النص
Volume 12, Numéro 1, Pages 10-30
2026-06-11
A Comparative Analysis Of The Educational Curricula Of Teaching English In Algerian Universities: Evaluating Impact On Learners’ Outcomes
Authors : Said Houari Amal .
Abstract
The paper explores the educational reforms implemented by the Algerian Ministry of Higher Education on the curricula of teaching English in Algerian universities the last 20 years and examines their impact on learners’ outcomes. Since the introduction of the LMD system in 2004, two major reforms were made to the curricula of teaching English, the first in 2004 and the second in 2022. Though both curricula sought to align more closely with the demands of the job market, they revealed major differences in terms of content, teaching approach and impact on students’ learning outcomes. While the first reform focused on implementing a learner-centred approach in teaching and promoting openness to other cultures, the second gave more importance to English language teaching and digital literacy skills. The paper attempts to reveal the convergences and divergences between the two curricula and trace their implications on the performance of learners through comparing areas such as modules, components of the curriculum, teaching modes, methodology, and assessment. The paper uses a mixed-methods approach. A qualitative document analysis is used to reveal the nuances of the two curricular approaches. Then, a semi-structured interview to university teachers is used to evaluate the implications of these approaches on the learning outcomes. The findings reveal that the curriculum of 2004 emphasized intercultural competence while the recent curriculum of 2022 prioritized linguistic and methodological competences and digital skills. The paper suggests curriculum adjustment and updates, and pedagogical training for teachers to better cope with the needs of the job market and the changes occurring at a global scale.
Keywords
Curriculum ; Learning Outcomes ; LMD Reform ; Teaching English
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