Experience-based Analysis Of Hybrid Tutoring For University Instructors At Batna 1 University

Abstract

A pedagogical assistance program for instructors with a B2 level in English has been developed by Batna 1 University as part of continuous changes to improve the use of English in Algerian higher education. While preserving the quality of education in their respective disciplines, this hybrid tutoring strategy seeks to support teachers in delivering their courses in English. The descriptive analysis in this study, which is based on interviews with eleven Batna1 University subject-matter participating teachers (session 2023–2024), emphasizes the contribution of tutoring to the uptake and modification of English-medium instruction (EMI). According to the results, the majority of teachers believe that hybrid tutoring is crucial for organizing their classes, increasing their self-assurance, and making the switch to EMI easier. These findings are consistent with a number of studies that highlight the necessity of focused assistance to guarantee EMI's success in postsecondary education. To address the difficulties of teaching their subject matter in English, all participants emphasize the need for long-term hybrid tutoring. In the end, this study emphasizes the value of customized hybrid tutoring as a pedagogical support system, guaranteeing a seamless transition to EMI and opening the door for additional research into more varied and individualized methodologies