Investigating the Difficulties of Non -English Teachers and Learners when Using English as Medium of Instruction.

Abstract

This study delves into the integration of English as a Medium of Instruction (EMI) in Algerian universities, with an emphasis on the challenges that non-native English teachers confront and how EMI impacts teaching effectiveness and students' learning output. The study utilizes a quantitative research approach, including surveys to collect information from learners as well as educators. This study aims to investigate teachers' and learners' attitudes towards adopting English as an instructional language, and to evaluate the influence of these challenges on classroom performance. The findings demonstrate that non-English teachers experience a wide range of difficulties while presenting content in English. Despite these limitations, many teachers recognize the value of EMI in preparing students for global communication and academic achievement. However, the study emphasizes the significance of centered teacher education and professional development initiatives for improving pedagogical practices and assisting teachers in navigating the complex regulations of EMI. All in all, this investigation relates to the continuing discussion about language integration in higher education and supplies informative insights into the concrete implications of implementing EMI in Algeria. The results of this study highlight the significance of fulfilling the specific requirements of non-English instructors and learners in order to maximize the benefits of EMI.