Economy T5 and Architecture T6). Finally, two doctoral students from the
Department of Architecture (S1) and the Department of Physical and Athletic
Techniques (S2) at the University of Biskra. The respondents joined our study
based on purposive and convenient sampling techniques taking into account their
interest in learning English and its effect on their research process.

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Instruments
The Semi Structured Interview
One of the data collection methods applied in this study to answer the
research question is a semi-structured interview. This choice stems from the fact
it allows the interviewer to have a prodigious deal of flexibility and allows to
interviewee a degree of power and control throughout the interview (Nunan
1991). The researcher relied on this method as it gives data that is more accurate
and more genuine as answers without blocking the respondents or leading them to
answer a certain way (leading questions).

Cohen and Manion (1985) state that such interviews contain briefing and
explanation, i.e. the researcher clarifies the nature of the study and the purpose of
the interview and the way data were to be utilised. Additionally, and to encourage
the respondent to recount his own experiences and opinions a variety of questions
have to be used (open-ended/ Vs close-ended questions; direct and indirect
questions). The interview is administered in two versions, one for the language
specialists (T1-T2-T3-T4). Another for subject specialists (T5-T6) and the Ph.D.
candidates (S1-S2).

The Observation Process

The second data collection method is the non-participant observation. The
researchers see in this tool a beneficial procedure to be present and note aspects
that may not appear in other responses (interview) such as learners’ motivation
and attitude. Weir and Roberts (1994) support this choice claiming, “observation
is the only way to get direct information on the classroom behaviour of teachers
and learners” (p. 136). The observation grid is designed after nearly two years of
close up examination of different phenomena and activities related to ESP
classes, learning and teaching processes. Within nearly one month of observing
different ESP classes in the Department of Science and Technology, and Social
and Human Sciences, in addition to the CEIL (Centre D’enseignement Intensif
des Langues), the main drives of this inquiry were the following:

The researchers relied on these points using an organised observation grid:

- The efficiency of the courses given at the CEIL and different departments
allegedly as ESP courses.
- The compatibility of the specialised learners’ needs and their target
situation requirements with course content, organisation, and delivery
- ESP teachers experience and expertise in the needs analysis process and
ESP course design
- Learners’ expectations, motivation, and attitude towards the ESP course

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- Fields with the highest demand for ESP courses in relation to the Algerian
job market
- Financial aspects related to ESP courses for all involved parties
3- Results
EFL Teachers Interview
Pedagogical and Research Interests

The EFL teachers (T1-T2-T3-T4) have responded similarly to this

question, three of the four teachers are interested in didactics, teaching techniques
and learning theories, while the fourth teacher extended his research interest into
research methodology and assessment. Accordingly, the researchers pointed to
ESP as research interest and its status in Algeria and the respondents replied
saying that they are interested as well and that they are following the development
of ESP closely.

The ESP Status in Algeria. Specialised Classes and Teachers

The four respondents seemed less optimistic discussing such a topic. They
believe ESP in Algeria has not taken its fair share of research, attention, and
application. Even though it is one of the most important factors in propelling and
furthering sustainable development in developing countries, Algeria still needs
more attention and investments in ESP for both academic and occupational
purposes.

The Difference Between Teaching ESP and Teaching EGP

Through the analysis of our colleagues’ responses, the researcher found

that their viewpoints concerning ESP, in general, are related to theory; also, they
believe that teaching ESP might not be different in terms of teaching methods and
techniques. However, the content is too specific and the materials must be
designed to fulfil learners’ needs and serve academic and professional
requirements of the target situation. They also believe that material selection and
development is one of the most important aspects of teaching ESP. different
sources of information must be selected and organised carefully by paying
attention to timing and without neglecting evaluation procedures.

ESP Learners

There is a consensus on the importance of ESP learners’ needs and

fulfilling their target situation’s linguistic requirements. The respondents believe
that ESP learners have specific needs and ESP teachers must pay close attention
to every single need with keeping a balanced load of information for every

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session. Accordingly, T2 and T3 have focused on the Algerian ESP learners, most
notably, in Biskra University, saying that their needs are barely fulfilled, if even
identified.

ESP Course Requirements

Relying on their response related to ESP learners’ needs, the responses

show immense focus on needs analysis and materials selection and organisation.
This focus is a result of the absence of these crucial aspects in most Algerian ESP
courses as our respondents admitted. Additionally, they believe that the ESP
courses in Biskra University do not take into account evaluation in ESP, both
teachers and learners treat this imperative stage the same way they deal with it in
an EGP course. That is to say, a grade to pass the examination.

