Résumé:
The recent trend towards the use of the English language in the Algerian education system is becoming increasingly evident. This thesis explores students’ perceptions of the shift to English as the medium of instruction (EMI) in higher education in Algeria. This exploratory research aims to study how students perceive EMI and its effects on their academic performance. Furthermore, it examines the impact of EMI on teachers and their assessments of students’ overall performance. To address the research questions and hypotheses, a quantitative analysis was conducted using a questionnaire as the main research instrument. Two separate questionnaires were administered: one to 200 first-year students in the Department of Mathematics and Computer Science, and the other to 25 teachers in the same department. The results of this study indicate that the shift to EMI is profoundly significant in higher education. It is positively perceived by first-year MI students, but negatively perceived by their teachers. However, both students and teachers face many challenges when using English.
Despite these challenges, first-year students generally view EMI favorably and report improvements in their academic performance, which they attribute to
better English proficiency. In contrast, the majority of teachers, who prefer
teaching in French (FMI), perceive the transition to EMI negatively. Based on108
a comprehensive analysis of the research findings, this study offers recommendations
for future research to further explore and understand this area.
