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Abstract
The integration of English as a medium of instruction (EMI) in non-English-speaking countries has become a global strategy for enhancing students’ language proficiency, international competitiveness, and access to scientific knowledge. In Algeria, EMI has recently been introduced in higher education institutions, but its implementation remains contested. This study investigates teachers’ and learners’ perceptions of EMI at the faculty of sciences, University of Tlemcen, focusing on opportunities, challenges, and strategies for effective adoption. Using a mixed-methods design, data were collected through semi-structured interviews with 10 teachers and a questionnaire administered to 112 students. The findings reveal that EMI enhances English proficiency and provides access to international academic resources, but it is hindered by limited language skills, insufficient institutional support, and lack of teacher training. Participants highlighted the importance of gradual adoption, bilingual bridging, and structured support systems. This study contributes to the literature by situating the Algerian experience within broader EMI debates, providing insights for policymakers, educators, and administrators.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
MEDITERR J SOC BEH RES, Volume 10, Issue 1, May 2026, 37-44
https://doi.org/10.29333/mjosbr/17815
Publication date: 28 Jan 2026
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