The urgent shift to the online instructional environment has produced unprecedented challenges for teachers and placed new obligations on them. In this context, the study at hand investigated higher education teachers’ perceptions of the effectiveness of online teaching, their readiness to teach online and their willingness to teach outside their comfort zone. To this end, an online survey was conducted with 24 EFL (English as a Foreign Language) teachers from various Algerian universities using a questionnaire created in Google Forms. The obtained results reveal that the majority of the EFL teachers perceive online teaching as less effective than face-to-face teaching due to three key factors: technological constraints, learners’ unpreparedness, teachers’ technophobia and health issues. Though it was mandatory for them to teach online at the beginning of the lockdown in March, the teachers’ responses imply a low level of personal and contextual readiness, which, in turn, affected their willingness to teach online. This study highlights the correlation between teachers’ readiness and willingness to teach online. It indicates that a high level of readiness can help the teacher adapt to the change, reduce resistance and ensure the constant extension of their comfort zone. This study ends with some practical suggestions and a number of opportunities for future research.

The study at hand aims to investigate Algerian researchers’ perceptions of the importance of writing research articles for publication in international English medium journals, along with the incentives and disincentive influencing this process, and the challenges they encounter. To reach these aims, a survey is conducted with twenty-six Algerian researchers from three different fields of study using an online questionnaire created in Google Forms. The vast majority of the participants rate writing research in English as of great importance and they opt for different incentives influencing their decision to publish in international English medium journals, but they perceive themselves to be disadvantaged by their non-native status as the degree of their perceived difficulty of writing scientific articles in English is very high. This study highlights the correlation between the mastery of English as a principal prerequisite in the respondents’ fields of study and the use of English as an indispensable key to communicate their research results to the global scientific community. It then ends up with some strategies to be taken by higher education institutes to address this issue from different standpoints.

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The study at hand aims to investigate Algerian researchers’ perceptions of the importance of writing research articles for publication in international English medium journals, along with the incentives and disincentive influencing this process, and the challenges they encounter. To reach these aims, a survey is conducted with twenty six Algerian lecturers from three different fields of study using an online questionnaire created in Google Forms. The vast majority of the participants rate writing research in English as of great importance and they opt for different incentives influencing their decision to publish in international English medium journals, but they perceive themselves to be disadvantaged by their non-native status as the degree of their perceived difficulty of writing scientific articles in English is very high. This study highlights the correlation between the mastery of English as a principal prerequisite in the respondents’ fields of study and the use of English as an indispensable key to communicate their research results to the global scientific community. It then ends up with some strategies to be taken by higher education institutes to address this issue from different standpoints.

The study at hand aims to investigate Algerian researchers’ perceptions of the importance of writing research articles for publication in international English medium journals, along with the incentives and disincentive influencing this process, and the challenges they encounter. To reach these aims, a survey is conducted with twenty six Algerian researchers from three different fields of study using an online questionnaire created in Google Forms. The vast majority of the participants rate writing research in English as of great importance and they opt for different incentives influencing their decision to publish in international English medium journals, but they perceive themselves to be disadvantaged by their non-native status as the degree of their perceived difficulty of writing scientific articles in English is very high. This study highlights the correlation between the mastery of English as a principal prerequisite in the respondents’ fields of study and the use of English as an indispensable key to communicate their research results to the global scientific community. It then ends up with some strategies to be taken by higher education institutes to address this issue from different standpoints.