Riadh BOUKHETALA, Sid Ali SELAMA & Seghir BOUKADI

SUBJECT-SPECIFIC TEACHERS’ ATTITUDES TOWARDS THE IMPLEMENTATION

OF EMI AT THE ALGERIAN TERTIARY EDUCATION LEVEL: SUPPORT NEEDED,
TRAINING RECEIVED AND RECOMMENDED ACTIONS

Riadh BOUKHETALA
Mohamed Lamine Debaghine Setif 2 University
ORCID iD : 0009-0008-9855-3370
[email protected]

Sid Ali SELAMA

National Higher School of Advanced Technologies
ORCID iD : 0000-0002-9528-9841
[email protected]
&
Seghir BOUKADI
Mohamed Lamine Debaghine Setif 2 University
ORCID iD : 0009-0009-5408-8224
[email protected]

Abstract: In a step to internationalize its curriculum, the Algerian tertiary education

authority has recently decided to make a significant shift in language of instruction from
French to English. However, this transition may pose several challenges -and
opportunities- that need to be carefully addressed to ensure its success; hence, it is
essential to consider various aspects of the implementation process. For example,
teachers, who have studied in French and have been using it for decades, may face
initial difficulties in adapting to English as the language of instruction; therefore,
properly equipping them with the necessary pedagogical skills to teach in English is
crucial. Accordingly, the present study sought to understand teachers' perceptions of
the support they require and the assistance they have received in implementing English
as a medium of instruction. Understanding teachers' perspectives is crucial toeffectively
facilitate the transition operation and to ensure the successful integration of EMI. To
this end, this exploratory research has made use of surveys, which have been
administered to a diverse sample of teachers who are undergoing or have recently
undergone the training to make the transition from French to English as the language of
instruction. The findings of this study provide insights about the participants’ attitudes
towards EMI policy, their perceptions about the training programme in general and its
adequacy to their needs in terms of linguistic knowledge, skills developments and
teaching practices in particular. Moreover, the challenges and difficulties they have
encountered while pursuing their training were exposed. Finally, the respondents have
provided some recommendations they consider relevant to overcome the shortages of
the training programme in particular and the integration of EMI in the tertiary level in
Algeria as a whole.

Keywords: EMI, Algerian Tertiary Education, technical studies, teachers’ training,

teachers’ needs

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 Subject-Specific Teachers’ Attitudes towards the Implementation of EMI at the Algerian Tertiary Education…

ATTITUDES DES ENSEIGNANTS SPECIALISES SUR LA MISE EN ŒUVRE DE

L'EMI AU NIVEAU DE L'ENSEIGNEMENT SUPERIEUR EN ALGERIE :
SOUTIEN NECESSAIRE, FORMATION REÇUE ET ACTIONS RECOMMANDEES

Résumé : Dans le cadre de l'internationalisation de son curriculum, l'autorité de

l'enseignement supérieur algérien a récemment décidé de procéder à un changement
significatif dans la langue d'enseignement, en passant du français à l'anglais.
Cependant, cette transition pourrait présenter plusieurs défis - et opportunités - qu'il
est crucial de traiter avec soin pour en assurer le succès ; il est donc essentiel
d'examiner divers aspects du processus de mise en œuvre. Par exemple, les enseignants,
qui ont étudié en français et l'utilisent depuis des décennies, pourraient rencontrer des
difficultés initiales pour s'adapter à l'anglais comme langue d'enseignement ; il est donc
primordiale les doter des compétences pédagogiques nécessaires pour enseigner en
anglais. À cet effet, cette étude visait à comprendre les perceptions des enseignants
concernant le soutien dont ils ont besoin et l'assistance qu'ils ont reçue pour mettre en
œuvre l'anglais comme langue d'enseignement. Comprendre les perspectives des
enseignants est crucial pour faciliter efficacement la transition et assurer une
intégration réussie de l'EMI. À cette fin, cette recherche exploratoire a utilisé des
enquêtes, administrées à un échantillon diversifié d'enseignants en formation ou ayant
récemment suivi une formation pour passer du français à l'anglais comme langue
d'enseignement. Les résultats de l'étude offrent des éclairages sur les attitudes des
participants envers la politique EMI, leurs perceptions du programme de formation en
général et de son adéquation à leurs besoins en termes de connaissances linguistiques,
de développement des compétences et de pratiques pédagogiques en particulier. De
plus, les défis et difficultés rencontrés pendant la formation ont été exposés. Enfin, les
répondants ont formulé des recommandations qu'ils jugent pertinentes pour surmonter
les lacunes du programme de formation en particulier et pour l'intégration de l'EMI au
niveau tertiaire en Algérie dans son ensemble.

