Doctoral Students’ Perspectives on Learning English as a Complementary Module in Algeria: An Exploration of Challenges and Recommendations
Doctoral Students’ Perspectives on Learning English as a Complementary Module in Algeria: An Exploration of Challenges and Recommendations

Summary/Abstract: In light of the current Englishization movement, using English as a global language has grown in popularity as a way to improve doctoral students’ language skills and get them ready for the global marketplace. All Algerian doctoral students have recently been exposed to English language proficiency tests to get B2 level with the support of specialized teachers; however, th ere have been a number of difficulties with this new instruction. Therefore, the purpose of this study is to investigate the Algerian higher education doctoral students and instructors’ viewpoints on the integration of English as a complementary module in the formation. To put it in a different way, the current research work tries to explore the challenges encountered by doctoral students when learning English as an additional module and suggests potential remedies to address these challenges. The current work was carried out with thirty doctoral students from different institutions and specialities in addition to two teachers with varying specializations who are responsible for teaching PhD students. The outcomes of the study showed that although studying English can provide students the chance to enhance their language proficiency and have access to global academic resources, doctoral students are still challenged by several dilemmas which can be categorized as psychological and pedagogical.

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