Teachers’ Challenges with the English-blended Instruction: The Case of Teachers from Tlemcen and Biskra University

Abstract

The present study discusses the problems challenging the success of the English-blended instruction program in Algeria. The study focuses on the problems related to student-teachers' abstention from attending the English training program at the CEIL centers in Tlemcen and Biskra universities. To address this problem, the study follows a qualitative research method design that relies on the contribution of six student teachers through semi-structured interviews and unstructured interviews with three teachers of the program to collect data on the number of program attendees. The study concludes that student teachers abstain from attending English language classes due to three main reasons: 1) the inconvenience of planning and scheduling the language classes; 2) the proficiency level of the student teachers and their placement in language classes; and 3) the negative attitudes of student teachers toward the training program and the EMI reform. The findings of the study imply that there would be jeopardy to the success of English-blended instruction in Algerian universities.