Mots-clés : EMI, enseignement supérieur algérien, études techniques, formation des

enseignants, besoins des enseignants

Introduction
Since independence, French has been used as the language of instruction across the
Algerian universities –particularly for teaching scientific and technical studies. In 2022, the
Ministry of Higher Education and Scientific Research in Algeria issued a directive, urging
universities to transition to English as the medium of instruction. Pragmatically speaking,
this policy shift is particularly significant in the context of today’s increasingly
interconnected and globalized world, where English serves as the lingua franca, facilitating
academic communication and collaboration on a global scale. Stakeholders' objectives of
implementing EMI in the Algerian university seem to align with those of the European
countries: “(1) academicinternationalization, (2) student exchanges, (3) teaching and
researchmaterials available (4) staff mobility, (5) graduate employability, and (6) the market
in international students” (Coleman, 2006, pp. 4-6). In some Asian countries context, Tsui

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(2018) calls the process of transition into EMI as a revolution with two objectives:
ameliorating university rankings and encouraging faculty and student mobility. Added to
these ambitious goals, we believe that, in the Algerian context and abroad, more focus should
be given to long-term objectives: improving the tertiary education system. In this regard,
Borg (2003) reminds us that effective teacher training programmes should take into account
the existing beliefs that trainee teachers bring with them. This means that disregarding prior
beliefs hold by trainees may result in less effective training. Additionally, Borg believes that
teachers’ experiences as learners (in their own education) can impact how they perceive the
process of teaching and learning. Generally, participants showed a positive attitude towards
EMI implementation, motivated by various factors such as publishing opportunities,
increased visibility, and potential career advancement. This positive attitude suggests a
willingness among teachers to embrace EMI as a means of enhancing their professional
profile and academic standing. Ulfah, Basthomi, and Widiati (2024) argue that teachers’
lack of a strong command of the English language and the inadequate training to organize
and present lectures in English when transitioning to EMI pose hindrance to the successful
implementation of EMI in the classroom.
By addressing teachers’ attitudes towards EMI, the present study aimed at
contributing to a better understanding of the factors influencing the adoption and
implementation of EMI in Algerian higher education institutions, as well as informing the
design of targeted interventions and support measures to enhance the effectiveness of EMI
training programs. Therefore, we have attempted to explore teachers' beliefs, attitudes, and
experiences regarding EMI, with a specific focus on the adequacy of training programs on
the successful implementation of EMI in terms of classroom practices. However,
implementing EMI can pose challenges for Algerian teachers, who have been trained to teach
in French. This issue is not unique to any particular cultural context; it has been reported in
various regions where EMI is adopted. Although the countries cited above have implemented
EMI for more than two decades, drawbacks have been detected on many levels. Tsui (2018)
summarizes these challenges in the following points: teachers and students’ low language
proficiency, concerns relating to content knowledge delivery, and dissatisfaction among
students. The reported initial hurdles suggest that the implementation of EMI may not be a
smooth process in Algeria, as is the case in many countries where such a transition is made.
These hurdles can present significant challenges for both educators and students. Agreeably,
addressing the various challenges linked to the transition to EMI necessitates special support
and preparation for teachers. The Algerian authorities appear to recognize this imperative as
they have already initiated various forms of teacher training programs focused on ESP
aiming, in the short term, to help the participating teachers attain B2 level. However, trainee
teachers need to be heard with regard to the effectiveness of this training and how far it
responds to their professional needs. Accordingly, the present paper attempts to investigate
and answer three main questions: How do subject-specific teachers perceive the quality and
relevance of the training programme in order to use English as a medium of instruction? Does
this programme meet the specific needs of teachers who will be implementing EMI? As field
experts, what feedback mechanisms and actions do teachers recommend to ensure that the
training would equip them with the necessary skills and competences to succeed in an EMI

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environment? On this basis, we hypothesize that: our respondents have positive attitudes
towards the quality and relevance of the training programme; this latter meets most of
teachers’ linguistic and communication needs necessary for implementing EMI in their
classes; and finally, based on their experiences with the training programme, teachers would
suggest some recommended actions and mechanisms to ameliorate the quality and efficacy
of the training for the sake of achieving the targeted objectives.

