| Titre : | The Growing Need for Using English among University Teachers The Case Study of Teachers from the Faculty of Technology at Saida University |
| Auteurs : | O. Hamdoun, Auteur ; Dr. O. Drissi, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 55p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | English as a Medium of Instruction, Globalization, Language Policy, Language Proficiency, Language Shift, Lingua Franca. |
| Résumé : | Over the past few decades, the world has witnessed unprecedented globalization of the educational scene, resulting in the widespread use of English as a Lingua Franca (ELF) in many countries around the world. In response to this trend, the Algerian government recently changed its language policy and adopted English as a Medium of Instruction (EMI) at several universities. Therefore, it has become necessary for Algerian university teachers to adapt to this transformation by implementing a series of measures to promote the use of English in the university setting. The current research aims to analyze the theoretical, psychological, and pedagogical aspects surrounding this phenomenon by investigating the factors contributing to the growing use of the English language among university teachers. Additionally, it seeks to analyze the obstacles facing this use and identify the techniques that teachers follow to enhance their proficiency in the English language. Based on these objectives, semi-structured interviews were conducted with a purposive sample of 12 university teachers affiliated with the Faculty of Technology at Saida University to obtain qualitative data. Results revealed a higher level of awareness among teachers, as the majority of them expressed a positive attitude toward the English language. They also recognized both personal and institutional factors that motivate them to use English. However, they acknowledged the existence of obstacles that negatively influence the effectiveness of this use, impacting both teachers and university institutions generally. Finally, the overall results demonstrated a significant increase in the use of the English language, despite the constraints faced by both teachers and universities. |
| Note de contenu : |
Table of Contents
Declaration of Originality Ⅱ Dedication Ⅲ Acknowledgments Ⅳ Abstract Ⅴ Table of Contents Ⅵ List of Tables Ⅷ List of Figures Ⅸ List of Abbreviations Ⅹ List of Appendices Ⅺ General Introduction 01 Chapter One: Literature Review 1.1. Introduction 04 1.2. An Overview of the Rise of English as a Global Lingua Franca 04 1.2.1. Increasing Internationalization of English in Universities 04 1.3. Definition of (EMI) English as a Medium of Instruction 05 1.3.1. The Role of EMI in Academic and Professional Communication 05 1.4. The Current State of English Proficiency among University Teachers 06 1.4.1. Overview of English Proficiency Levels 07 1.4.2. Challenges in Assessing English Proficiency 08 1.4.3. Challenges in Assessing English Proficiency for Non-native Speakers 08 1.4.4. Impact of English Proficiency Level on Classroom Instruction 09 1.4.5. Influence on Collaborative Research and Publication 10 1.5. Factors Contributing to the Growing Need for Using English 10 1.5.1. Globalization of Higher Education 11 1.5.2. Academic Publishing and Communication 12 1.6. Challenges Faced by University Teachers in Using English 12 1.6.1. Linguistic Challenges Faced by University Teachers in Using English 13 1.6.2. Pedagogical Challenges Faced by University Teachers in Using English 14 1.7. Strategies and Initiatives for Enhancing English Proficiency 14 1.7.1. English Language Training for University Teachers 15 VII 1.7.2. Language Centers and Resources 17 1.7.3. Policies Promoting English Language Proficiency 18 1.8. Conclusion 18 Chapter two: Research methodology 2.1. Introduction 20 2.2. Research Design 20 2.3. Data Collection Tools and Procedures 21 2.4. Sample of the Study 22 2.5. Data Analysis Methods 23 2.6. Ethical Considerations 24 2.7. Limitations 24 2.8. Conclusion 25 Chapter three: Data analysis and discussion 3.1. Introduction 26 3.2. Teachers’ interview findings 26 3.3. Discussion and Interpretation 39 3.3.1.: Exploring gender, age, and experience variables among university 40 teachers' attitudes towards English 3.3.2. Motivational Factors and Institutional Shift: Algerian University 42 Teachers Embracing EMI 3.3.3. Overcoming Institutional Hurdles: Challenges Encountered 42 by University Teachers in Embracing English 3.3.4. Unlocking the Language Horizon: Exploring Contexts, Proficiency, 43 and Growth Strategies in English Usage among University Teachers 3.4. Recommendations 44 3.5. Conclusion 46 General Conclusion 48 References 51 Appendices 55 |
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