2025The Role of English as a Medium of Instruction on Learner's Subject Matter Performance

Abstract

In recent years, the use of English as a Medium of Instruction (EMI) has increased significantly in higher education institutions worldwide. Algeria has followed this trend by introducing EMI in its university programs, particularly in scientific fields such as Biology. The primary goal of this shift is to provide students with broader access to global knowledge and enhance their academic and professional prospects. However, this transition brings about various challenges, especially concerning the gap between the linguistic demands of scientific education and students’ actual proficiency in English. In a complex field like Biology, limited language skills can hinder students’ ability to follow lectures, participate in discussions, and express their understanding in both oral and written assessments. This study seeks to explore two key questions: How does EMI impact the academic performance of third-year Biology students? And what specific language-related difficulties do they encounter due to this educational reform? To answer these questions, a descriptive and analytical methodology was adopted, using questionnaires distributed to both students and teachers to gather comprehensive insights into the impact of EMI. The findings reveal that many students recognize the academic value of studying Biology in English, particularly in terms of grasping scientific concepts and improving communication skills. Nonetheless, they continue to face significant challenges in attending lectures, contributing to class discussions, and succeeding in evaluations. Moreover, current English language support programs are often seen as insufficient for addressing their academic needs. Therefore, both students and educators emphasize the importance of developing tailored English for Specific Purposes (ESP) courses that focus on Biology-related vocabulary and academic tasks to better support their learning process.