An Evaluation of Algerian EMI Teacher Training Experience with DUAL English Language E-learning Platform

Abstract

This study evaluates Algerian university teachers’ experiences with the DUAL English Language E-learning Platform as a training tool to adopt English as a medium of instruction (EMI). It attempts to explore its effectiveness, challenges, and pedagogical impact. Drawing on qualitative data from interviews with instructors across multiple universities, the research identifies key factors influencing platform adoption and usage as an EMI teacher training tool. Findings highlight both the platform’s potential in enhancing English language teaching and learning and the barriers faced, including technical limitations, insufficient training, and institutional support. The study concludes by offering recommendations for optimizing the integration of EMI in Algerian higher education, contributing to broader discussions on digital transformation in English language EMI teacher training programs.