مجلة الرسالة للدراسات والبحوث الإنسانية
Volume 10, Numéro 4, Pages 01-20
2025-12-01
‘emization’ Of The Teaching Practices In Algerian Higher Education: Challenges And Pedagogical Readiness
Authors : Mouas Samia .
Abstract
This study investigates the challenges of implementing English as a Medium of Instruction (EMI) in Algerian universities, drawing on a survey of 287 teachers. Adopting a mixed-methods approach, it combines quantitative data and qualitative insights to assess faculty readiness and institutional barriers. Results show that 85.7% recognize EMI’s value for internationalization and 78.4% support its role in advancing student learning. Despite this, only 3.5% of instructors boast advanced English proficiency, and institutional support for training (M=2.23) and resources (M=2.90) remains low. A significant correlation (r=.47, p<.001) indicates that support strongly impacts teaching confidence. While attitudes towards EMI are positive, actual readiness is lacking, with 55.7% prioritizing language training. These findings underscore the need for urgent reforms to improve language skills and institutional resources, enabling Algerian universities to effectively employ EMI for global competitiveness and educational quality. Keywords: English Medium Instruction (EMI); Pedagogical Readiness; Institutional Support; Language Proficiency; Algerian Higher Education
Keywords
English as a Medium of Instruction (EMI) ; Algerian higher education reforms ; language policy ; teacher readiness ; Language Proficiency
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