The Status of The ESP Courses in Different Department of an Algerian

Universities (Biskra)

Within the tertiary level, T1 and T4 believe that ESP classes must be
organised and be given more importance as they have noticed repeatedly the
struggle students, novice and experienced researchers go through to conduct
research as far as materials in English are concerned. They described ESP classes
in different departments as unorganised and inferior EGP classes. The four
teachers believe that assigning newly graduated EFL students as part-time
teachers in different departments without providing any clear syllabus or training
is not pedagogical.

The High Demand for Specialised Classes in The Algerian University

The teachers believe that Algeria is going through a massive transitional

period both economically and socially, which is affecting education in general
and the high demand for specialised classes in particular. This is, according to
them, is related to the economic openness Algeria is supporting currently. With
more foreign companies and businesses, it is highly required to focus on more
specialised ESP classes to meet the increasing need for such teaching/learning
demands.

ESP Courses and Different Field in Algeria

Two respondents (T2 & T4) believe that tourism and industry, in general,
must be the centre of attention nowadays. On the other hand, T3 believes that
agriculture is one of the main flourishing fields in Algeria and it is high time
researchers and EFL course designer dedicated more time and resources to this

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field and absorb more foreign expertise in agriculture and food quality in general.
In addition to these fields, T1 recommends shedding more light on computing
sciences as its products and results make a large proportion of our daily activities
easier. On the same train of thought, there is a clear consensus among our
respondents that some fields have more importance, giving the nation’s current
state and its professionals’ needs.

The ESP Centre, an Integrative Project

The tentative project seemed interesting in the eyes of our respondents.

They all believe there is a motivating aspect related to this idea in general. A
more organised teaching-learning experience with incorporated efforts from both
linguists and course designers, also subject specialists from different fields and
research interests. As a sum up to their responses, both teachers and specialists
(Ph.D. candidates) believe that fulfilling learners’ needs is a necessity itself to
take advantage of everyone’s ideas and perspectives. Furthermore, to be a part of
the process concerned with the link between the university and the job market;
ultimately, to the development of the economy and the Algerian society in
general.

Subject Specialists Interview

Main Pedagogical and Research Interests

As for the respondents from other specialties, the two teachers (T5-T6)
come from different areas of expertise; the first said he is interested in different
fields of the economy in general and management in particular; while the second
studies architecture and environment. The Ph.D. students (postgraduate
candidates S1-S2) belong to different faculties, the first belongs to the
architecture department and he is interested in environmental issues related to
architecture, and the second belongs to the physical and athletic techniques
department at the same university and he is interested in physical training.

So, as the researcher states here, our respondents belong to different fields
from several disciplines related to both social and human sciences as well as
science and technology, which will give us a variety of responses and from
different perspectives and both educational and professional backgrounds.

Nature of Courses, General and Specialised

The EFL teachers are not concerned with this question. The other
respondents though, had closely related answers. T5 and T6 had EFL courses. In

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addition to the mandatory courses at the primary and secondary levels, T5 has
enrolled as a student at the English language department for one year then he
transferred to the French language department and put his enrolment on hold. He
argued that as a teacher with pedagogical and research duties, he could not find
the time to study and to revise for exams in different subjects, most notably
specialised subjects such as linguistics, literature, and civilization.

T6, S1, and S2, on the other hand, have had English language courses at the
university’s languages centre, which offers different courses in several languages
(English, French, Italian, Spanish, German, Turkish and Russian) and for all
levels (A1-A2-B1-B2-C1-C2). This specialised centre offers general English
courses using audio-visual aids and reliable sources. However, it does not ensure
specialty-related courses; in other words, neither the teacher nor the content is
suitable for ESP classes even if a large number of candidates are already
specialised and look for specialised courses in their domains. Our respondents
have realised that as well and noticed that this centre’s programme is not enough
and does not fulfil all of their language needs. They believe incorporating their
own domain and using English would help them more reach their goals and
enhance their motivation. As a sum up, our respondents did not have any ESP
courses

An ESP Centre with Specialised Classes, Teachers, Training Programs, and

Subject Tailored Syllabi, What Are Your Thoughts? (Possible Benefits)

Respondents have shown enthusiasm and acceptance of the characteristics

of the ESP classes mentioned within the question. T5 and T6 were interested and
thought of this as a chance for them to join the international community giving
their relatively young age (32 and 28 years old respectively). These two teachers
have even gone beyond by discussing chances of inviting their foreign colleagues
and organise seminars and workshops in their departments using the English
language, as according to them, will give the scientific gathering more credibility
and spotlight.