1. Research Methodology
The present study is exploratory in nature. It aims at exploring the attitudes of
Algerian university teachers towards implementing EMI in the Algerian university as well
as their perceptions about the English language training programme set by the ministry of
higher education and scientific research, the challenges faced and their suggestions for
further support. The research followed a mixed-method approach and made use of a survey
that was made in two languages: English and French, which contains both close and open-
ended questions. The study targeted teachers in different Algerian universities: Algiers,
Boumerdes, Tlemcen, Constantine, Oran, Setif, Bordj Bou Arreridj, Biskra, Msila, etc.
The questionnaire was randomly sent as a Google form to hundreds of teachers from
different disciplines (e.g. Mathematics, economy, physics, chemistry, civil engineering,
agronomy …etc.) to be answered voluntarily. After 15 days from its administration, 46
teachers sent their answers: 27 in French and 19 in English.The analysis of numerical
datawas made using Excel software and displayed in the form of tables. However, the
analysis of the open-ended questions was done on a thematic basis. The themes in the
respondents’ answers were coded, analysed and then interpreted.

2. Results
2.1 Attitudes Towards EMI Policy
Table 1 below summarizes the findings of teachers’ attitudes towards the policy of
integrating EMI in the Algerian university.

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Table 1
Attitudes to EMI Policy
1- Prior to the ministry instruction, did you ever consider Yes No
teaching in English?
34.4% 65.6%

2-Implementing EMI is a necessity to internationalize the Algerian university education

StronglyDisagree Disagree Neutral Agree Stronglyagree
19.25% 10.5% 10.5% 36.3% 23.5%
3-Implementing EMI helps me develop my academic knowledge.
StronglyDisagree Disagree Neutral Agree Stronglyagree
13.45% 8.55% 21.8% 33.75% 22.4%
4-Implementing EMI helps me publish my researches in highly ranked journals.
Strongly Disagree Disagree Neutral Agree Strongly agree
13.45% 14.1% 16.25% 31% 25.2%
5-Implementing EMI helps participate in international scientific events.
Strongly Disagree Disagree Neutral Agree Strongly agree
09.25% 05.25% 14.5% 35.5% 35.85%
6-Implementing EMI may negatively impact student's understanding of the subject matter.
Strongly Disagree Disagree Neutral Agree Strongly agree
3.7% 27.5% 20.55% 27.95% 20.35%
7-I am open to adapting my teaching methods to accommodate EMI in my classroom.
Strongly Disagree Disagree Neutral Agree Strongly agree
11.1% 9.25% 8.2% 57.2% 14.25%

The findings reveal that the majority of the respondents (65.6%) did not consider
teaching in English prior to the decision taken by the ministry of higher education i.e.
their level of readiness to use English as a medium of instruction was low. Nevertheless,
their answers to the following questions reveal that: most of them are open to adapt their
teaching practices and methodologies to implement EMI in their classrooms (item 7:
71.45% show agreement); they consider that the implementation of EMI will help them
laterto share their ideas and research findings in international scientific events (item 5:
71.35%), to publish their researches in highly ranked journals (item 4: 56.2%), and to
develop their academic knowledge (56.15% agree). Concerning item 6, the respondents’
answers have shown a certain degree of variance regarding whether the implementation of
EMI would negatively impact student's understanding of the subject matter. This reflects
differing attitudes and this is probably due to the difficulty of predicting the results of this
policy unless empirical results after its implementation are gathered.

2.2 Teachers’ Experiences with EMI Training

Table 2 presents the summary of the findings concerning the respondents
experiences with the training programme destined for the use of EMI in the Algerian
tertiary level of education.

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Table2.
Experience with EMI Training
1. What type of English language training have you received? (Check all relevant boxes)
Online Face-to-face Self-training
22.7% 44.5% 57.55
2.Which one(s) do you find most helpful to accommodate EMI in your classrooms?
Online Face-to-face Self-training
16.85% 73.85% 22.4%
3.The EMI teacher training program adequately prepared me for teaching in English.
Strongly Disagree Disagree Neutral Agree Strongly agree
33.4% 17% 29.25% 12.45% 7.9%
4.The content covered in the training program is relevant to my academic discipline.
Strongly Disagree Disagree Neutral Agree Strongly agree
27.65% 18.9% 35.7% 17.7% 0%
5.The training program has improved my confidence in teaching in English.
Strongly Disagree Disagree Neutral Agree Strongly agree
25.95% 22.4% 39.35% 15.8% 4.5%
6.The training program has enhanced my ability to effectively communicate complex ideas in
English
Strongly Disagree Disagree Neutral Agree Strongly agree
22.2% 20.5% 33.2% 23.95% 0%²

