Hands-on Pulse of English-Medium Instruction Practices in STEM

Abstract

The present study explores the veracity of English-Medium Instruction (EMI) in Algerian higher education, with particular emphasis on STEM disciplines. The study draws on data collected from 100 participants, including 8 STEM teachers and 92 STEM students from various higher education institutions across the Algerian Republic. Using a quantitative survey design, the research examines perceptions of EMI adoption, institutional readiness, personal linguistic preparedness, willingness to participate, and the need for pedagogical support.
The findings indicate generally positive attitudes toward EMI, reflecting recognition of the growing importance of English in scientific and technological fields. However, this support is accompanied by caution, as participants express concerns regarding institutional preparedness, linguistic readiness, and the potential challenges associated with abrupt implementation. Many respondents favor a gradual and structured transition to EMI and highlight the importance of adequate support systems to ensure effective adaptation.
The study concludes that while EMI in Algerian STEM education is broadly welcomed, its success depends on systematic planning and pedagogically responsible implementation. Key implications include the need for phased adoption, targeted language support programs, comprehensive teacher training, adapted assessment practices, and equity-focused policies to ensure that content mastery and language development advance concurrently. By offering empirical insight into current perceptions and practices, this study contributes to ongoing discussions about sustainable EMI implementation in Algerian higher education.