Globalisation has significantly impacted multiple spheres, with the educational sector being no exception. The increased prevalence of the English language as a lingua franca, which bridges the gap between native and non-native speakers, is a notable outcome of this global phenomenon. This level of proficiency has increasingly become a vital asset for individuals navigating complex academic and professional environments across various disciplines. In particular, non-English speakers frequently encounter linguistic and cultural barriers that can impede their pursuit of educational and career goals due to the inadequate proficiency of the target language. In response to these demands, English for Specific Purposes (ESP) has emerged as a specialised discipline designed to suit individuals’ specific needs. The present study investigates the current status of ESP teaching practices in Algerian universities, shedding light on the case of Ahmed Draia University of Adrar. In such an endeavour, the study included interviews with seven ESP teachers representing various academic departments, where English is a standalone or independent module within the same university. The participants were asked to react to and evaluate, as well as comment on, the current ESP practices in Algeria. ESP courses need to incorporate more practical and real-life contexts in Algerian universities to enhance learners’ communication skills and prepare them for future careers. The results obtained from the teachers’ interviews revealed critical insights into current ESP pedagogical practices and challenges within the Algerian university context. The findings revealed that effective delivery of ESP instruction in Algerian universities necessitates substantial modifications and reforms to enhance the outcomes for teachers and students. Teachers should continually participate in ESP training programs as part of their professional development.
Khadidja Khalili (Thu,) studied this question.