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Research commitment and perspectives in English for

Specific Purposes: from needs to implementation

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 Revue Maghrébine des Langues
Volume : 11 Issue : 01 / December 2020 pp.25-43
ISSN: 2253-0673 EISSN: 2600-626X

Research commitment and perspectives in English for

Specific Purposes: from needs to implementation

Hacene HAMADA
ENS Constantine, Algeria
[email protected]

Received: 06/06/2018, Accepted: 09/05/2020, Published: 31/12/2020

Abstract: This paper provides an account of course implementation and research

perspectives in ESP, EST and EAP at Constantine University and other Eastern
Algeria universities. It sums up course objectives and content that lead to research
direction towards determining specific needs and relevant problem solutions
according to context requirements. It presents the results of research projects that
have been and are still conducted by classifying them according to Needs Analysis,
Teaching/Learning Purposes, Methodological procedures of problem solution,
Research Outcomes in specific, professional, scientific, technological, and
Academic contexts.

Introduction
Since the emergence of needs analysis in the field of applied
linguistics and language teaching, a huge amount of research
categorized Needs as a starting point and favored two major
developments in teaching/learning English as a Foreign Language.
On one hand, the specific purposes lead to the distinction of sharper
outcomes in various fields and learning contexts and, on the other
hand, the learning process gave rise to methodologies and
pedagogical tools most relevant to learners and learning contexts

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Hacene HAMADA RML11 / 2020

while target situation discourse gave rise to generic trends in

discourse analysis. Within these two major trends, this paper aims to
shed light on practical aspects of research in English for Specific
Purposes (ESP, henceforth) that have been carried out by Algerian
researchers during the last three decades.
These research achievements are rarely consulted and almost
never mentioned as reference resources in academic writing of theses
or in design and implementation of ESP, EAP, and EST courses.
There is, unfortunately, a preference for International publications at
the expense of the authentic National research production that may be
due to the editing and publication constraints. Therefore, the study
values what has been achieved so far through some realistic and
authentic research projects carried and determines the identified types
of Needs, Purposes, and the suggested methodological
implementations most relevant to every particular research context.
Consequently, it sets forth a number of research perspectives and
opportunities of exploring purposive domains of applications in the
socioeconomic context.

1. Needs Analysis
Just after the work of Munby (1978) on ‘Communicative
Syllabus Design’, early Algerian research projects (Miliani, 1985;
and Hamada, 1990), for example, focused their investigation on needs
analysis and course design for students of economics. While Miliani
considered that the first year students of economics do not have an
appropriate proficiency level to study economics in English and need
to attend a general English course during the first two years, Hamada
administered a placement test and designed a reading comprehension

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Hacene HAMADA RML11 / 2020

course focusing specifically on cohesion aspects of economics

discourse.
Relying on proficiency tests and surveys, other researcher
projects targeted other academic fields and contributed in the
development of English for Science and Technology (EST,
henceforth) and English for Academic Purposes (EAP, henceforth).
The analysis of learners’ felt needs gave a better evaluation of their
proficiency level, the target social, academic and professional
contexts. Focus on the learner was a new direction towards learning
needs that determined the required language skills, strategies and
competences (Benhamlaoui, L 2011; Chaira, 2012; Lassoued 2012;
Rouaghe, 2012; and Krarzia, 2013).
The Higher education institutions also expressed their concern
about the ESP / EAP courses; surveys of their aims and goals of
including English in the undergraduate and postgraduate programs
gave a set of general goals to be achieved. The former were basically
oriented towards academic communication skills like reading
comprehension and writing skills which would in turn serve the
transfer of scientific knowledge and technology. However, the ESP /
EAP courses that were administered at theses intitutions had major
shortcomings because of their low density (an average of 2 hours per
week), inadequate contents, and inappropriate methodology that
would satisfy learners’ and learning needs. Most of theses ESP/EAP
courses were scheduled late afternoon and taught by non trained
teachers. In these cases, achievement tests acted as an evidence for
teachers, students, and deicision-makers that the course took place
and that all students passed the exams no matter what the proficiency
level was.

