EFL Teachers’ Challenges of Syllabus Design in the Period of the Pandemic. Case study of EFL Teachers at Departement of Letters and English Language at Belhadj Bouchaib Ain Temouchent University

Abstract

The main investigation of this research is to identify the EFL teachers’ challenges in syllabus design. On the empirical part, data gathering is based on a mixed-method approach through both online questionnaires and interviews. This dissertation aims to reveal the challenges that the EFL teachers face in conducting or creating a syllabus besides how to overcome these hindrances. To achieve this aim, data collection tools were held to a selected sample, the teachers of the English department of Belhadj Bouchaib University. By analysing the data of the method used, it was rejected that the teachers’ speciality in the field differs from the module assigned was the main challenge that teachers faced in the syllabus design, and in fact, the most challenges the teachers faced were the shortage of teaching and learning resources, lack of in-service training and lack of time. In addition, it is confirmed that lack of time hinders the process of learning and teaching syllabus outcomes. Finally, the researchers suggested some recommendations that may help the EFL teachers to overcome the challenges of creating a syllabus.