In-Service Teacher Training on English-Medium Instruction at Mohamed Cherif Messaadia University, Souk Ahras

Résumé

This study investigates the effectiveness of in-service teacher training on English-Medium Instruction (EMI) at Mohamed Cherif Messaadia (MCM) University, Souk Ahras. It aims to explore teachers’ perceptions and experiences regarding EMI training and implementation. Specifically, the study examines how teachers perceive the training, evaluates its reported influence on their classroom practices, and identifies the challenges encountered during the training process and the application of EMI in their teaching. Furthermore, the study seeks to identify effective pedagogical practices, examine existing institutional support mechanisms, and offer evidence-based recommendations to improve future in-service training programmes. To achieve these aims, the study adopted a mixed-methods design, integrating both quantitative and qualitative data collection tools. Data were collected from two purposively selected officials responsible for teacher training and fifty teachers who were randomly selected from a pool of two hundred invited participants. An online questionnaire was administered to gather quantitative data concerning teachers’ attitudes toward EMI and their training experiences. In addition, semi-structured interviews were conducted with the two officials and a group of newly recruited teachers to obtain in-depth qualitative insights. Findings indicate that while many teachers reported improved English language proficiency and increased confidence in delivering subject content through English, they continued to face a range of challenges. These included limited language competence, resource constraints, lack of institutional support, time limitations, and resistance to change among both teachers and students. Based on these findings, the study proposes several recommendations for trainers, policymakers and educators to enhance EMI training programmes and