Investigating Causes of Language Learning Failure Among Algerian ESP Doctoral Students: A Case Study of Arabic Department Learners at ENSB
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Abstract
The aim of this study was to investigate why first-year doctoral students from the Arabic Department at the Teacher Training College of Bouzareah (ENSB) failed to achieve the B2 level in the mandatory online English program set by the Algerian Ministry of Higher Education. The study involved 15 first-year doctoral students who took part in the program during the 2022–2023 academic year. A mixed-method approach, including a questionnaire, a semi-structured interview, and online classroom observation, was used to gather both qualitative and quantitative data. Data were analyzed through content analysis of course units, examination of online interactions, and basic statistical analysis of questionnaire responses. The results indicate that the primary cause of this failure was the online delivery format, which placed A1 and A2 level students in a frustrating situation. This frustration stemmed from their inability to follow the teacher behind the screen and from certain course units being unrelated to their specialism, making the technical vocabulary even more challenging. Furthermore, students perceived the online English course units as not entirely relevant or appropriate to their academic needs, adding to their struggle. Additionally, the study reveals that these students do not use learning strategies that promote long-term retention, which is another cause of language failure. To address these issues, it is recommended that online teaching be avoided for beginner-level students (A1 and A2), and that more personalized teaching methods be considered, such as designing lessons around topics related to students' fields of study or including simple role-play activities to practice everyday conversations.
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