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The above mentioned studies widened the scope of research

under our supervision to reconsider ESP and EAP needs analysis from
a contextual perspective to determine the required output profile of
learners, the expected level of proficiency, and the specific features
of discourse being used in those contexts. This tendency of making a
link between learning purpose and language use (Widdowson, 1993;
Hamada, 2007) gave rise to explorations and investigations of
language use in context in order to determine the channel of
communication, the formality of discourse, and the type of genre. As
these studies focused on target situation needs, the pragmatic
determination of puroposes, learning preferences, course contents,
and performance outcome became much more specific to every
particular study (Brighet, 2009; Rouagh, 2011). Although this
situation of research may seem too problemtic, it represents exactly
the specificity of ESP as a heterogeneous field where it is sometimes
better to avoid generalisations as we shall see below.

2. Purposes
Although both undergraduate and postgraduate courses include
English as a Subject to be taught on a weekly basis of at least 2 hours
per week for all academic disciplines, teaching English for academic
disciplines had to take into account the difference in the general
purposes of English for the humanities as distinct from English for
the hard, exact sciences. Furthermore, the recent reforms of higher
education courses introduced much more requirements regarding
research methodology and academic writing (Hamada, 2007; 2014).
Under this additional pressure of specificity and precision, some

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purposes that used to be taken for granted as valid objectives are no

longer reliable for the design of ESP, EAP or EST courses.
The sharp distinction of learners’ felt needs, learning styles, and
discourse features and channels provided the researchers with enough
pragmatic alternatives for the design of course content and
methodology. For example, the teaching of research methodology in
the general BA and Master programs turned out to be a focus on study
skills for better achievements in academic writing (Bediaf, 2016;
Guendouz, 2016; Rouabah, 2016). Furthermore, the teaching of
applied language studies across disciplines opened the scope of
research to the introduction of genre analysis parameters (Swales
1990) as tools of discourse classification and course design (Hamada,
2014). In the technical, scientific and professional domains, the
purpose of course design depended on modern media and channels of
channels of communication (Benhamlaoui, M, 2010; Rouagh 2011;
Chaira 2012; Lassoued, 2012; and Boudraa, 2013).
On demand of three professional companies, specific courses
were tailored to satisfy the needs of their managers and staff members
according to specifically determined objectives (during the period of
1990/2005). In the case of Air Algerie, the staff members and air
traffic controllers needed to orally communicate with their
interlocutors let them be professionals or just tourists. However, in
the case of Sonelgaz and Enasel (respectively National company of
Electricity and Gas, and National Company of Salt) the participants
needed to travel, negotiate and sign contracts with foreign partners;
their objectives were determined on both informal and formal
discourse features.

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3. Methodological procedures of problem solutions

Doing research seems to be much more problematic in ESP than
other areas; the diversity of research contexts in terms of space and
time, age and proficiency level of participants, learning styles and
strategies, and target situation have multidimensional impacts of
research in action. Furthermore, the cooperative and collaborative
roles of research actors as participants, researchers, and research
institutions have to be carefully coordinated by the supervisor
(Hamada, 2011). Every specific research setting requires specific
methodological measures depending on the statement of the problem
and the adequate research tools, as we shall see below.
Thus, analytic and explorations studies relied on assumptions and
research questions to find out solutions to the stated problems. Their
research tools consisted mainly of proficiency tests and
questionnaires administered to a sample population of learners,
teachers, decision makers and/or professionals. However qualitative
and evaluation studies relied, in addition to surveys and tests, on
observation grids and evaluation checklists. Both types of fruitful
studies ended up with the specification of objectives, the pedagogical
implementation of qualitative suggestions of teaching / learning units,
in addition to some recommendations.
Much better studies were those that applied quasi-experimental
or true experimental methodology; they relied on hypotheses that
expressed observables and measurable variables. Their
methodological procedures used surveys and proficiency tests for
exploration and applied pre-test, post-test experimental design with
control and experimental groups of participants. Researchers’
commitment to the research act appears clearly in the implementation

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of the experiment as a manipulated independent variable that would

enhance and/or produce a positive effect on learners’ outcome as a
dependent variable. In some particular corpus based studies, the
research methodology relied on established criteria of corpus analysis
and ended up with the characteristic features of the genre at hand.
These studies are classified according to their purposes and outcomes
in the following section.

