Chapter three: Result and interpretations, suggestions, and limitation

Introduction

This chapter presents the results and discussions from the qualitative document analysis of EFL curricula in Nigeria and Algeria. The

focus is on examining the depth and breadth of the curricula, utilizing a manual analysis method. Coding was implicitly employed to

relate curriculum principles to each document.

3.1 Addressing One-Year Difference in the EFL Education of Nigeria and Algeria

EFL education in Nigeria and Algeria shares many similarities, yet a notable difference lies in the duration of the degree programs. In

Algeria, an EFL degree lasts three years, while in Nigeria, it extends to four years. This raises the question of whether this difference in

duration will affect the results concerning the breadth and depth of the curricula in both contexts. The answer is no. While Nigeria

follows the 6-3-3-4 education system, Algeria adheres to the L-M-D (Licence-Master-Doctorate) format. In Nigeria, EFL courses are

generally classified by themes, whereas in Algeria, courses are categorized and often merged under broader subjects. For instance,

Nigerian curricula separate African and European novels into distinct courses, while in Algeria, both are covered within a single

literature course that includes both African and European texts. Similarly, Nigeria's EFL curriculum offers phonetics and phonology as

separate courses, while in Algeria, these topics are often integrated into courses like Linguistics and Phonetics.In terms of breadth,

Algeria's approach to compressing courses aims to reduce the number of individual courses, whereas Nigeria’s approach is to separate

courses to facilitate delivery. Both approaches ultimately center on key thematic concerns of EFL education. Regarding depth, the

comparative analysis will focus on evaluating individual courses and their contributions to the overall quality of EFL education in each

country. The comparison of breadth will involve analyzing the total number of courses, noting where Algeria compresses topics into

fewer courses. In contrast, the depth analysis will dissect the thematic importance of each course in contributing to the EFL curriculum in

both countries.

Research question

EFL education in Africa; comparative analysis of EFL curriculum in English context in terms of depth and breadth

3.2 Scope of the Results

The analysis covers both the breadth and depth of the curricula. Depth refers to the detailed examination of each course's contribution to

EFL education, while breadth pertains to the number and range of courses offered. The analysis will follow the twenty principles of

curriculum design proposed by Nation and Macalister (2010). Comparative infographic tables will illustrate how well each curriculum

aligns with these principles. Each table will reflect high, moderate, or low alignment based on the extent to which the principles are

represented in the Nigerian and Algerian curricula. The focus is specifically on course content within the curricula, excluding other

aspects.

3.3 Structure of the Analysis

The breadth of the curricula will be illustrated through separate tables for Nigeria and Algeria. These tables will include columns for the

year of study, aspects covered, number of courses, and the total number of courses per year. Depth will be analyzed using tables that

categorize data by curriculum design principles, showing the courses in Nigeria and Algeria and commenting on their alignment with

these principles. Each section will end with a summary of results, emphasizing areas of mutual benefit and potential improvements.

Also through in-depth analysis the research will delve deeply into the findings, evaluating how they correspond with the research

objectives and existing literature on EFL curriculum design in Nigeria and Algeria.

3.4 Comparative Discussions

The comparative discussion will focus on how each curriculum aligns with the twenty principles of curriculum design. It will explore

how the curricula from both countries address these principles and highlight any significant differences or similarities.

3.5 Data

The data analyzed consists of EFL curriculum documents from Nigeria and Algeria, sourced from reliable contacts in each country. The

Algerian curriculum was provided by a faculty member via email, while the Nigerian curriculum was obtained from a recent graduate’s

Course Registration Form (CRF), also shared via email. Both sources are deemed credible.

3.5.1 Unitizing the Data

Data will be organized and ranked based on academic year, from the first year through the final year, for both countries. This approach

will facilitate a structured analysis of the curricula.

3.6 Qualitative Document Analysis

The study employs qualitative document analysis, which is well-suited for understanding the depth and breadth of EFL curricula. This

method allows for a detailed examination of educational content and curriculum design.

3.7 Sampling

Sampling in qualitative content analysis is purposeful. Documents selected for this research are specifically chosen to provide valuable

insights into the EFL curricula of Nigeria and Algeria.

3.8 Results of the breadth

The infographic is designed to visually represent the breadth aspect of the research by breaking down the curriculum structure of EFL

studies in Nigeria and Algeria. It systematically compares the number of years of study, each study year’s focus on one of the three

primary areas, and the specific number of courses offered annually. This process is repeated for all years in the respective study programs

of both countries, highlighting the annual distribution of courses. The final part of the infographic will present the total number of

courses offered throughout the entire study duration in each country, providing a clear comparison of the curriculum breadth between

Nigeria and Algeria. The aim is to visually capture the overall course load and the annual distribution to better understand the extent and

focus of EFL education in both contexts. This comprehensive overview serves the core objective of the breadth analysis, which is to

evaluate the overall and yearly number of courses, offering a clear insight into the comparative educational scope in EFL curriculum

design.

