Though the integration of digital technology in general and e-learning in particular in Algerian Higher education during the Pandemic has brought much reconsideration to English for Specific Purposes teaching and learning, general agreement on this method’s efficacy and suitability has not been yet reached. Along this line, the aim of the conducted research work is first, to examine the stakeholders’ motivation about the radical shift from face-to-face classes to digitalization, second, to report on the impact of using this online environment on students’ achievements in the ESP course, then, to explore the perceptions of the stakeholders in the Algerian universities towards the integration of digitalized technology in ESP teaching. For this purpose, case study research was undertaken. To collect the necessary data, the investigator employed a questionnaire administered to 40 students and an interview addressed to ESP teachers. Relying on both quantitative and qualitative data analyses, the results revealed that the population under investigation was highly motivated about the implementation of digitalization in education. Furthermore, the stakeholders showed a positive attitude towards the integration of e-learning as part of the ESP course due to its importance in creating a context for English teaching and learning. Among the most significant conclusions drawn from the current study was that digitalized technology-based instruction was an interesting means that brought the students’ needs to their ends, and henceforth, helped them develop their content knowledge and promote the four language skills. It also boosted their motivation, raised their interactivity and fostered their learning autonomy.

ESP, digitalization, e- learning, attitudes and perceptions.