A Controversial Issue: Who is More Entitled to Teach Language Skills and ESP Courses? | ||
| International Journal of Learning Management Systems | ||
| Volume 13, Issue 4, October 2025, Pages 63-73 PDF (405.15 K) | ||
| Document Type: Original Article | ||
| DOI: 10.18576//ijlms.2025.431828.1111 | ||
| Authors | ||
| Marwa A. Naeem* 1; Adel I. El-Banna* 2; Mazen F. Badawi* 3 | ||
| 1Department of Curriculum and Instruction, Faculty of Education, Kafr El-Sheikh University. | ||
| 2Faculty of Education, Kafr El-Sheikh University, Egypt | ||
| 3Higher Institute of Engineering, Kafr El-Sheikh, Egypt | ||
| Abstract | ||
| The entitlement to teach English for Specific Purposes (ESP) and language skill courses has long been a controversial issue in Egyptian higher education. Recent bylaws issued by the Supreme Council of Universities have reignited debates between Teaching English as a Foreign Language (TEFL) specialists in faculties of education and linguistics/literature specialists in faculties of arts. This study investigates which group is more qualified to teach ESP and general language skills, drawing upon a cross-national sample of (n =170) participants representing diverse academic and professional backgrounds across eight countries. Data were collected through a five-point Likert scale questionnaire, supplemented by open-ended responses. Results indicate that the majority of respondents rated TEFL specialists as more pedagogically competent, better trained in curriculum adaptation, and more effective in meeting learners’ needs in both general language and ESP contexts, particularly in human as well as natural sciences. Conversely, linguistics and literature specialists were recognized for their depth in theoretical and structural knowledge but perceived as less suited to the practical and applied demands of ESP and language skills instruction. The findings reinforce international scholarship that positions TEFL as an applied discipline central to ESP pedagogy, and they highlight the importance of aligning instruction with professional preparation rather than institutional politics or personal interests. The study recommends policy reforms in Egyptian universities to prioritize TEFL specialists in teaching ESP courses and language skills, ensuring both academic integrity and learner success. | ||
| Keywords | ||
| ESP; TEFL; applied linguistics; language skills; higher education policy | ||
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