Advancing English Medium Instruction in Algerian Higher Education: The Effect of Adaptive Pedagogical Strategies on Teacher Academic Performance and Student Engagement

Abstract

Some teachers may face difficulties in engaging with English Medium Instruction (EMI) courses including the shift from using their native language to run disciplinary courses in English. These issues prompt many scholars to adapt strategies for training and assisting EMI teachers’ performance in EMI courses. The current literature on the training and support of teachers in executing EMI pedagogy has received inadequate attention. The deficiency of research on preparing educators for EMI pedagogy has resulted in a notable gap in the literature. This study aims at examining teachers and students’ common challenges in pursuing EMI courses and their impact on their academic performance and engagement. The study employed a quantitative design with a sample of 14 EMI teachers and 60 undergraduate students enrolled in engineering courses. The design involved conducting pre- and post-test experiments and a self-report questionnaire after engaging in the courses. The participants were divided into a CG =30 and an EG=30 receiving the treatment. Findings indicated that EG students and teachers increased their engagement and academic performance prior to implementing adaptive strategies in EMI courses. Indeed, challenges associated with the EMI courses such as inadequate teaching materials and insufficient classroom interactions decreased only after employing adaptive solutions, including alternative textbooks, selfreflection skills, technological devices, and the first language. Therefore, implementing EMI programs is challenging, necessitating teacher development, institutional support, and effective student self-directed and peer learning strategies. In addition, the adaptive strategies utilized by students and teachers provide insights into how other EMI courses could enhance their adaptation.