According to the results, only 22.7% of the respondents followed the online
training, 44.5% received face-to-face training, whereas the majority 57.55% relied on
their personal efforts to develop their English language skills. This latter way of training
(i.e. face-to-face) seems to be the most effective one as 73.85 % of the respondents
consider it to be the most helpful to accommodate EMI in their classrooms. As for items
3, 4, 5, 6 of Table 2: a total of 50.4% are not satisfied with the training programme
provided by the ministry of higher education in terms of its adequacy to prepare them to
teach in English; 46.55% consider that it is not relevant to their academic discipline;
48.35 disagree with the idea that the training improved their confidence in teaching in
English; while 42.7% believe that the training failed in enhancing their ability to
effectively communicate complex ideas in English. A remarkable result is the relatively
high rates of neutrality as far as the four last items of table are concerned. This again
reveals that those respondents are not certain about what they were supposed to gain from
the training programme, what they needed exactly as a sort of support and what outcomes
they have achieved after pursuing such training as well.

2.3. Challenges and Suggestions for Further Support

From the teachers' responses, several common challenges in implementing English
as a medium of instruction (EMI) emerged. These were classified into four main
categories: Teacher-related, technical, training -related and student- related. Teacher-
related Challenges are manifested, basically, in: 1- the workload and the pedagogical
tasks teachers are supposed to achieve; overloaded pedagogical tasks contribute to a

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heavy workload, making it challenging to integrate additional training. Resistance Due to

Career Stage; teachers at the end of their careers expressed reluctance to change the
language of instruction, citing a lack of energy to undergo a complete shift. Teachers'
Limited English Proficiency; teachers admitted to having difficulty in speaking English
for an extended period, and some have not attempted teaching in English due to lack of
proficiency. The technical challenges faced by our respondents are mainly related to 1-
geographic constraints; some teachers face difficulties due to the distance from their
workplace, affecting their ability to participate in training programs, or 2- the access to
training platforms; technical issues accessing online training platforms hinder the
effectiveness of training programs. Three main challenged faced by our respondents are
related to the training itself. The first of these are the ineffective training formats. Teachers
highlighted inefficiencies in the training format, whichis not tailored to technical fields.
Speaking and listening skills were identified as particular challenges. The second is the
mismatch between the training and the teaching context. Some teachers find that the
training program is not relevant to their field of teaching, indicating a potential mismatch
between the content of the training and the teachers' specific needs. The third of these is
the perceived lengthy preparation period. Some teachers feel that a significant amount of
time is needed to adequately prepare to teach in English.
As for the students-related challenges, the participating teachers have listed the
following: 1- The unequal English proficiency among students; inequality in students'
English proficiency levels poses a challenge for teachers in meeting the diverse needs of
their students. Student understanding; teachers could not ensure that students understand
the content delivered in English, indicating a potential misalignment between teacher and
student proficiency levels. Student resistance; some teachers face resistance from
students who are reluctant to be taught in English. These responses highlight a range of
challenges faced by teachers in the transition to English as a medium of instruction.
Tailoring support mechanisms, addressing language proficiency concerns, and involving
both teachers and students in the process are critical for successful EMI implementation.
From the responses to the question about the adequacy of the training program, several
themes have emerged, which reflect the shared perspectives and concerns among the
participant teachers. The first set of themes is centered on the points of weakness of the
programme. These are summarized as follows:
Insufficient Training Duration: Many teachers express the view that the duration
of the training is insufficient for achieving language proficiency and effectively
transitioning to teaching in English. There is a consensus that the process requires more
time and gradual progression.
Non-Specialization: The teachers emphasize the importance of tailoring the
training program to the specific needs of disciplines, particularly technical and scientific
subjects. They stress the necessity of incorporating technical English and
academic/scientific language into the training content.
Lack of Language Practice: The respondents highlight the need for a training
program that places a stronger emphasis on language practice. They express a desire for

