Saadi, BahyaAliouch, Nadjiba2018-04-092018-04-092015http://hdl.handle.net/123456789/2714This study presents a quantitative investigation designed to provide a real picture about learning an ESP instruction.Two questionnaires were administered to 50 Master Biology students and two types of teachers (10 ESP teachers and 06 subject specialists) at the department of Biology, Larbi Ben M'Hidi university, Oum-El-Bouaghi. The aim of these questionnaires is to know students' attitudes toward both types of teachers then to develop their knowledge about learning an ESP instruction. And also to compare between the ESP instruction used by both types of teachers.In terms of the research hypotheses raised in this study, the two hypotheses have been confirmed statistically. The first hypothesis confirmed that the subject specialists have the ability to be proficient enough to improve learning an ESP instruction more than the ESP teachers in the sense that they achieve the learners' needs without spending too much time or efforts viarelying on their ownexperience in the field of study.The results of hypothesis two are also harmonious with other studies (White, 1981and Dudley-Evans, 1998)since theyargued about the aspect of ESP teacher's proficiency considering ESP teacher as practitioner is qualified to be subject specialist who should provide material to achieve learners' needs. In other words, the learning of an ESP instruction will be facilitated when the ESP teacher is specialized in the field of study, for achieving goals of the learners' needs in ESP learning. Finally, some of pedagogical implications and recommendations directed to ESP teachers and subject experts, to help improve learning an ESP instruction in the department of Biology, are proposed.enTeaching : english : learning : ESP (English for Specific Purposes)Other