The two Ph.D. students saw this as an opportunity to develop their research
perspectives and enlarge their database by checking a larger number of sources
and developing their communicative skills for both personal and professional
purposes. On the same train of thought, they saw this as an opportunity to pave
the way for professional purposes in more developed countries. However, not all
respondents have agreed on the timing of the courses, as teachers declared that
timing is an issue for them and they would prefer extensive courses, while
students did not object to intensive courses.

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Main Advantages of an ESP Specialised Centre

The respondents seemed very interested in this idea as they saw the project
as a helpful process that may serve positively some of their academic and
occupational objectives. Both teachers/researchers (T5 & T6) believe that a
specialised course can support them save more time and energy giving their busy
schedules. Moreover, they believe, as far as their professional careers are
concerned, that specialised courses will be of a great deal of help to their research
processes and being up to date with what goes around in their field of specialty by
sharing results and communicating, formally and informally, with colleagues
from all over the globe.

As for novice researchers (S1 & S2), the Ph.D. candidates believe that the
current research duty and the process they are going through required a large set
of updated data and more interaction with the international community and
English is highly required for succeeding in this mission. Both respondents are
interested in an international training programme provided by the Algerian
Ministry of Higher Education and Scientific Research called PNE (Programme
National Exceptionnelle). These long scientific leaves (from eight to 18 months)
present an enormous opportunity for Ph.D. students to participate in scientific
events and to seek information and share results and experiences with the
international community. Our respondents believe that most of the destinations
they thought of, and in which their main interest is dealt with, are English
speaking communities and all the updated data available online most notably, is
in English.

Interest and Main Purposes for Learning the English Language

All of the respondents answered positively to this question. They are still
interested in learning English for various and different purposes. The teachers (T5
& T6) believe that research, professional communication, and international
collaboration are the main reasons behind their strong urge to learn English. The
PhD candidates, on the other hand, have similar interests linked to learning
English since they are mainly conducting research and attending/participating in
several scientific events. Thus, English according to them is needed for
documentation and seeking up-to-date information and development in their field
of interest.

Respondents’ Need for The Language in Specific Occasions in Their Educational

or Professional Careers

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According to our respondents’ answers, teachers had more detailed

information as they are more experienced and had more contact with the
international professional milieu. The teachers/researchers (T5 & T6) have been
in touch with their foreign colleagues either electronically like emailing or
personally through international conferences, workshops, training, and
symposiums. Both teachers said that it is quite challenging to be in such
situations where English is the only shared and used language.

T6 has honestly declared that he felt left out in a certain scientific gathering
in Turkey and that even if he had information, results to share, and comments to
exchange he could not be very efficient or step up and speak comfortably. This
teacher has presented his research in French and he said that he noticed
presentations, which were shared in English, had more impact and a larger
audience. Similarly, PhD students have a comparable path as either students or
future professors and researchers. They believe that their research can have an
exceptional value if they were able to check more data and sources written in
English and that the largest sets of data and updated sources in most fields are
written in English.

Final Word

As the researchers explained the main objective of this study, our

respondents strongly supported the tentative project and showed immense
excitement for the details the researcher has provided. For most academic
purposes, the respondents felt eager to have such organised courses mainly to
fulfil their needs and improve their performance within their target situations.

Findings of the Observation Process

Upon closer investigation through the non-participant observation process,

and relying on a thoroughly designed observation grid based on our research
objectives, the researcher found the following:

Observing Specialised Students at The University and at The Local Language

Centre (CEIL) And in Courses for Novice Students (Freshmen)

Researchers have noticed that specialised learners seem to be lost in

choosing appropriate courses to fulfil their learning objectives and meet their
target situation needs. A large number of these learners tend to join the CEIL and
other foreign languages centres even if, from a purely educational perspective, it
is very challenging to meet their target situation needs as these centres provide
general English courses only. On the other hand, a fewer number of these

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learners, who are mostly university professors and doctorate candidates have
joined the English Language Section at the University of Mohamed Kheider –
Biskra. They enrolled in the licence canvas entitled (sciences of the language) on
which they have different basic subjects such as written and oral expression; as
well as, specialised modules like literature, civilization, didactics, and phonetics.

