Economics Teachers and the Design of Authentic ESP Materials: Exploring Competencies and Challenges
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Abstract
This study investigates the capacity and challenges faced by economics teachers in Algerian higher education institutions in designing authentic English for Specific Purposes (ESP) materials. As the demand for discipline-specific language skills in economics increases globally, Algerian teachers are expected to create materials that not only align with linguistic objectives but also reflect real-world and contextual relevance for students. However, the process of designing effective ESP materials is often hindered by a range of factors, including institutional limitations, insufficient training, and a lack of access to updated resources. The study employed a structured questionnaire as the primary research instrument, incorporating both closed-ended and open-ended questions. This approach enabled the collection of quantitative data on teachers’ experience, confidence, and professional background, alongside qualitative insights into their challenges and suggestions. The results reveal considerable variation in teachers’ confidence and readiness to design ESP materials. While some reported a reasonable level of competence, many highlighted significant obstacles, such as limited resources, time constraints, and a lack of ongoing professional development. A recurring theme was the need for more structured institutional support, including access to authentic resources, targeted workshops, collaboration with subject matter experts, and protected time for material development. Teachers also emphasized the importance of integrating real-world case studies and feedback mechanisms to ensure that materials remain practical, engaging, and effective. The study concludes that improving ESP material design in Algeria requires a multifaceted approach involving teacher training, resource accessibility, institutional collaboration, and research-driven innovation. These findings align with established literature in ESP pedagogy, reinforcing the idea that well-supported and professionally developed teachers are central to delivering high-quality ESP instruction.
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References
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