Promoting Authenticity in the ESP Classroom through Digital Learning Resources.
This study investigates the integration of digital learning resources to address the authenticity gap in English for Specific Purposes (ESP) instruction within the Computer Sciences Department at Setif 1 University, Algeria. Despite the growing recognition of authenticity as a pivotal factor in effe...
| Published in: | Academicus no. 34; pp. 178 - 205 |
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| Main Authors: | , |
| Format: | Article |
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Academicus
2026
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=195847759&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 195847759 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 20793715 BK4T jtl: Academicus issn: 20793715 maglogo: N pubinfo: dt: 2026 iid: 34 pid: 68858 pub: Academicus artinfo: ui: 195847759 ppf: 178 ppct: 27 formats: fmt: @attributes: type: P size: 3.4MB tig: atl: Promoting Authenticity in the ESP Classroom through Digital Learning Resources. aug: au: Boudinar, Somia Debaghine, Mohamed Lamine affil: Assistant Professor, DEPENEL Laboratory, Setif 2 University, Algeria. Setif 2 University, Algeria. su: Internet in education Teacher training Higher education Classrooms Foreign language education Statistical accuracy Computer science Algeria sug: subj: Algeria Internet in education Teacher training Higher education Classrooms Foreign language education Statistical accuracy Computer science keyword: authenticity gap computer science education digital learning resources English for Specific Purposes higher education mixed-methods research thematic analysis ab: This study investigates the integration of digital learning resources to address the authenticity gap in English for Specific Purposes (ESP) instruction within the Computer Sciences Department at Setif 1 University, Algeria. Despite the growing recognition of authenticity as a pivotal factor in effective language learning, ESP classrooms in the Algerian higher education context continue to rely heavily on static, textbook-based materials that fail to replicate the linguistic demands of real-world professional environments. Employing a mixed-methods research design, this study combines quantitative data collected from a 20-item Likert-scale questionnaire administered to 45 Master 2 students across five sections with qualitative data gathered from semi-structured interviews with 5 ESP practitioners. Quantitative findings reveal that students perceive digital resources as moderately effective in enhancing authenticity, with an overall mean of 3.82 (SD = 0.74). Section-level analysis indicates that perceptions of the impact of digital resources on authenticity had the highest mean (M = 4.15), while challenges and limitations had the lowest (M = 3.31). Thematic analysis of teacher interviews uncovers four overarching themes: (1) the transformative potential of digital resources for authenticity, (2) infrastructural and pedagogical constraints, (3) the role of discipline-specificity in resource selection, and (4) professional development needs. The study concludes that while digital resources offer significant promise in bridging the authenticity gap, their effective integration requires systematic institutional support, targeted teacher training, and curriculum redesign informed by an analysis of authentic communicative needs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Academicus is the property of Academicus and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Academicus holder: Academicus dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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