Observing Teachers at The CEIL and at Different Departments

With no ready-made decisions to hire specialised ESP teachers, along with

the absence of training programmes for ESP teachers; the CEIL and different
departments at the level of Algerian Universities in general and Biskra University
in particular hire newly graduated students to be ESP teachers. These new
graduates mostly hold an MA (Masters of Arts) degree in Sciences of the
language or applied linguistics. They do not sign any contracts and have no
regular wage, they are paid by the hour and in many cases they step down or
teach irregularly.

Students’ Motivation (Attendance and Attitude)

In general, students in different departments are not highly motivated.

Among the main causes is the lack of preparation for courses and the constant
change and late assignment of ESP teachers. The coefficient of the course itself in
all canvas is one (01), which makes students focus more on specialty subjects and
give less to no importance to the ESP course. Thus, their attitude toward the
course itself is mostly negative.

Course Content, Organisation, and Delivery

Newly hired ESP teachers in different departments are not highly

motivated as well, giving their low income and importance assumed for them and
their course. Accordingly, the administration does not provide any programmes or
specify the requirements of the course at hand. As a result, the researcher noticed
that the content selection, organisation, and delivery does not meet, regularly,
learners’ needs and learning objectives. It is worth noting that within the courses
given at the CEIL, which are mostly EGP courses, a larger set of educational
materials (audio-visual aids) and ready-made programmes are designed for every
single level separately (from level A1 to C2).

Respecting The ESP Course (Course Design) Steps from Needs Analysis to
Course Evaluation

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ESP teachers, who are not mostly trained or evenly, have enough time for
the ESP course design process (mainly needs identification and analysis), have no
solid base for content selection and organisation. Furthermore, the researchers
have noticed that material selection, development, and gradation is not given
priority because of the time limitations and inexperience of the ESP teachers.

Compatibility Between Course Content and Target Situation Requirements

This rubric is one of the most important aspects of ESP and chiefly in our
study. In relation to other observed aspects, in both the CEIL and ESP courses in
different departments, there is low compatibility between ESP learners’ target
situation requirements and the courses they take at the CEIL. On the other hand,
ESP courses in other departments do not serve all target situation requirements
mainly because of the absence of an organised needs identification and analysis
procedure.

Highest Demanded Fields for ESP Courses, In and Out of the University

The researchers have noticed a high demand for English for Academic
Purposes (EAP) giving that a large number of specialised university professors
and researchers in science, technology, and economics attend EGP courses in and
out of the university. Furthermore, a considerable proportion of the English
language courses’ seekers are daily workers in different fields mainly factories
and administrations with the need of the language as a means for better
performance in their professional activities. Hence, the researchers believe that
EAP courses, mostly in science and technology subfields in addition to English
for Occupational Purposes (EOP) classes in tourism, finance, trade,
entrepreneurship, and business.

Financial and Time Aspects Involved, For Teachers and Learners in Addition to
The Faculty (University)

As stated in different parts of this paper, the financial aspect plays a major
role in the ESP milieu nowadays. As teachers are paid by the hour, learners do
not pay for ESP courses, as the sessions are a part of their canvas and programme.
Alternatively, the CEIL provides three months’ programmes for all levels (EGP
courses) and learners need to pay for every level separately. The fees differ
according to the learners’ profile as teachers and professionals from different
fields in and out of university pay more than what students do pay.

Career Aspects and Aspirations for New Recruits (Experience, Organisation, And
Specialty)

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ESP teachers who are newly hired, with no contract, regular satisfying
salary, nor a suitable teaching environment, face unknown future noting the fact
that they are not genuine ESP teachers and their teaching period is very limited
(to one year mostly). These teachers aspire for a better future with a steady salary
and occupation. Mostly, the certificates they have at the end of the year do not
serve them for any of their occupational purposes. Thus, career-wise, their
aspirations and expectations are much higher than the professional reality they are
in. The CEIL hires teachers in a more formally and pays them differently, if
teachers have no jobs already they get paid by the hour as well, if teachers belong
to a certain department at the university, they get paid through - overtime pay - by
the department. Again, these are EGP courses.

