Overcoming English Language Obstacles: A Study On Content Teachers' Publishing Experiences

Résumé: This study investigates the challenges faced by Algerian content teachers in writing and publishing academic articles in English, which is not their native language. Through a detailed online questionnaire with forty teachers, the research identifies language-related difficulties such as grammar, vocabulary, sentence structure, and academic writing style. It also explores the availability of support systems. The findings suggest practical solutions, including targeted language training programs, collaborative writing opportunities, and access to professional editing services. These measures aim to enhance the English language proficiency of content teachers and support their academic publishing success. The study highlights the importance of tailored support for non-native English-speaking educators in their academic tasks.

Publié dans la revue: التعليمية