The Stakeholders’ Attitudes Toward Using English As A Medium Of Instruction A Case Study of Master one Students at the Department of Biology, Khenchela University Abbes Laghrour
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Date
2021
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UNIVERSITY OF ABBES LAGHROUR-KHENCHELA
Abstract
Abstract
Today, the role of English in a rapidly globalizing world, particularly in higher education, is exceptional. This language is being used by an increasing number of people in a variety of occupational and educational settings. According to (Coleman) (2006), although the worldwide standing of English is a motivator for its acceptance in higher education, utilizing English in higher education increases its global dissemination. However, and from a local standpoint, many students from Algerian universities may have difficulties while utilizing English as a medium of teaching. This study aims to shed light on the current state of EMI in the Biology department at Khenchela University Centre. Its goal is to investigate the different attitudes that both students and teachers may have regarding utilizing English as a medium of education in this area. For this aim, it appeared essential to do a brief review of the relevant literature on EMI in higher education and the challenges it may face while French continues to play an important part in the educational system. The mixed approach appeared appropriate for such a research, with the questionnaire and unstructured interview serving as data collecting tools. The questionnaire was addressed to master one Biology students, and the interview was conducted with English teachers who had previously taught in this department. The analysis of the questionnaire and the interview revealed that, however both teachers and students have played a significant role in identifying positivity towards the introduction of EMI at the level of university, other factors such as a lack of designed material and some negative aspects concerning boosting English while French is still existing as a MOI played a significant role in narrowing both the teaching effectiveness and the quality of teaching/learning.