Needs Analysis of Medical Educators’ Readiness and Perspectives on EMI-Based In-Service University Training at the Faculty of Medicine, Batna 2 University

Abstract

This study investigates Algerian medical educators’ readiness and perspectives on implementing English as a Medium of Instruction (EMI) at the Department of Medicine, Batna 2 University, Algeria. It seeks to examine educators’ attitudes toward the ongoing shift from French to English in higher medical education and to assess their level of preparedness for this linguistic and pedagogical transition. The study also explores the challenges associated with EMI implementation, with particular emphasis on in-service training and professional development. Adopting a descriptive-analytical approach, the research collected both quantitative and qualitative data through a structured questionnaire distributed through Google Forms. The questionnaire was administered to a representative stratified random sample of 160 medical educators and was validated through a pilot focus group to ensure reliability and clarity. The findings indicate that the majority of participants hold positive attitudes toward EMI, with 76.3% expressing support for replacing French with English as the primary language of instruction in Algerian medical education. However, the results reveal a readiness paradox: despite favorable perceptions, only about half of the respondents feel sufficiently prepared to transition to EMI. Participants reported stronger reading and writing skills compared to weaker oral proficiency, particularly in speaking and pronunciation. Limited English proficiency, lack of pedagogical training, insufficient resources, and cultural considerations were identified as major obstacles. Most educators emphasized the urgent need for structured in-service training programs focusing on Medical English and EMI-specific pedagogy for both teachers and students. The study concludes that successful EMI implementation requires comprehensive professional development, institutional support, and policy alignment that balances global academic demands with local educational realities. It further recommends conducting similar research with medical students to support a more effective and context-sensitive EMI transition in non-English-speaking higher education contexts.