The Impact of Learners’ Heterogeneity in the Class on the Performance of the ESP Practitioner The Case of Algerian ESP Practitioners

Abstract

The present dissertation, a total of three chapters, is meant to investigate the relationship between learners’ heterogeneity and the ESP practitioner. Heterogeneous classrooms are, in matter of fact, the state of all classrooms that comprises more than a learner. This study aims at exploring the impact that might be a result of learners’ individual differences (heterogeneity) on the performance of the ESP practitioner. The hypothesis of this work was examined using a means of a questionnaire which was submitted to ESP practitioners at some Algerian universities (Ghardaia, Ouargla, Adrar, Oran, Annaba, Constantine, Jijel, Tlemcen…). The results and the analysis of this research show the high extent of the impact that learners’ heterogeneity in the class has on the ESP practitioners and reveal its backwash and washback effects on their performance and the teaching process in whole. Based on the extracted results from this study we have suggested some recommendations thinking would be helpful for the ESP practitioners in their ESP teaching career to enhance ESP learning and teaching.