Discussion

Through the analysed data, the researcher concluded that specialised ESP
courses in the University of Mohamed Khider of Biskra in both the CEIL and
different departments do not comply with the criteria of ESP classes. Thus, they
are mostly EGP courses. The results reveal that choices taken by different types
of learners are not studied especially for those who are already operational on
their target situation. Accordingly, this choice will not be of a great benefit for
their current or future careers. As a result, our respondents believe that creating a
suitable context that ensures serving their educational purposes with both
language and specialty teachers cooperation, can increase the efficiency of their
learning experience; thus, increase their productivity in their domains both
academic and occupational. So, the first research hypothesis “an ESP centre
presents a professional and an organised teaching context that is administered by
language and subject specialists for better educational outcomes” is confirmed.

Creating a specific context for teaching specialised language can positively

serve all parties. The results summarised through the analysis procedure shows a
considerable number of advantages this tentative project may bring. First, the
collaboration between language specialists themselves can increase the efficacy
of the teaching–learning experience with developing and adopting several
teaching methods and techniques that will serve a variety of fields and specialties.
Consequently, the collaboration between language and subject specialists will
increase the efficiency of the experience and bring teacher closer to one another
on which the two groups will benefit from one another to create specially tailored
programmes from each department, in addition to syllabi for any interested
company or association out of the university.

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As far as the financial aspect is concerned, the project will help not only the
centre itself but also the faculty and university to increase its financial autonomy.
This is executed by investing the income from learners, teachers seeking training,
and tailored programmes for interested parties out of the university, into
developing the teaching-learning experience and create collaborations with local
and foreign institutions. As a result, the considerable number of benefits confirms
the second hypothesis stating, “The ESP centre ensures especially tailored
teaching programmes that aim at fulfilling both learners’ learning and target
needs more efficiently”. To sum up, this tentative project ensures a large number
of advantages that must be taken into account, the researchers summarise them
into the next section as recommendations.

Recommendations

The following list represents a list of various advantages of the ESP centre as a
tentative project to develop in-depth and more efficient learning:

- Funding for the faculty (Financial Autonomy);

- Better supervision, more experienced staff and more in-depth teaching;
- More specialties and more accurate needs analysis process that leads to
better course design and ultimately better control over target situation
requirements (considering that the staff are already researchers)
- Sponsoring opportunities and signing collaboration contracts (les
conventions);
- Training programs for staff and candidates for specialised tests (ex:
Aviation Language Tests);
- In-service training for instructors and professionals all over the state and
country;
- Extensive training for specialised instructors in ESP;
- Multidisciplinary, Multilingual and Multicultural workplace;
- Specially tailored syllabi for various sectors out of the university;
- Profession-specific language and communication studies (Fortanet-Gomez
& Räisänen, 2008);
- Avoid issues such as hiring part-time teachers who mostly do not show
commitment to their duties giving the very low salaries;
- Translation section for official documents and instant translation services;
- Various external language consultation and tailored training services
- Staff diversity (in age, gender, experience, and teaching-learning styles)
- Consultation between the centre’s staff and professionals and researchers
from different fields to enhance the quality of the whole experience

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- Collaboration with foreign experts and institutions with organised

meetings, seminars, and workshops;
- Develop printed documents for undergraduate students about ESP in
general in the form of a specialised published journal of the ESP centre.
This list is not to be limited to these elements, any further research and
collaboration may reveal the inadequacy of some elements and the effectiveness
of others, as well as the addition of more aspects this research may have
unintentionally neglected.

4- Conclusion
To sum up, the ESP centre, as a tentative blueprint project induces different
researchers from different departments and interests to upsurge the collaboration
for the general benefit. On the same train of thought, to take advantage of a large
number of advantages it provides, to help develop the Algerian university and
bring it closer to the job market and to join the new globalised world. The study
results were not to be generalised; however, the ESP course status and situation in
Algeria is similar, most notably in universities and tertiary level institutions.
Thus, the large set of advantages is not to be ignored, as most involved
individuals will profit from the project. Lastly, the author invites our fellow
researchers from different specialties to encourage such initiations and to
collaborate and exchange expertise, especially between domains that seem
different and apart with nothing in common, as it will be of great help to whoever
is willing to help. Besides, he invites all officials in charge to smoothen the path
for realising this initiative by reducing the bureaucratic operations as this study
comes as a reaction to the first tentative to realise a similar project by Professor
Meliani from Oran University.

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How to cite this article by the APA style:

Assassi Tarek, (2020). The Status of ESP in Algeria: The Need for Highly
Specialized Courses of English. Humanization Journal for Research and Studies. 11
(02). Algeria: Djelfa University. 439-455.

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