An Exploration of Algerian ESAP Teachers’ Practices and Students’ Voices in Relation to Curriculum Design and Needs Analysis

This research, through a case study approach, explores factors that influence teachers’ practices when designing and implementing an English for Specific Academic Purposes (ESAP) curriculum, as well as how students perceive their learning experience of ESAP.

The study is situated in the Economics Sciences department (ESd) at NU University in Algeria. It purports that the development of an ESAP curriculum that addresses the specific needs of students is critical to improving students’ chances of success in the subject while also maintaining or increasing their interest and motivation. The study considers teachers’ involvement in curriculum design as being vital, as no ESAP-specific curriculum materials are provided by the Ministry of Higher Education and Scientific Research (MHESR) of Algeria, the university, or other stakeholders.
The study draws on the perceptions of 15 ESAP teachers, 150 Economics students, and one Head Teacher within ESd. With consideration to the research questions, the data were gathered and analysed using an interpretive, mixed-method approach. The triangulation of data collection tools and sources supported the findings validity and reliability. A thematic analysis was adopted to capture the emergent themes linked to teacher professional development inherent in curriculum design and delivery practices.

Findings are deemed to be generalisable to further studies in similar ESAP contexts around the globe. Significant findings include indications that the ESAP curriculum is shaped by teachers’ personal learning experiences and expectations and that they perceive the process of needs analysis as a challenging task in guiding the design of the curriculum. The data analysis also found that course design has some limitations including the teaching-learning materials used, the delivery methods, and the assessment procedures adopted. Examining the students’ data unveils a variety of perspectives about their experiences of the ESAP programme, including the effectiveness of the content of the course and the selection of materials relevant to their needs.

The research concludes that the limitations of training and teachers’ prior teaching experiences impact teachers’ motivation, confidence, and feelings of being an imposter. These factors adversely impact teachers’ understanding and development of the curriculum design process, which subsequently affects students’ experiences and learning. The study recommends that a range of professional development opportunities be provided to teachers to help them develop the most responsive curriculum.

The research presents an original contribution to research-informed curriculum development and needs analysis by adding to the knowledge base concerning the complex interplay of factors that impact ESAP teachers' practices – this in turn informs the development of effective professional development training for ESAP teachers to improve their curriculum design and delivery. The study proposes a framework around ESAP curriculum management based on students’ and teachers’ needs and ESAP situation. The suggested recommendations are also provided to help teachers better manage their challenges to achieve curriculum design effectiveness and support students in studying ESAP courses.