Year Aspect No. Of Year Aspect No. Of Year Aspect No. Of

courses courses courses
1st year English 2 2nd year English 4 3rd year English 2
education 4 Education 1 Education 5
linguistics 1 Linguistics 1 Linguistic 1
s
Literature 2 Literature 2 Literature 2
GSP 1 GSP 2 GSP 2
Total- 10 Total- 10 Total- 12 Overall- 32 courses
Algeria

Year Aspect No. Of Year Aspect No. Of Year Aspect No. Of Year Aspect No. Of
courses courses courses courses
1st year English 5 2nd year English 6 3rd year English 8 4th year English 1
Education 2 Education 2 Education 3 Education 5
Linguistics 4 Linguistics 3 Linguistic 2 Linguistics 2
s
Literature 2 Literature 2 Literature 2 Literature 2
GSP 2 GSP 3 GSP 2 GSP 1
Total- 15 Total - 16 Total- 16 Total- 11

Nigeria Overall -56 courses

3.8.1 In-depth analysis

This breadth-based results holds reciprocal benefits, for each country of study:

Algeria:

Algeria could significantly benefit by increasing the number of English courses in its curriculum, drawing inspiration from Nigeria,

which offers twenty English courses compared to Algeria’s eight. Expanding the range of English courses would ensure that students

receive comprehensive exposure to all aspects of the language, preparing them better for teaching roles or other professional

opportunities where English is essential. This approach aligns with the Principle of Frequency by Nation and Macalister (2010),

emphasizing the need for repeated and varied exposure to key language components to enhance mastery. Additionally, while Algeria’s

current education courses are adequate, incorporating a few more from Nigeria's curriculum could further equip students with a broader

range of pedagogical skills, enhancing their readiness for educational roles. This adjustment would align well with the Principle of Space

Retrieval, supporting spaced learning and retention over time. Regarding linguistics, Algeria currently offers only three courses, whereas

Nigeria provides a more extensive selection. Expanding Algeria’s linguistics offerings would create a more robust academic foundation,

aligning with the Principle of Frequency, which emphasizes consistent exposure to complex language features to deepen students’

understanding. Finally, Algeria’s general courses (GSP) are well-suited to the country’s context and adequately cover the necessary

themes, providing a strong supplementary education.

Nigeria:

While Nigeria’s EFL curriculum breadth appears comprehensive, there are still areas where mutual benefits could be realized. Firstly,

Nigeria could consider reducing the number of courses during the first year of study, adopting Algeria’s approach of maintaining a

moderate course load to prevent student overwhelm and ensure a stable learning pace. This adjustment aligns with the Principle of

Interference, which cautions against overloading learners, allowing for more focused and effective learning experiences. Moreover,

Nigeria could benefit from redistributing its education courses more evenly across the study years, as seen in Algeria’s curriculum,

ensuring a balanced progression and steady skill acquisition that aligns with the Principle of Frequency. Lastly, Nigeria’s general courses

(GSP) are well-aligned with international standards, providing students with the necessary general skills to complement their specialized

language training.

3.9 depth

The depth analysis focuses on a detailed examination of the content within each curriculum under review. This comparison employs

twenty principles outlined by I.S.P. Nation and Macalister (2010) to evaluate how effectively each curriculum aligns with expert insights.

By systematically applying these principles, the study seeks to identify strengths and gaps in both the Nigerian and Algerian EFL

curricula, highlighting areas where each country’s curriculum could benefit from the other. These principles are not confined solely to

language teaching; they possess universal applicability, making them suitable for assessing a wide range of educational curricula,

including mathematics, linguistics, literature, and even practical skills like motorcycle maintenance, Nation and Macalistar,2010. Their

broad applicability underscores their relevance and adaptability in evaluating curriculum success across diverse educational fields,

reinforcing the validity of their use in this comparative analysis. This versatility ensures that the principles can serve as a robust

framework for assessing the overall effectiveness of curricula beyond the specific domain of language education, thereby contributing

valuable insights into curriculum design and educational outcomes.

Principal Its reflection in Nigeria's Its reflection in Algeria’s Comments/observation

curriculum curriculum
1-Frequency Higher Higher Frequency here refers to

offering courses and

experiences that cover the whole

of study/discipline area: this is

seen in both curriculum having

courses that satisfy the EFL

education.

2-Strategies and Autonomy Higher Higher This principal means providing

independent language users.

Both curriculum have courses

that focus on the four skills

which ultimately will provide

independent language users. For

Algeria there are courses like

writing expressions, oral

expressions, reading and text

analysis. For Nigeria the whole

four skills are embedded in the

course named use of English.

3-Spaced Retrieval Higher Higher This means giving students a

space to repeat over and over

again the most important items

about courses. All curriculum

did this since all courses are

being studied for a whole study

duration, and some premier

courses are studied twice a day.

4-Language System Higher Higher All curriculum seeks to

inculcate in students the overall

of language system, this could

evidently be seen in the major

courses offered at each

country’s curriculum.

5-Keep Moving Forward Higher Higher This means the ability of

courses to cover language skills

and experience progressively.

this is apparent based on the list

of courses each curriculum

 contained, making smoother

transitioning from one skills to

another through different

courses.

6-Teachability Higher Higher This ask for, sequencing most

favourable language items based

on the readiness of students, this

is specifically for charting

learning experiences that

students have more motivation

on before embarking on the

other items. In both countries

curriculum courses that students

love the most are usually placed

at morning sessions to develop

the students curiosity.

7-Learning Burden Higher Higher This principal underscore the

notion that, courses should help

students make effective use of

previous knowledge. In both

curriculum being for fresh

graduates of high schools are

built to be a kind of continuation

from what the had learned at

high schools. In both curriculum

this can be seen in courses for

Algeria like writing expressions

and oral expressions while for

Nigeria this is seen in courses

like use of English and

introduction to English.

8-Interference Higher Higher This means sequencing items

that happened to be together and

not separate them. This is seen

in both curriculum annual list of

courses, for they built on the

succession of courses, from first

year to the last for all.

