مجلة الرسالة للدراسات والبحوث الإنسانية
Volume 11, Numéro 1, Pages 10-22
2026-03-28

Misaligned Expectations In Doctoral Esp Training: Policy Directive Vs. Student Needs In Algeria



Authors : Ouarniki Ouafa . Boumediene Houda .

Abstract

In Algeria, however, the doctoral research agenda was recently realigned to make Artificial Intelligence, programming, and philosophy core requirements for doctoral students, while English for Specific Purposes (ESP) was relegated to a secondary, optional role. Firstly, for ESP students, this has led to perceptions of mismatch between what they need and what exists. Secondly, these are being probed here through the application of questionnaires and supervisor and doctoral student participants' interviews. The outcomes indicate that a gap that still persists, students greatly value continuous, specialist advice from experienced ESP teachers, yet supervisors recognize that such advice is thwarted by institutional considerations. Consequently, the result is a training system that is unrelated to students' future career aspirations, too generic, and piecemeal. Finally, to move forward, the study recommends reestablishing ESP as an integral component of Ph.D. training, initiating systems of formal mentorship, and integrating technology as an enrichment, not a substitute, for disciplinary breadth.

Keywords

Algeria ; Doctoral Training ; ESP Specialism ; Policy versus Practice ; Student Satisfaction

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