The impact of classroom heterogeneity on ESP students’ achievement

Abstract EN

Heterogeneous classroom, related to English competency, has shown great challenges among English for specific purposes (ESP) students and teachers.

in heterogeneous classrooms, learners vary in different aspects such as proficiency level, learning preferences and motivation.

this study investigates the effects of classroom heterogeneity on learners’ achievement and explores the possible learning strategies used to raise their proficiency level.

the current research is a case study of ESP students in the electrical engineering department at Tlemcen university, Algeria.

two instruments of research, a students’ questionnaire and a teachers’ interview, are used to collect data.

the findings showed that teaching English to heterogeneous ESP classes caused problems because of the learners’ different styles in learning, learning interest and teaching-learning materials.