9-Motivation Moderate Moderate Both curriculum have their own

unique way of motivating their

students, while for Nigeria it’s

the amount of knowledge and

Algeria for it’s the less

demanding courses.

10-Four Strands Higher Moderate This shows that a course should

maintain an approximately

equal distribution of meaning-

focused input, language-focused

learning, meaning-focused

output, and fluency activities.

Nigeria address this in a blend

of courses of introduction to

English language, practical

English grammar, use of

English and English for

academic purpose. While

Algeria focused on the general

knowledge of the language,

through the courses of writing

and oral expression plus

grammar.

11-Comprehensible Input Higher Higher This underscore the idea of

incorporating substantial

amounts of engaging,

comprehensible receptive

activities in both listening and

reading. For Algeria this is

visible in courses like oral and

writing expression, for Nigeria

is in introduction to English

language and use of English.

12- Comprehensible Input Higher Higher This suggest that courses should

focus on receptive reading and

writing in forms of activities.

Courses that focus on this

principal for Algeria are oral

 and writing expression, text

analysis, reading and text

analysis. for Nigeria they are

use of English, English in

Nigeria, African drama,

European novel, African drama,

and Modern poetry. Thus they

seem to be the same here.

13-Fluency Higher Higher This principal aims at instilling

in students the receptive and

productive fluency at all levels.

This is clearly reflecting in both

curriculum, in terms of courses

they offer at all level, of

language related.

14-Output Higher Higher The aim of this principal here is

to produce students good at

speaking and writing, both

curriculum have this principal

incorporated in their curriculum,

in language related aspects.

15-Time on Task Higher Moderate This principal call for total

dedication of huge amount of

time on 2nd language acquisition,

in Algeria’s curriculum there is

no 2nd language acquisition

course, while in Nigeria’s

there’s a whole course about it.

16-Depth of Processing Higher Higher This ask for providing time for

students to digest every single

knowledge they gained, this is

the work of teachers and at both

contexts they are taking care of

it, in EFL this is essential.

17-Integrative Motivation Higher Higher A course should be designed to

foster the most favorable

attitudes in learners towards the

language, its users, the teacher’s

 instructional skills, and their

own potential for success in

learning the language. This is an

aspect teachers develop daily

through different EFL courses.

18-Learning Style Higher Higher Learners should have the

opportunity to engage with the

learning material in ways that

best align with their individual

learning styles. This is the

another work of teachers to

make sure they carry all

students along during lesson

sessions.

19-Ongoing Needs and Higher Higher The selection, ordering,

Environment Analysis presentation, and assessment of

material in a language course

should be continually and

carefully considered based on

the learners' needs, teaching

conditions, and the available

time and resources. This hinted

that needs assessment should be

ongoing and implement them in

the system of education

especially at the EFL education.

20-Feedback Higher Higher Learners should receive

constructive feedback that

enables them to improve the

quality of their language use.

This seems to be the third tier of

teachers involvement to

ensuring the streamline of

curriculum in EFL education,

this ask for regular feedback and

correctional from teachers to

ensure the curriculum is up to

date.
3.9.1 In-depth analysis

The comparative analysis of Nigeria and Algeria’s EFL curricula against Nation and Macalister’s twenty principles reveals a strong

alignment with key educational standards, highlighting mutual strengths and opportunities for improvement. Both countries excel in

principles like frequency, strategies and autonomy, spaced retrieval, and language system, showcasing comprehensive and well-

structured language programs. Nigeria’s curriculum demonstrates a broader range of courses, especially in English and linguistics, with a

balanced emphasis on fluency, output, and second language acquisition. Algeria, while offering a solid foundation in general language

skills and education, could benefit from expanding its English and linguistics offerings and incorporating more balanced fluency-focused

activities. Both curricula effectively support learner autonomy, integrate comprehensible input and output, and foster positive language

attitudes. However, Nigeria might consider reducing course overload in the early years and redistributing education courses to maintain

consistency. Overall, both countries have robust EFL programs with the potential to learn from each other’s strengths, enhancing the

breadth and depth of their curriculum designs for more effective language education outcomes.

3.10 Validity

Validity refers to the extent to which a research study accurately measures and examines what it intends to investigate without bias. In

the context of document analysis, especially in qualitative research, ensuring validity is crucial to maintain the credibility and accuracy of

the findings, although some aspects of validity may appear inherent due to the open and accessible nature of the documents being

analyzed.In this study, validity is established through a structured approach that frames the research questions and analysis around two

critical dimensions: breadth and depth. This approach not only ensures that the study remains focused on relevant aspects of the EFL

curricula in Algeria and Nigeria but also minimizes potential biases. By aligning the analysis with the twenty principles of curriculum

design proposed by I.S.P Nation and Macalister (2010), the study adopts a standardized framework that serves as a benchmark, allowing

for consistent and objective evaluation of the curricula. This alignment acts as a safeguard against external influences, ensuring that the

research stays true to its intended focus.Moreover, content validity is strengthened by the careful selection of documents that accurately

represent the current EFL curricula in both contexts. The chosen documents are authentic, reliable, and representative of the actual

curriculum practices in the universities studied, ensuring that the data analyzed is both relevant and comprehensive. Construct validity is

further reinforced by systematically coding and categorizing data according to the established principles, which helps to accurately reflect

the intended constructs of the research. Engaging with subject matter experts for feedback and conducting thorough preliminary readings

also contribute to the study’s overall validity, ensuring that the interpretations align with established educational standards and theoretical

frameworks.