4. ESP research outcomes

Whatever the problem statement of research projects, their
benefits are reflected in their research outcome. Depending on their
purposive focus and research limitations, some studies could at least
determine one of the factors impacting ESP in general and/or EST
and EAP courses in particular. As a whole, some studies put a
particular theory into practice while other studies combined
pragmatically some alternatives to achieve their research aims.
4.1. ESP/EST courses
Economics and business studies represent take much more space
in ESP studies than any other field of the humanities. The immediate
socioeconomic environment of professional and business
requirements define better learners’ purposes in terms of the English
language proficiency during pre-service and in-service education and
career development. In addition to earlier studies like Miliani (1984)
and Hamada (1990) who focused on course design, recent studies
gave a much more communicative and pedagogical dimension to
course implementation. The impact of ‘learning purpose and
language use’ (Widdowson, 1993) brought a closer correlation
between what learners need language for and the contextual use of

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that language in real life situations. For example, as a response to

learners’ felt needs and job requirements of economics students,
Benhamlaoui, L (2011) suggested a scenario based instruction to
create a dynamic communicative classroom where the participants
could perform roles of interaction, information exchange and
business negotiation. In teaching English for students of commerce,
Krarzia (2013) developed a task-based syllabus for both oral and
written communication purposes relying on authentic materials like
business letters, emails, advertisements, leaflets, contracts and
booklets.
Given the development in communication channels and
networks, these pedagogical innovations suit better the modern job
requirements than those determined by Miliani and Hamada in the
1980’s and provide the learners with collaborative / cooperative and
affective alternatives of for learning and achieving better language
performance. For example, in a professional context where learners
develop a much better interest in their occupational purposes,
Rouaghe (2012) found out that Algerian wholesale import and export
businessmen do not need much of business English as they do need
conversational English that helps them travel around the world, meet
foreign business partners, negotiate contracts, make hotel
reservations, pay their bills, etc… Instead of designing a business
English syllabus, Rouaghe (ibid) responded to her learners needs
through the design of a social survival syllabus to develop their oral
communications skills.
Within the scope of teaching EST, Trimble’s (1985) distinction
of rhetorical functions and logical orders in scientific discourse still
provide a practical framework of applications in recent case study

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research. The scope is characterized by generic features, as initially

determined by Swales (1990) and improved by many other scholars,
when it takes into consideration altogether the communicative event,
purpose, shared knowledge between producer and audience, and
linguistic norms, conventions and features. The practical commitment
of Algerian researchers to higher education and technical scientific
fields gave rise to a number of case studies in an attempt to improve
the teaching/ learning process on one hand and explore the
professional / commercial aspects of science and technology on the
other hand.
In the teaching learning process of EST, Boudraa (2012)
explored computer science engineers’ needs from the students’,
researchers’, and decision makers’ perspectives, in addition to text
analysis. Her study distinguished reading comprehension tasks as
immediate needs of the undergraduate students and communicative
reading / writing performance for graduating engineers; she
consequently developed a topic type, unit based, syllabus for students
of computer sciences.
As course evaluation is a significant tool of checking the validity
and reliability of EST teaching materials, Lassoued (2012) adapted
and developed a textbook evaluation checklist to measure the
suitability and effectiveness of the textbook 'English for Science and
Technology', used in the Algerian Institute of Petroleum. The study
concluded that this traditional material, dating from the 1970’s, no
longer satisfies the staff and the students’ present needs to meet
quality requirements of the market and thus take shares of other
markets in other countries such as Nigeria, Niger and Mali. Although
the textbook focused on developing the English language proficiency

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Hacene HAMADA RML11 / 2020

and vocabulary skills in petroleum technology, it does not provide

communication skills most necessary to cover the modern petroleum
industry and business expansion; She provided a multi-task oriented
syllabus, based on authentic materials and goal-oriented activities.
As science and technology do not flourish without a marketing
discourse, the user and service manuals of household equipment and
machines are published in at least three languages around the world.
The English language version of these manuals has been subject to
Brighet (2009 and 2016) generic analysis of instructional discourse.
The study determined that even if the structure of the imperative
mood implies the function of instruction is taken for granted, in the
user and service manuals of household equipment and machines, the
functions of the imperative vary according to purpose and audience,
and may imply warning, security, warranty, repair, and customer
claims. The significance of the study lies in the fact that, according to
the use of English in a globalised market, Algeria needs to produce,
export and adapt a marketing policy that would attract consumers of
its products worldwide in the English language.
Within the same scope of industry and business language studies,
Chaira (2012) analysed needs and performance outcome of teaching
EST to health and industrial safety students at the Professional
Training Institute of Batna and determined that, in addition to
communication in the four skills, the trainees needed translation
exercises to cope with their future professional tasks on the
workplace. A good proficiency level was then required to improve
learners’ ability of information transfer while dealing with authentic
documents most relative to technical equipment, chemical and
material substance of products and healthy and security measures.

