Investigating Language Practices and Classroom Interaction Challenges in Algerian Higher Education English Medium Instruction Settings. The Case of University of Mohamed Boudiaf - M’sila
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Date
2024-06
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كلية الاداب و اللغات
Abstract
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.
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Keywords: EMI, Algerian higher education, Language practices, Classroom interaction challenges, English proficiency.