3.11 Reliability

Reliability in this research ensures that the findings are consistent and replicable, enhancing the trustworthiness of the document analysis

conducted on the EFL curricula of Algeria and Nigeria. To achieve this, the study employs a systematic and transparent approach,

beginning with the development of a detailed coding guide aligned with the twenty principles of curriculum design by Nation and

Macalister (2010). This guide provides clear criteria for analyzing each curriculum, minimizing subjective interpretations and ensuring

consistent application of the coding scheme. Additionally, the use of authentic, official curriculum documents from both countries

ensures stability and accuracy in the data analyzed. Cross-checking and peer review processes further reinforce reliability by identifying

any discrepancies in the coding and interpretation of the data. Regular feedback from experts helps refine the analysis, ensuring that it

accurately reflects the intended constructs of the study. The comprehensive documentation of all research steps, including data selection,
coding, and analysis, provides a clear audit trail, enabling the replication of the study and enhancing its overall reliability within the

context of EFL curriculum comparison.

3.12 Suggestions

3.12.1 Implications for Curriculum Designers in Algeria

This comparative study of EFL curricula in Nigeria and Algeria provides valuable insights that can inform enhancements to Algeria's

curriculum, making it more comprehensive and better aligned with contemporary educational demands. While Algeria's curriculum is

well-structured, it could be further enriched by drawing inspiration from Nigeria’s approach, which includes a broader array of courses

and pedagogical innovations. The following recommendations highlight how curriculum designers in Algeria can leverage these insights

to enhance their EFL programs by expanding course offerings, updating content, and integrating broader educational, linguistic, and

pedagogical perspectives. The courses advised to incorporate into Algeria’s curriculum in the coming sub-sections should weight based

on the knowledge they contained and place them at appropriate year of study to maintain smooth flow.

3.12.2 Expanding Course Offerings to Enhance Breadth and Depth

The analysis reveals that the Nigerian EFL curriculum consists of 56 courses, while the Algerian curriculum offers only 32 courses,

despite Nigeria’s program being one year longer. This disparity suggests that Algeria could benefit from expanding its course offerings to

cover a broader range of linguistic and educational topics. In Algeria, several topics are combined into single courses, potentially limiting

the depth of exploration. For example, phonetics and phonology are often merged, whereas in Nigeria, these topics are offered as separate

courses, allowing for more focused and detailed instruction.To address this, Algeria could introduce new courses that cover essential

areas of English language studies. For instance, adding advanced writing courses beyond basic writing and oral expression would help

students develop complex language skills suited for academic and professional contexts. Additionally, courses like “Introduction to

English Language,” found in Nigeria’s curriculum, cover a wide array of English features, including history, culture, and origins.

Integrating such a course would provide Algerian students with a comprehensive foundation in the structural and functional aspects of

English, preparing them for advanced studies in language use and analysis.

3.12.3 Enhancing Language-Specific Courses for Modern Relevance

Algeria's EFL curriculum is primarily grounded in traditional grammar and foundational language studies, but there is significant

potential to modernize it by incorporating courses that address contemporary English usage. For example, Nigeria’s inclusion of

“Contemporary English Usage” addresses current language trends, idiomatic expressions, and the evolving nature of English, ensuring

that students remain proficient in real-world applications. Introducing a similar course in Algeria would enhance students' readiness for

both academic and professional challenges.Additionally, courses that examine English in various media and societal contexts would

further enrich the curriculum. For instance, adding a course like “Language for Academic Purposes” would teach students to use English

in scholarly writing, research, and presentations—skills crucial for academic success and professional communication. Another potential

course is “English in Algeria,” modeled after Nigeria’s “English in Nigeria,” which would allow students to explore the development and

adaptation of English in local settings. This would provide insights into the historical, cultural, and social dynamics that have shaped the

use of English in Algeria.These additions would enable students to critically engage with English across various communication forms,

including online platforms, news media, and creative writing. Such courses would bridge the gap between traditional language studies

and contemporary demands, preparing students for diverse applications of the language. This approach would cultivate a deeper

understanding of English as a living language that interacts dynamically with culture, society, and technological advancements, making

Algeria’s EFL graduates more versatile and adaptable.

3.12.4 Expanding Education-Focused Courses to Enhance Teacher Training

The pedagogical framework of the Algerian EFL curriculum can be significantly enhanced by expanding its educational course offerings

to provide a comprehensive understanding of teaching and learning processes. Currently, the curriculum includes essential courses like

ICT and Didactics, but lacks depth in other critical areas of education necessary for developing well-rounded educators. Drawing

inspiration from Nigeria’s curriculum, Algerian curriculum planners could introduce courses such as:

Psychology of Education: This course would provide insights into how students learn, equipping educators with strategies to support

diverse learners, including those with varying cognitive, social, and emotional needs. Understanding psychological principles is essential

for adapting teaching methods to individual student profiles, fostering more effective and inclusive learning environments.

Sociology of Education: This course would examine the social contexts of education, helping educators understand broader societal

factors that influence learning, such as cultural diversity, socioeconomic status, and family dynamics. It would provide a deeper

awareness of social issues that impact students’ educational experiences, allowing for empathetic and culturally responsive teaching

practices.

Curriculum Studies: Introducing “Curriculum Studies” would enable students to understand the principles of curriculum design,

development, and adaptation, preparing them for roles beyond classroom teaching. This knowledge is crucial for educators involved in

shaping or refining curriculum content, ensuring it meets educational standards and addresses student needs.

