An Investigation into the Practical Knowledge of ESP Teachers at Saad Dahlab University: Perspectives and Challenges

Abstract

The present research investigates ESP knowledge, pedagogical practices and challenges from the perspectives of ESP teachers at the University of Saad Dahlab of Blida 1, Algeria. The purpose of this inquiry is to explore teachers’ knowledge and beliefs about ESP teaching so as to understand their choices of pedagogical practices. The study also highlights the challenges impeding the implementation of this knowledge in classroom practice. For its framework for analysis, the study draws on a qualitative approach and exploratory research design to gain understanding about the issue through engaging in real classroom environments of the ESP teachers and their experience with it. Data were collected through a semistructured interview with 13 ESP teachers, a classroom observation and stimulated recall interviews with four participants from the above sample. The emergent themes were helpful in providing answers to the research questions. The findings show that ESP teachers hold several core areas of knowledge developed through professional education and teaching experience. Despite their rich understanding about ESP pedagogy, teachers’ instructional practices seem to contradict their stated perspectives. Their teaching practices seem to be influenced by some context-based factors especially lack of institutional consideration of their role, students’ low competency in English and passive attitudes towards learning. This situation might have hindered the implementation of ESP teachers’ knowledge in practice. Insights gained from the study of ESP teachers’ knowledge, practices and challenges can be used as a basis for drawing upon some useful suggestions for supporting ESP teachers to grow professionally and improving pedagogical practices to satisfy their learners’ professional language demands. These suggestions may help teachers clarify their thinking and form a foundation that enable them to communicate with other teachers and researchers to share their knowledge, skills and experiences in ESP teaching and trigger further interest in this domain