Perceptions and Attitudes Towards English as a Medium of Instruction Among Algerian University Teachers: Case of Yahia Fares University of Medea

Abstract

Over the last two decades, English as a medium of instruction (EMI) in higher education has become a global phenomenon owing to the increasing significance of English as a means of communication for academic, scientific and professional purposes. This shift is not limited to one country, it also concerns Algeria where the use of English became more dominant in higher education. However, teachers’ perceptions towards this linguistic shift are still under-researched. This article aims to gain insights into how English influences education quality and explore the various challenges faced by teachers in this process and understand the factors affecting teachers’ attitudes and perceptions towards this transition. The study adopts the mixed method. The researchers administered an online questionnaire that was submitted to a sample of 40 university teachers of different disciplines at Yahia Fares University of Medea. The study performed data analysis to ascertain the attachment of linguistic skills, attitudes and perceived issues. The findings of this study exemplified a broad spectrum of views among teachers. They concluded that teachers who have better English proficiency are likely to have more favorable perceptions. The questionnaire highlighted several prominent challenges faced by educators, including those with language and resource constraints, that hinder the transition to English as a medium of instruction. Furthermore, based on the outcomes of this study, pertinent recommendations will be drawn for both policymakers and higher education institutions in Algeria on how to enhance the proper integration of English in university education, which in turn will enhance the quality of education and lead to more effective learning.