Guidance and Counselling: This course would equip teachers with skills to support students emotionally and academically, which is

particularly important in secondary education where students face academic pressures and personal challenges. Understanding

counselling techniques would enable teachers to provide holistic support, fostering a nurturing school environment.

Special Education: A course in Special Education would prepare future teachers to meet the needs of learners with disabilities,

promoting inclusive education. Training in this area would empower educators to create accessible learning experiences, implement

individualized teaching strategies, and advocate for students requiring additional support.

History of Education: This course would offer a historical perspective of educational theories, practices, and policies, helping educators

develop a critical awareness of current educational systems and the forces that shape them.

Philosophy of Education: Including “Philosophy of Education” would deepen students' understanding of the theoretical underpinnings

of teaching and learning, encouraging critical thinking about educational values, ethics, and purposes.

Educational Administration and Planning: This course would prepare students for leadership roles by providing insights into the

organizational and administrative aspects of education, such as resource management and policy implementation.

Educational Statistics: Proficiency in educational statistics is essential for assessing student performance and evaluating educational

outcomes. This course would train students in data analysis techniques, enabling evidence-based decision-making in teaching and

assessment.

Islamic Education: Incorporating Islamic Education would add cultural relevance and enrich students' understanding of Islamic

perspectives within educational contexts, aligning with the cultural values of Algeria.

Teaching Practice: A dedicated semester for teaching practice is crucial for applying theoretical knowledge in real classroom settings,

allowing students to refine their teaching skills and build confidence.

Incorporating these courses would significantly strengthen the pedagogical framework of Algeria’s EFL curriculum, preparing students

for the multifaceted roles they will encounter in their teaching careers.

3.12.5 Strengthening Pedagogical Skills and Practical Classroom Management

To further enhance teacher preparation, Algeria’s EFL curriculum could include courses focused on practical classroom skills, such as

“Media and Methods,” “Educational Statistics,” and “Educational Technology Integration.” These courses would provide essential

knowledge that supports the transition from theory to effective classroom practice.

Media and Methods: This course would introduce various teaching methods and instructional media, covering the use of visual aids,

multimedia resources, and interactive teaching techniques. By exploring traditional and modern methods, this course would help students

adapt their teaching to different contexts and student populations.

Educational Statistics: This course would equip students with the skills to analyze data, interpret test scores, and make evidence-based

decisions, enhancing their ability to measure learning outcomes and implement data-driven improvements.

Educational Technology Integration: This course would cover the use of digital tools in teaching, such as learning management

systems, online collaboration platforms, and educational software. Mastering technology integration would enable educators to design

engaging lessons and cater to various learning styles, fostering an inclusive learning environment.

These practical components would align with the broader goals of modern education, emphasizing adaptability, technological

proficiency, and evidence-based practices. By integrating these elements, Algerian EFL students would receive a well-rounded education

that bridges theory and practice, preparing them for the complexities of contemporary classrooms.

3.12.6 Enriching Linguistics and Language Studies for Greater Academic Rigor

Algeria's current emphasis on courses such as "Linguistics and Phonetics" lays a solid foundation for students in the fundamental aspects

of linguistic studies. However, expanding this curriculum to include a broader range of linguistic courses could enhance academic rigor

and better align Algeria’s linguistic education with global standards. Drawing inspiration from Nigeria’s curriculum, the introduction of

courses like “Languages of the World,” “Language and Society,” and “Child Language Acquisition” could significantly enrich students'

understanding of language beyond traditional areas, offering them a more comprehensive grasp of linguistic phenomena.

Languages of the World: This course would introduce students to the vast diversity of global languages, exploring their structures,

histories, and cultural significance. It would provide insights into linguistic typology and language families, helping students understand

how languages evolve and influence each other. This broader perspective on linguistic diversity would sharpen students’ analytical skills

and deepen their appreciation of global linguistic dynamics.

Language and Society: A course on “Language and Society” would delve into sociolinguistics, examining how language operates

within various social contexts. Topics such as language variation, multilingualism, and the role of language in identity formation would

equip students with tools to critically assess the social functions of language. This knowledge is crucial for understanding how language

both reflects and influences societal structures.

Child Language Acquisition: Incorporating “Child Language Acquisition” into the curriculum would offer students insights into how

children acquire language, from early stages to complex sentence formation. The course would explore key theories and the cognitive,

social, and environmental factors influencing language learning, bridging linguistic theory with practical applications in education and

beyond.

Language Contact and Globalization: Courses like “Language Contact” and “Language and Globalization” would examine how

languages interact in multilingual settings, including code-switching and borrowing. These courses would also explore the impact of

globalization on language use, highlighting the complex interrelations between languages in a globalized world, an increasingly relevant

field of study in today’s interconnected society.

Language and Communication: This course would focus on the practical aspects of language use in various communicative contexts,

from interpersonal communication to media discourse. Students would develop skills in pragmatics and discourse analysis, enhancing

their ability to analyze how language functions in real-world situations, thus bridging academic study with everyday applications.

Phonology and Phonetics: Strengthening the connection between phonology and phonetics is crucial for a deeper understanding of

speech sounds. Combining these courses would enable students to explore the physical production of sounds (phonetics) alongside their

abstract, functional roles in language systems (phonology), providing a comprehensive view of speech sound patterns.

