Adapting to New Horizons: Exploring Challenges and Coping Strategies in EMI Teaching for Algerian Subject-Matter Instructors: The Case of Tebessa University

Abstract

This dissertation investigates the challenges and strategies associated with EMI in higher education, focusing on educators at Echahid Cheikh Laarbi Tebessi University in Algeria. The study aims to provide comprehensive insights into the experiences of SMI in EMI contexts. The research combines quantitative and qualitative data collected through a detailed questionnaire. Our study engaged 50 specialty instructors, falling short of our intended 100, yet yielding valuable insights. The practical aspect outlines our methodology, reports questionnaire findings, and scrutinizes educators’ EMI experiences. We utilized descriptive statistics and ANOVA to tackle research queries, complemented by qualitative analysis of strategy-related inquiries. The analysis reveals significant challenges, such as limited confidence, language proficiency concerns, and student comprehension issues. Identified strategies to address these challenges include flexible professional development options, targeted language proficiency programs, peer support groups, effective time management, and interactive teaching methods. Recommendations also emphasize the importance of creating a collaborative community of practice among educators. The study also finds that factors like gender, frequency of participation in English-language events, and perceived importance of EMI do not significantly impact the challenges faced by educators. However, teachers’ confidence levels notably influence their experiences, underscoring the need for targeted support and training programs.