Specialized Training Workshops for Algerian EFL Teachers: A Transformative Pathway for ESP Instruction
DOI:
https://doi.org/10.7336/academicus.2024.29.08Abstract
This article presents a comprehensive exploration of a pioneering initiative aimed at equipping Algerian English as a Foreign Language (EFL) teachers with the skills and strategies to become proficient practitioners in the realm of English for Specific Purposes (ESP) instruction. The study delves into the outcomes of two international online workshops, each comprising five interactive sessions, conducted via Zoom. These workshops were meticulously designed to empower educators in conducting needs analysis and crafting ESP courses that cater to learners' specific needs. The article sheds light on the structure, content, and outcomes of the workshops, highlighting the transformative impact on teaching practices. The study not only emphasizes the collaborative nature of the workshops but also underscores the significance of tailored teacher training in shaping the trajectory of ESP instruction.Keywords:
ESP practitioners, teacher training, needs analysis, course design, online workshops,Downloads
References
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Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational researcher, 38(3), 181-199.
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Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multidisciplinary Approach. Cambridge University Press.
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Fishman, B. J., Penuel, W. R., Allen, A. R., Cheng, B. H., & Sabelli, N. (2003). Design-based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. Yearbook of the National Society for the Study of Education, 102(1), 136-156.
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Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381-391.
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Guskey, T. R., & Yoon, K. S. (2009). What Works in Professional Development? Phi Delta Kappan, 90(7), 495-500.
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Hutchinson, T., & Waters, A. (1987). The role of Needs Analysis in Adult ESL Program Design. In M. Long & J. Richards (Eds.), Methodology in TESOL: A Book of Readings (pp. 259-282). New York: Newbury House.
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Johnson, K. E. (2022). Teaching Foreign Languages in the 21st Century: Research Findings, Pedagogical Practices, and Training Needs. Routledge.
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Long, M. H. (2014). Second Language Acquisition and Task-Based Language Teaching. John Wiley & Sons.
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Miller, R. (2019). Needs Analysis and ESP Course Design: Towards a Practical Framework. Palgrave Macmillan.
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Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
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Parra, C. & Geriguis Mina, N. (2021). Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success.. Academicus International Scientific Journal, 24, 130-158. https://doi.org/10.7336/academicus.2021.24.09
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Smith, J. (2020). Continuous Professional Development in ESP: Adapting to the Changing Landscape. Springer.
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Thomas, M. (2021). Integrating Technology in ESP Instruction: A Practical Guide. Oxford University Press.
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Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
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White, R. V. (2021). ESP in a Changing World: Meeting the Challenge. Cambridge University Press.
References
Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational researcher, 38(3), 181-199.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multidisciplinary Approach. Cambridge University Press.
Fishman, B. J., Penuel, W. R., Allen, A. R., Cheng, B. H., & Sabelli, N. (2003). Design-based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. Yearbook of the National Society for the Study of Education, 102(1), 136-156.
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381-391.
Guskey, T. R., & Yoon, K. S. (2009). What Works in Professional Development? Phi Delta Kappan, 90(7), 495-500.
Hutchinson, T., & Waters, A. (1987). The role of Needs Analysis in Adult ESL Program Design. In M. Long & J. Richards (Eds.), Methodology in TESOL: A Book of Readings (pp. 259-282). New York: Newbury House.
Johnson, K. E. (2022). Teaching Foreign Languages in the 21st Century: Research Findings, Pedagogical Practices, and Training Needs. Routledge.
Long, M. H. (2014). Second Language Acquisition and Task-Based Language Teaching. John Wiley & Sons.
Miller, R. (2019). Needs Analysis and ESP Course Design: Towards a Practical Framework. Palgrave Macmillan.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Parra, C. & Geriguis Mina, N. (2021). Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success.. Academicus International Scientific Journal, 24, 130-158. https://doi.org/10.7336/academicus.2021.24.09
Smith, J. (2020). Continuous Professional Development in ESP: Adapting to the Changing Landscape. Springer.
Thomas, M. (2021). Integrating Technology in ESP Instruction: A Practical Guide. Oxford University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
White, R. V. (2021). ESP in a Changing World: Meeting the Challenge. Cambridge University Press.
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