Psycholinguistics and Applied Linguistics: Including “Psycholinguistics” would connect linguistics with cognitive psychology,

offering insights into the mental processes underlying language production and comprehension. “Applied Linguistics” would focus on

the practical applications of linguistic theory, such as language teaching, translation, and language policy, preparing students for careers

that require a sophisticated understanding of language use in various contexts.By diversifying the linguistic offerings in Algeria’s EFL

curriculum, students would gain a richer and more dynamic understanding of language, better preparing them to engage with complex

linguistic realities and to address both academic and societal challenges.

3.12.7 Expanding General Studies Courses to Build Essential Skills

Algeria’s current curriculum incorporates some general studies courses, primarily focused on translation and Spanish language.

Expanding the scope of these courses could significantly enhance students' academic, professional, and personal development, equipping

them with skills that extend beyond their primary fields of study. By integrating courses such as “Use of Library, Study Skills, and

ICTs,” “Logic and Philosophy,” and “Science, Technology, and Society,” Algeria could cultivate a more holistic education model,

similar to Nigeria’s approach.

Use of Library, Study Skills, and ICTs: This course would provide foundational research skills, teaching students how to effectively

utilize library resources, study strategies, and information and communication technologies. These competencies are crucial for academic

success and lifelong learning, enabling students to access, evaluate, and apply information effectively.

Logic and Philosophy: A course in “Logic and Philosophy” would develop students’ critical thinking and reasoning skills. By engaging

with fundamental philosophical questions and methods, students would learn to approach complex problems systematically, enhancing

their ability to construct coherent arguments and navigate ethical issues.

Science, Technology, and Society: This interdisciplinary course would explore the relationships between scientific advancements,

technological innovations, and societal changes. It would equip students with the knowledge to understand and critically assess the

impact of science and technology on society, fostering informed and responsible citizenship.

Peace Studies and Conflict Resolution: Introducing “Peace Studies and Conflict Resolution” would provide students with theoretical

and practical tools to analyze and address conflicts at various levels. This course would promote skills in negotiation, mediation, and

conflict management, essential for fostering peaceful coexistence in diverse societies.

Entrepreneurship: With a focus on economic diversification and innovation, this course would equip students with the skills to identify

business opportunities and develop entrepreneurial solutions. It would encourage self-sufficiency and job creation, empowering students

to contribute to economic growth and resilience.

Venture Creation and Growth: Building on entrepreneurship, this course would delve into business planning, financial management,

and growth strategies, providing practical skills for starting and scaling businesses. This knowledge is crucial for students aiming to

transform innovative ideas into sustainable enterprises.

Teachers and Society: “Teachers and Society” would examine the role of educators within broader social contexts, exploring how

societal dynamics impact teaching and learning. The course would prepare future educators to address diverse student needs and engage

with the ethical dimensions of the teaching profession.

3.12.8 Expanding Literature Courses for a More Comprehensive Understanding

Algeria’s current literature courses, including “Literary Text Analysis” and “Literature,” offer a foundational understanding of literary

studies. However, expanding the curriculum to include courses such as “Introduction to Genre of Literature,” “Literary Criticism,” and

“African Novel” would significantly enhance students' analytical skills and broaden their literary perspectives, making the curriculum

more robust and globally relevant.

Introduction to Genre of Literature: This course would provide a detailed exploration of literary genres, including poetry, drama,

prose, and non-fiction, equipping students with a nuanced understanding of literary forms and their historical development. This

foundational knowledge is essential for engaging critically with texts from diverse traditions.

Introduction to Literary Criticism: “Introduction to Literary Criticism” would empower students to analyze texts through various

critical lenses, such as formalism and post-colonialism. This course would enhance students' interpretive skills, fostering a critical

mindset essential for advanced literary analysis.

African Novel: A course on the “African Novel” would center on the rich literary traditions of Africa, exploring themes of colonialism,

identity, and social change. By engaging with African literature, students would gain a deeper appreciation of the continent’s literary

contributions and a more diverse perspective on global narratives.

The European Novel: “The European Novel” would trace the evolution of the novel in Europe, covering major authors and movements.

This course would provide insights into how European literature has shaped global literary traditions, enriching students' understanding

of narrative techniques and thematic explorations.

African Drama: Focusing on the dynamic tradition of African theatrical expression, “African Drama” would explore plays by prominent

African playwrights, highlighting drama as a medium for storytelling and social critique. This course would broaden students’

understanding of performance arts within a literary context.

Modern Poetry: “Modern Poetry” would introduce students to poetic movements from the late 19th century to the present, exploring

experimental techniques and diverse voices. This course would deepen students' interpretive skills and appreciation for contemporary

poetry’s role in literary innovation.

Shakespearean and Modern European Drama: This course would offer a comprehensive study of dramatic literature, from

Shakespeare to modern European plays. By examining classical and contemporary works, students would gain a broader perspective on

the evolution of drama and its cultural significance.

3.13 Implications for Curriculum Designers and Educationists in Nigeria

Despite having a comprehensive EFL curriculum, Nigeria can still gain valuable insights from Algeria’s approach to curriculum design,

fostering a mutually beneficial exchange of educational strategies. Key areas where Nigeria could enhance its curriculum include

streamlining course structures, integrating cultural studies, and broadening the scope of language offerings. These adjustments could lead

to a more balanced, diverse, and globally relevant educational experience for Nigerian students.

