Journal of Studies in Language, Culture and Society (JSLCS)
Volume 9, Numéro 2, Pages 88-101
2026-06-30

Integrating Ai In English-medium Instruction: An Exploratory Study Of Teacher Perceptions And Challenges In Algerian Higher Education



Authors : Bouzaa Amani . Sahli Fatiha .

Abstract

This study examines the integration of artificial intelligence (AI) tools in English-Medium Instruction (EMI) classrooms in Algerian higher education, drawing on the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. A mixed-method questionnaire was distributed via Google Forms to fifteen purposively selected EMI instructors from different Algerian public universities representing multiple disciplines including physics, civil engineering, Sharia and law, hygiene and safety and biology. The questionnaire comprised four sections covering demographic information, AI tool usage and educational objectives, challenges and perceptions, and institutional support requirements, incorporating both closed-ended and open-ended items. Findings indicate that 53.3% of participants have incorporated AI tools into their teaching practices, primarily for lesson planning, material development, and course preparation, with Natural Language Processing tools showing universal adoption among AI users. Key challenges impeding effective integration include uncertainty about tool reliability, limited preparedness in prompt engineering, unequal student access to technology, and difficulties with plagiarism detection. Regarding institutional readiness, only 27% of participants reported receiving adequate ethical guidance from their institutions. These findings suggest that sustainable AI integration in EMI requires comprehensive professional development programmes, clear ethical guidelines, and stronger institutional support.

Keywords

Artificial Intelligence tools ; English-medium instruction ; teachers' perceptions ; Technology Acceptance model

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