the role of esp practitioner’s training in enhancing the teaching of academic reading using cba : a case study of first-year master’s students of law at ahmed draia university, adrar
English Language Teaching (ELT) has long strived to equip learners with effective language skills, especially when they intend to use it for specific purposes. One such purpose is academic study in higher education, which requires proficiency in English for Specific Purposes (ESP). In light of this presumption, many Algerian university students strive to strengthen their academic skills for future pursuits. Academic reading stands as a fundamental skill that enables students to excel in their studies, think critically, conduct research, and become lifelong learners in their disciplines. In Algerian universities—where English is a second foreign language—students often face challenges in mastering academic reading due to insufficient exposure and instructional constraints. As academic reading demands increasingly require specialized skills, the role of ESP practitioners becomes crucial in guiding learners through complex academic texts, particularly using frameworks like the Competency-Based Approach (CBA). However, limited attention has been devoted to examining how training equips ESP practitioners for their role, particularly in terms of pedagogical and subject-specific skills, methodological knowledge, and classroom implementation. The present study investigates the interplay between ESP practitioners' training and their application of CBA in teaching academic reading. Focusing on Master 1 law students at Ahmed Draia University of Adrar, the research employs a triangulated methodology: classroom observations, semi-structured interviews with ESP teachers, and student questionnaires. Preliminary results suggest that the quality of ESP practitioners' training significantly impacts their ability to foster academic reading skills through CBA. The findings highlight the need for restructuring ESP teacher training to align with competency-based methodologies, ensuring better support for students in mastering discipline-specific academic reading. (Author’s abstract)