3.13.1 Streamlining Course Load Across Academic Years

One of the notable aspects of Nigeria’s EFL curriculum is the uneven distribution of courses across the academic years. For instance, the

third year of the program contains eight courses, in education, which is significantly more than in other years, potentially leading to an

overwhelming workload for students. Drawing inspiration from Algeria’s more balanced course distribution, Nigeria could streamline the
number of courses per year to achieve a more even load. This would not only reduce student stress but also ensure that learning remains

focused and manageable, allowing students to engage more deeply with each subject.Balancing the course load would improve students'

overall academic performance by providing a consistent learning pace and ample time for reflection and mastery of the material. This

approach could also enable curriculum designers to ensure that each course receives adequate instructional time and resources, enhancing

the quality of education.

3.13.2 Integration of Cultural Studies into the Curriculum

Cultural literacy is a crucial component of language learning, as it provides students with a deeper understanding of the contexts in which

the language is used. Algeria’s curriculum stands out in this regard by including a dedicated course on “Civilization,” which teaches

cultural aspects independently rather than integrating them into language courses. Nigeria could benefit significantly from adopting a

similar approach, integrating a standalone cultural studies course that explores the cultural, historical, and social contexts of English-

speaking countries.This course would provide Nigerian students with a richer understanding of the English language’s global variations

and the cultural nuances that influence communication. By exploring topics such as societal norms, traditions, and historical contexts,

students would gain insights into how language and culture intersect, which is essential for developing intercultural communication

skills. Additionally, this cultural component could be expanded to include studies of Nigerian and African cultures, thus providing a

comparative lens that enriches students’ appreciation of both their own and other cultures.

3.13.3 Introduction to Translation Studies

Algeria’s curriculum also includes “Introduction to Translation,” which equips students with skills in translating English into local

languages and vice versa. Nigeria could adopt this approach to enhance its curriculum by introducing a translation course that focuses on

translating English into indigenous Nigerian languages. This would not only bolster students’ linguistic skills but also promote the

preservation and appreciation of local languages within the context of English learning.Such a course would provide practical skills that

are highly valuable in multicultural and multilingual settings, enhancing students’ employability in fields such as translation,

interpretation, media, and international business. It would also foster a greater understanding of the linguistic structures of both English

and indigenous languages, promoting linguistic dexterity and cognitive flexibility.

3.13.4 Incorporation of a Foreign Language to Enhance Employability

With the increasing global demand for EFL teachers, Nigeria could further strengthen its curriculum by integrating a foreign language

component, drawing inspiration from Algeria’s multilingual approach. Adding a foreign language, such as French, would not only

enhance the linguistic repertoire of Nigerian students but also increase their employability across the continent, particularly in regions

where French is widely spoken.Introducing French or another relevant language would provide Nigerian students with an additional skill

set that complements their English proficiency, making them more competitive in the global job market. This would be especially

beneficial for students pursuing careers in international organizations, diplomacy, or any context that requires multilingual

communication skills. Moreover, learning a foreign language would deepen students’ understanding of language learning processes,

enhancing their effectiveness as language educators by giving them firsthand experience of acquiring a second language.

3.13.5 Fostering a Comparative Educational Approach

Nigeria can also benefit from adopting a comparative educational approach that examines and integrates best practices from other

countries, including Algeria. By regularly reviewing and updating the curriculum to reflect global trends and innovations in EFL

education, Nigerian curriculum designers can ensure that their programs remain relevant and competitive. This approach would

encourage continuous improvement, allowing educators to identify gaps, capitalize on strengths, and implement strategic changes that

enhance educational outcomes.For example, Nigeria could introduce more specialized courses that focus on contemporary language use,
digital literacy in language learning, and advanced linguistic studies, all of which are gaining prominence in EFL contexts globally. Such

enhancements would position Nigerian students to better meet the demands of modern language education and global communication

challenges.

3.13.6 Research contribution

This research offers significant contributions to the understanding and improvement of EFL curricula in both Nigeria and Algeria. It

highlights the importance of regular curriculum review, urging curriculum writers and policymakers to update EFL programs frequently

to keep them aligned with global trends and evolving language demands. The study emphasizes the need for adding new, relevant courses

to existing curricula, ensuring that they meet international standards and reflect the dynamic nature of English as a global language.

Furthermore, this research underscores the value of comparative studies in curriculum design, illustrating how cross-country analyses can

lead to enriched, more comprehensive educational programs. By comparing the curricula of Algeria and Nigeria, it demonstrates that

integrating successful elements from one context into another can strengthen both systems. This study provides practical insights that can

be applied to the ongoing development and modernization of EFL curricula, ensuring that they remain relevant, adaptable, and capable of

preparing students for the demands of an increasingly interconnected world.

3.13.6.1 Recommendations for curriculum designer (in both nations)

This research provides several suggestions to enrich the EFL curricula in both Algeria and Nigeria. The key question is how these

recommendations can be fully implemented in a way that remains impactful and sustainable over time. To achieve this, a strategic

approach must be adopted, particularly in terms of course integration and distribution.For Algeria, the research specifically recommends

the incorporation of several new courses aimed at broadening the curriculum. These courses should be carefully distributed across the

three years of study to ensure a logical and progressive learning experience. Introductory courses, which lay the foundation for more

complex topics, should be placed in the first year. Examples include basic courses such as "child language acquisition" or "introduction

to genres of literature." These foundational courses help students acquire essential skills and knowledge early in their academic

journey.As students progress to their second and third years, more advanced and specialized courses should be introduced. These could

include "Applied Linguistics," "literary criticism," or "English for Specific Purposes." By delaying these more complex subjects until

later in the program, students will have the necessary foundational knowledge to engage with them effectively, ensuring a deeper

understanding and more impactful learning outcomes.For Nigeria, a similar structured approach can be applied. While the curriculum is

already extensive, balancing the distribution of courses across the academic years will ensure that students are not overwhelmed by an

uneven workload. The inclusion of courses on emerging trends in EFL, can further enhance the curriculum and better prepare students for

modern linguistic challenges.Overall, the key to successful implementation lies in the thoughtful placement of courses according to their

complexity, ensuring that students build their knowledge progressively. This strategy will not only enhance the educational experience

but will also align the EFL curricula more closely with global standards and the evolving demands of language education.

