ANALYSING THE EFFECT OF THE ENGLISH PROFICIENCY TEST (EPT) WASHBACK ON ALGERIAN PHD CANDIDATES’ ACADEMIC WRITING PRACTICES
With English at the forefront of higher education, Algerian universities have integrated English proficiency requirements into its doctoral training programs. This is in consideration of the fact that English has become an essential medium for academic research, publication, and international sch...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitaria Publishing House, Craiova
2025-06-01
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| Series: | Analele Universităţii din Craiova. Psihologie, Pedagogie |
| Subjects: | |
| Online Access: | https://aucpp.ro/wp-content/uploads/2025/06/20.TAKOUACHET_D_NAOUA_M_AUC_PP_2025_no_47_issue_1_pp_269-279.pdf |
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| Summary: | With English at the forefront of higher education, Algerian universities have
integrated English proficiency requirements into its doctoral training programs.
This is in consideration of the fact that English has become an essential medium for
academic research, publication, and international scholarly communication. The
present study, therefore, is an attempt to examine the washback effect of the English
proficiency test on PhD candidates' academic writing practices; it analyzes how test
requirements shape their learning strategies, development of their writing skill, and
the engagement with English language learning. To conduct this analysis, a
qualitative research design is adopted. The study draws on semi-structured
interviews with 20 PhD candidates across Algerian universities to have a closer look
on their test preparation strategies, challenges, and perceptions of the English
proficiency test’s impact. The data was analyzed via thematic analysis. The results
revealed both positive and negative washback effects on PhD candidates’ writing
practices. In light of these findings, practical recommendations for aligning the
English proficiency test more closely with PhD-level writing needs are presented. |
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| ISSN: | 1582-313X 2668-6678 |