Enhancing academic writing and publication skills for industrial electricity graduates in Algerian vocational institutes

Article Sidebar

PDF
Published: Nov 30, 2024
DOI: https://doi.org/10.18844/gjflt.v14i4.9557

Main Article Content

Fatma Zohra Taabli
University of Eloued, N48, El Oued 39000, Algeria
Asma Nesba
University of Eloued, N48, El Oued 39000, Algeria

Abstract

The study aims to investigate the main factors that hinder industrial electricity graduates at the national institutes for vocational training in Algeria from writing and publishing research papers in English. Besides, it seeks to unravel some practical solutions to solve this problem. A survey design was adopted by conducting a semi-structured questionnaire and a structured interview. The descriptive statistics revealed various factors that limit industrial electricity graduates from writing and publishing research work in English, including the educational background, the lack of institutional support, and the lack of motivation. The thematic analysis highlights the need for practical implementation of English in the national institutes’ programs with more emphasis on enhancing academic writing and publication skills. The study recommends future research to tackle the significance of enhancing collaboration among industrial electricity professionals to enhance the writing and publication skills in English among industrial electricity graduates in Algeria.


Keywords:  Industrial electricity; publication; vocational training; writing.

Downloads

Article Details

How to Cite
Taabli, F. Z., & Nesba, A. (2024). Enhancing academic writing and publication skills for industrial electricity graduates in Algerian vocational institutes. Global Journal of Foreign Language Teaching, 14(4), 236–249. https://doi.org/10.18844/gjflt.v14i4.9557
Issue
Vol. 14 No. 4 (2024): November
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).
Author Biography

Asma Nesba, University of Eloued, N48, El Oued 39000, Algeria

Dr. Asma NESBA is currently an Associate Professor at the Department of English at El-Oued University, Algeria. She holds a BA degree in English Studies;  Magister degree in ESP; PhD degree in ‘Didactics of English as a Foreign Language’. Previously, she was a teacher of English  at the high school from 1997 to 2015. She was also an Associate Teacher at the University of Continuing Education of El- Oued from 2003 to 2015.  Her main area of interest is English for Specific Purposes. She is also interested in Discourse studies, Corpus Linguistics and Discourse Analysis.