3.14 Limitations

No research is entirely devoid of limitations. Benghalem (2018) posited that acknowledging and articulating research limitations

enhances the credibility and reliability of the study, highlighting its strengths to the audience. In the context of the present study, several

limitations were encountered, which are outlined below:

3.14.1 Technological Challenges

As a novice in conducting research that heavily relies on technological tools such as word processing software, the researcher faced

numerous limitations. Technical difficulties included challenges in efficiently operating word processing software, managing the logistics
of sending and receiving emails from supervisors, and enduring the demanding nature of working long hours on a computer. The steep

learning curve and lack of proficiency with these technological aspects impeded the research process and may have impacted the overall

efficiency and pace of work.

3.14.2 Time Constraints

The researcher was unable to meet the submission deadline within the stipulated timeframe due to the extensive workload and

insufficient time allocation. The research process was far more demanding than anticipated, and the time provided was inadequate to

complete the work comprehensively. This time pressure contributed to a rushed approach to certain aspects of the study, potentially

affecting the depth and thoroughness of the research findings.

3.14.3 Data Collection Challenges

Data for this research were primarily collected through email correspondence, which proved to be a time-consuming process. Securing

relevant documents from Ain Temouchent University took several weeks, and a similar delay was experienced when obtaining data from

Nigerian sources. The prolonged period required to collect these essential documents significantly delayed the research timeline and

introduced challenges in maintaining a steady flow of work.

3.14.4 Originality of the Research Question

The research question addressed in this study is unprecedented, with no prior research available on the topic. Consequently, the

researcher faced significant challenges in identifying existing samples or models to guide the study. The absence of a clear roadmap

necessitated a self-directed approach, which, while challenging, underscores the originality of the research and its potential to contribute

novel insights to both the Nigerian and Algerian educational contexts.

3.14.5 Internet Dependency

The research heavily relied on internet connectivity for accessing literature, sending and receiving emails, and collecting data.

Fluctuations in internet speed and connectivity issues posed significant disruptions to the research workflow, often stalling progress at

critical moments. These interruptions not only delayed data collection but also affected the continuity and momentum of the research

process, underscoring the limitations of depending on technology that is susceptible to connectivity challenges.These limitations, while

constraining certain aspects of the study, also highlight the adaptive measures taken by the researcher to overcome unforeseen challenges.

Acknowledging these constraints contributes to a more nuanced understanding of the research process and underscores the importance of

flexibility and resilience in academic inquiry.

3.15 Directions for future research

This study was conducted through the specific lenses of breadth and depth, which provided valuable insights into the comparative EFL

curricula of Nigeria and Algeria. However, future research could benefit from exploring more comprehensive frameworks that go beyond

breadth and depth, potentially integrating a wider range of analytical dimensions for more holistic and nuanced findings.Additionally,

this research employed twenty carefully selected principles to measure the breadth and depth of the curricula. Future studies could

explore alternative sets of principles or even develop new methodologies that offer fresh perspectives and insights. This would allow

researchers to refine the comparative analysis and potentially reveal overlooked aspects of EFL curriculum design.It is crucial for future

research to consider the limitations highlighted in this study to ensure smoother execution and more robust outcomes. By addressing

these constraints, future investigations can build upon this foundation and contribute to creating a more refined and innovative body of

knowledge in the field of EFL curriculum design and development.

3.14.1 Effects of the limitations

For future researchers, it is crucial to carefully address the mentioned limitations to maintain a cohesive and effective research process.

Challenges like technological issues and time constraints should be managed proactively. By fully accounting for these limitations, future

researchers can ensure a smoother workflow, more efficient data collection, and a well-organized study, ultimately leading to more

reliable and impactful research outcomes.

3.15.1 Conclusion

This chapter addresses a critical issue central to the present research: the one-year difference between Nigeria and Algeria in their EFL

curricula. This discrepancy raised concerns about whether such a difference could impact the study’s overall validity. However, this

chapter convincingly argues that the study remains balanced and unbiased, thanks to the strategic application of twenty guiding principles

designed to mitigate any potential biases or errors.The chapter delineates the research scope, emphasizing the focus on both the breadth

and depth of EFL curriculum design in Nigeria and Algeria. It highlights the use of infographics as a key methodological tool for

presenting results clearly and effectively, making the comparative analysis visually accessible. The chapter proceeds to present the

findings of the breadth analysis, followed by an in-depth examination of these findings, elucidating the implications for each country.

Subsequently, it explores the depth analysis of the curricula, delving into a detailed evaluation of structural and content differences. The

chapter also underscores the validity and reliability of the research, reassuring that the methodological rigor supports sound conclusions.

The implications of these findings for curriculum designers in both Nigeria and Algeria are discussed, providing actionable insights that

could inform future curriculum development. Finally, the chapter addresses the study’s limitations, offering critical reflections on the

challenges encountered and suggesting directions for future research. This comprehensive approach not only fortifies the study’s

credibility but also underscores its relevance to curriculum designers and educational policymakers in both contexts.