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Furthermore, those trainees needed to transfer and translate their

knowledge to their immediate and future professional community of
staff members and co-workers.
4.2. EAP and Academic Writing Courses
Since 2004, the Algerian Higher Education reforms gave us the
opportunity to design and implement language course at the BA and
Master program levels. Our contribution in the field of Applied
Language Studies came up with a theoretical overview and practical
application of generic analysis of academic and scientific discourse
(see Hamada, 2007 and 2014). An EAP/EST program course for
master students was hence implemented to cover significant issues in
different academic and scientific domains. The impact of this
contribution was positive as it had a pedagogical echo at conferences
held at Biskra University in 2012, and Msila and Adrar Universities
in 2013 and served as an implementation of academic discourse
analysis Master program at the University of Bejaia in
2015.Furthermore, it opened specific research routes to technical
discourse like Brighet (op.cit), and directed other researchers to
explore academic discourse, as we shall see below.
The application of academic writing norms and conventions to
students’ essays, research articles and dissertation writing does not
come exclusively from the writing skill and the study of research
methodology alone. Academic writing requires the processing of
both cognitive and metacognitive information, the expression of
propositional and non-propositional discourse and metadiscourse
moves in a coherent and argumentative writing to reach the members
of the discourse community (Hamada, 2014). In this line of thought,
Kheloufi (2009) explored the generic structure of 15 biology research

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Hacene HAMADA RML11 / 2020

articles to determine their ‘prototypicality’ and their various

communicative features that are frequently used by the biology
research community. The researcher came out with practical
pedagogical applications of genre analysis to provide students of
biology with valid description of communicative features occurrence
and help them make inferences while reading research articles, take
notes, and write their own research papers.
Developing a writing ability of academic research articles is
based on the BA level where undergraduate students learn basic
writing and research skills in a Research methodology course. The
acquired skills are supposed to help them write exam compositions
and essays before they pass their BA and start the Master program
course in Applied Language Studies. In this perspective, Bediaf
(2016) carried out a study on students’ drafting, revising and editing
academic writing. He aimed to explore how ‘drafting operations work
on creating an ‘acceptable piece’ within academic writing
contexts’ (Bediaf, 2016: 3) by analysing undergraduate students’
drafts and final exam papers. His study revealed that the cognitive
and metacognitive process of academic writing plays a major role in
composition and essay writing, however it is always subject to
individual differences like intelligence, linguistic competency, style,
preparation, and aptitude.
At the Master dissertation writing task, the proficiency level
is higher than composition and essay writing. The different sections
of a dissertation require careful design and organisation before
putting ideas into words. Within this perspective Guendouz (2016)
and Rouabah (2016) explored Master dissertation ‘Introductions’ and
‘Abstracts’, respectively. Both studies used Swales’ (1990 and 2004)

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move structures to apply a corpus-based analysis on a sample of

Master dissertations. On one hand, Guendouz (2016: 123) found out
that the corpus-based analysis ofthe dissertations’ introduction
sections, according to Swales’s (2004) CARS model (Creating A
Research Space), revealed that the rhetorical devices employed by the
students were problematic to the student writers. Using the same
CARS model, On the other hand, Rouabah’s (2016: 120-121) corpus-
based analysis of discourse moves in Master dissertations
Introductions revealed a relative application of the model as student
writers use a few moves at the expanse of others in their introductions.
Both studies consequently suggested that the students needed to be
familiarizedwith the model’s linguistic manifestations and
communicative purposes associated with each move.
4.3. Research Methodology and ICT
It could be noticed from the studies mentioned above that
research methodology and study skills courses at the BA and Master
programs did not provide enough time and space for practice and
extensive applications. The limited course density (1 hour and 30
minuts per week) and the large classes did not provide the learners
with enough learning opportunities. Taking advanvtage of modern
Information and Communication Technologyand psossible acess to
Internet, the implement of these LMD program coursesseemed to be
a suitable pedagogical alternative. However, this alternative had to be
analysed according to learners needs, and designed and experimented
in a teaching / learning context. Consequently a quazi-experimental
study was carried out to implement a research methodology course
for BA students through the use of Blended learning that relied on a
social web forum, like Facebook, for learners outside classroom

