Master Thesis

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Browsing Master Thesis by Subject "Algerian higher education"

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    An Investigation into English Medium Instruction (EMI) Training Methods of Algerian University Teachers. The case of Intensive Language Training Centre (CEIL) at the University of M'sila
    (كلية الاداب و اللغات, 2024-06) Samir DJEDI
    Abstract This study investigates the effectiveness of English as a Medium of Instruction (EMI) training methods for Algerian university teachers at the Intensive Language Training Centre (CEIL) of the University of M’sila. It explores the current training approaches offered by CEIL, including methodologies, content focus, and assessment practices. This study employs the descriptive method taking a mixed-methods approach of data collection through qualitative and quantitative research methods, including surveys and interviews with 40 university teachers and 10 EMI trainers, the research investigates the challenges faced by both EMI trainers and University teachers in the context of EMI implementation. Findings reveal that the CEIL program focuses heavily on general English proficiency, with insufficient emphasis on core EMI skills and discipline specific language training. Trainers require further professional development in EMI pedagogy, and the program lacks standardization and alignment with best practices. These insights inform recommendations for optimizing CEIL's training programs by addressing curriculum gaps and enhancing support systems for EMI instructors. The study contributes to the broader discourse on successful EMI implementation in Algerian higher education, promoting best practices for teacher training across the country.
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    Investigating Language Practices and Classroom Interaction Challenges in Algerian Higher Education English Medium Instruction Settings. The Case of University of Mohamed Boudiaf - M’sila
    (كلية الاداب و اللغات, 2024-06) Ahmed MECHTA Hakim BEN SAOUCHA
    ABSTRACT The Algerian government's recent policy shift towards English-medium instruction (EMI) in higher education signifies a strategic attempt to capitalize on the potential advantages associated with EMI. However, the implementation of EMI presents a complex set of challenges. Consequently, this study delves into a comprehensive exploration of the language practices and classroom interaction challenges encountered in Algerian higher education EMI settings. To address the research inquiries and meet the outlined objectives, the researchers employed a mixed method approach, incorporating classroom observation to gain a deeper understanding of classroom interaction challenges and the language practices employed within EMI classrooms. Additionally, two questionnaires administered to both students and teachers were employed to collect data on EMI classroom practices and challenges faced by both teachers and students. The study encompassed a participant pool consisting of 69 students and 11 teachers from various faculties within the University of Mohammed Boudiaf, M'sila. The participants were selected through the purposive sampling technique. The principal findings of this investigation illuminate that the current level of English proficiency among students is insufficient to support active participation and effective learning in EMI settings. These findings also reveal a prevalent use of Arabic and French in EMI classrooms, with a limited and inconsistent use of English as the primary medium of instruction.