Investigating the Process of EAP Course Design in a College Context from the Perspectives of Teachers (Published)
Within the domain of TESOL curriculum, course design is the foundation that contributes to shaping, guiding, and articulating the subsequent processes of curriculum development-curriculum implementation and evaluation. The study aims to understand teachers’ experiences regarding the process of course design. The study draws on the interpretive paradigm employing its epistemology and philosophy as an underpinning stance. Accordingly, the qualitative approach has been selected for determining the strategy and methods of sampling, and data collection and data analysis. The findings concerned with the teacher data showed that teachers conceptualize course design as a matter of prioritizing the key component that contributes to shaping and guiding the other elements or components of a course. Based on the findings of data analysis, the study offers a number of implications that are of value for those who are involved in the process of course design, particularly in the current context.
An ESP Course Design for Postgraduate Students of Engineering at Badji Mokhtar Annaba University (Published)
This paper aims at designing a technical English course for postgraduate students of Engineering at Badji Mokhtar Annaba University. The course design is based on thorough needs analysis taking into consideration needs analysis concepts forwarded by Hutchinson and Waters (1987) and Dudley-Evans and St.Johns (1998). Through a pilot study, the postgraduate students of engineering at Badji Makhtar Annaba university declared that they need to have courses in technical English in order to read and understand the newly updated researches in English, to take part in classroom discussions and to be able to write their own final doctoral project article without referring to experts for the translation from French into English. Thus English for Specific Purposes (ESP) course design is expected to be beneficial to the aforementioned group of learners. The needs analysis in this action research was conducted through the use of different tools. The results revealed that all postgraduate students of Engineering need to learn an ESP course for the development of the predominant skills of reading and writing first, followed by speaking and listening and translation as a fifth skill.