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Hacene HAMADA RML11 / 2020

sessions in addition to their class sessions. The results of the study

(Kadri and Hamada, 2016) revealed that blended learning boosted
learners’ motivation, autonomy, and commitment to the learning
tasks, fostered interaction, prompted feedback, lowered students’
anxiety, and improved their critical thinking skills.
4.4. Translation
Although many studies in ESP contexts revealed the necessary
implementation of a particular course in English, in a few EST
contexts the learners’ needs emphasized the use of translation. For
example, in Chaira (2012), the trainees of Health and Industrial Safety
institute (see section IV-1, above) expressed their need to study
translation of specialist lexis that would help them addressing their
workplace partners in Arabic or French. Within the same trend of
using translation in scientific domains, the context of English for
Medical studies is of particular significance because medical sciences
are taught in French in all Algerian universities.
In the study of Benhamlaoui (2010), Algerian doctors expressed
their need to read and write about medical topics in English; however,
given their low proficiency in English, they relied on online machine
translation (like free online GOOGLE translate, REVERSO or
SYSTRAN) from English to French and vice-versa to read and write
scientific documents. However, the study revealed that the free online
translations have major problems of cohesion and coherence at the
levels of word order, tense, gender and number agreement, reference,
etc.… When compared to human translation, the study revealed that
knowledge of the language culture determines the translation quality
of text coherence to a great extent. Consequently, Benhamlaoui
(2017) suggested a cross cultural and generic analysis of French and

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Research commitment and perspectives in English for Specific Purposes: from needs to implementation
Hacene HAMADA RML11 / 2020

Englishmedical text translation to implement and improve the online

translation versions at the levels of cohesion and coherence.

5. Discussion of Results and recommendations

From the analysis of needs, research in ESP takes divergent but
significant directions to satisfy the identified purposes and using
appropriate procedures. A research project may focus on immediate
learners needs, pedagogical practices, and course and syllabus design
and implementation, or target communication context of discourse
and genre features. If we consider What has been achieved so far, the
various studies, mentioned above, show that there is real fruitful
research in terms of individual career development of researchers
(getting a degree) who provide, at the same time, solutions to specific
problems or design relevant courses and methodologies that respond
to specific situations needs. However, there is little or no coordination
of research efforts to enhance teamwork in research laboratories
around the country.Despite these efforts, EST is still limited to
academic / training settings because of French prominence in
Algerian business, technology and industry
We can also notice that there are very few publications as almost
all research works target degrees and qualifications; Algerian
researchers still rely on foreign references and neglect Algerian
research publications (theses and research articles). Although a
pioneer publication of Oran ESP Journal was initiated in the 1990’s
by professor Miliani and two ESP conferences were held in Oran
1992 and Sfax (1995), the ESP research and publication endeavor did
not progress because of the socioeconomic constraints of the 1990’s.
If we want to encourage research action in ESP nowadays, we need

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Research commitment and perspectives in English for Specific Purposes: from needs to implementation
Hacene HAMADA RML11 / 2020

to focus on seeking opportunities for research projects (industry and

agriculture, business, tourism, marketing and advertising,
professional education, teacher training etc…) and co-editing of
research findings. To do so, we need to organise research teams,
adhere to research laboratories, and explore financial resources and
sponsoring from the socioeconomic contexts. We can, then, claim for
an English compulsory leaflet, manual, document, certifcate, or
notice from all Algerian companies and their products.This will be an
opportunity for Algerian companies to export their products and
services.When research tasks are accomplisehed, we should organise
syposiums and seminars for a wider public audience who would be
interested the research findings. Consequently, we would be in a
position to develop an advetising body(websites) and register all
research publications on Google Scholar Citation Indexto value
research findings. Creating an Algerian data base for courses and
training programs (at the disposal of economic, financial and
industrial companies’ Human resources and professional training)
seems to be a compulsory achievement to get all socioeconomic
partners interested in our research activity.

Conclusion
In sum, the current ESP research in Algeria noticeably reflects
the realities of reforms undertaken in the higher education system.
The impact of various case studies shows that almost all research
projects attempted to satisfy learners’ needs through relevant design
of teaching / learning objectives, course design and implementation /
evaluation, and the practical use of modern ICT means. To answer

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Research commitment and perspectives in English for Specific Purposes: from needs to implementation
Hacene HAMADA RML11 / 2020

the research question –raised in this paper, we can say that the
introduction of teaching methodology and academic writing subjects
at the level of BA and Master programs enhanced and improved
students research and academic writing skills. Furthermore, a number
of studies proved to be efficient but have to keep up with the
requirements and perspectives of development in the socioeconomic
context. The recent dynamic social and economic changes provide
enough opportunities for researchers to explore, analyze and solve
problems that require the national and/or international
communicative use of the English language.

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