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more opportunities to practice speaking and listening skills, essential components for
effective EMI.
Lack of Consultation with Teachers: Several teachers express dissatisfaction with
the perceived lack of consultation with teachers and professors in designing the training
program. They believe that involving educators in the decision-making process would
better align the training with their specific needs.
Some participant teachers have given their suggestions for the improvement of the
experience of implementing EMI in the Algerian tertiary level education. Among these is
the desire for gradual transition. Several teachers expressed the opinion that the transition
from teaching in French to teaching in English should be gradual. They emphasize the
need for a step-by-step approach to ensure a successful and effective implementation of
EMI. Moreover, there is a considerable recognition of the importance of the training among
teachers. While some express dissatisfaction, others acknowledge that the training
program is helpful to some extent. This recognition suggests a willingness to engage with
training initiatives but with a clear expectation of improvement. At the end, the
participating teachers were requested to add some comments on EMI teacher training.
The following themes have been driven from their answers:
Strategic Approach to Language Change: The respondents stress the need for a
well-thought-out strategy when changing the language of instruction. They emphasize the
impact on teachers, students, and the professional environment, advocating for careful
planning and consideration.
Importance of Political Decision and Consultation: Several respondents mention
that the decision to implement EMI is political and needs careful consideration.
Theyadvocate for consulting teachers and implementing changes gradually to avoid
rushed decisions.
Long-Term Perspective: Many respondents express a long-term perspective,
suggesting that the success of EMI will take time and requires a comprehensive and
sustained effort.
Need for Choice in Language of Instruction: Some respondents suggest giving both
teachers and students the choice to find the best way to convey information, recognizing
the diversity in teaching and learning styles.

3. Discussion
The analysis of the collected data have shown that although many respondents did
not consider using EMI with their classes prior to authorities’ decision to make the shift
from French to English as the language of instruction, they admit the role English plays
nowadays in the field of academia and its paramount importance in boosting mainly their
research careers. Such a perception seems to be global as many studies from different
parts of the world (Panthee, 2020; Shao & Rose, 2022; Hariyanti, 2023, among others)
reveal a positive attitudes hold by the academic community towards EMI. The fact that
our respondents, in order to improve their English language level of proficiency, relied
basically either on self-training and face-to-face training (a minority followed the online

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training), the majority fall into two main categories: either they are not satisfied with the
training they have received as it did not meet their needs and interests in terms of specific
disciplines, improvement in English teaching practices and self-confidence in using
English to explain complex ideas; or they are indecisive about whether the support they
have received during the training is really the needed one once they are to implement EMI
in their classes. This means that the trainees do not show dissatisfaction about the training
itself, but with its quality, which did not help them use the language in subject-specific
contexts. Contrary to this, Hariyanti (2023) who conducted a research in the Indonesian
context found that the great majority participants were highly satisfied with their teacher
training as they could apply what they learnt into their teaching practices. This
dissimilarity suggests that satisfaction among participants with EMI training may depend
heavily on the training's focus. The results have shown that EMI implementation is often
constrained both by the linguistic level of teachers and students and by the conventional
aims of language training. Although many courses (online, face-to-face) aim to reinforce
the use of English in the teaching of different subjects, particularly to technical domains,
did not express a satisfaction regarding the content, which, according to them, is not
always the kind of specialized subject matter. In line with this, many researchers agree
that a significant obstacle to the implementation of EMI is the insufficient English
proficiency among teacher. Results of Panthee’ (2020) study prove this. The study
highlighted linguistic difficulties, inadequate language abilities of teachers, and limited
resources as challenges in implementing EMI policies in Nepalese context. Another study
conducted in the Indonesian context by Hariyanti (2023) reports challenges related to
linguistic competence. In Hariyanti’s study, participants reported difficulties due to their
limited vocabulary and lack of fluency in English, which affected their confidence in using
English as the medium of instruction. The shared concerns expressed by teachers
underscore the importance of addressing specific challenges related to training quality in
terms of duration, specialization, communication skills, and program relevance. They
suggest that tailoring the EMI teacher training program to better suit the diverse needs
and contexts of the educators is essential for successful implementation. Thecomments
provided by the respondents reveal a nuanced understanding of the challenges and
complexities associated with EMI training provided for teachers. The insights emphasize
the need for a well-planned, gradual approach, consideration of technical and scientific
language, and acknowledgment of the diverse needs of both teachers and students.

Conclusion
The present paper aims at investigating the quality and relevance of the training
on using EMI destined to Algerian university teachers, and whether, according to them,
this training meets their specific needs. The study adopted an exploratory research design
by using surveys with teachers belonging to various universities across the country. The
questionnaire, which was made in two versions –English and French-, was answered
voluntarily by 27 teachers in French and 19 others in English. These numbers represent
an indicator of the linguistic preferences of the participating teachers. Although
respondents listed many challenges to implementing EMI in the Algerian context and

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raised some issues concerning the adequacy of the training they have received, they have
given some suggestions and recommendations, which are valuable as they stem from field
practitioners and experts. Among these we can state the need for a strategic approach to
language change, the gradual transition from one language of instruction to another, the
importance of having a long-term perspective as well as permitting teachers and their
students to make the choice of the language of instruction taking into account the diversity
of teaching and learning styles.

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