Lecture Comprehension Enhancement within the Context of English as Medium of Instruction:

Abstract

Despite the undeniable locus of lectures in the teaching-learning process, the use of strategies to enhance lectures comprehension in English as a medium of instruction (EMI) classrooms seems to be disregarded. Its benefits, however, have been praised in academia. This exploratory study sets out to explore and investigate the andragogical approaches and learner strategies used to improve comprehension in EMI lectures. A case study was conducted at the Department of Science and Technology at Dr. Yahia Fares University (Ouzera, Medea). The present study relied on mixed-methods design, utilizing both quantitative and qualitative data collection instruments: a student questionnaire, a teacher questionnaire, and classroom observations. The sample of the current study consisted of (46) first-year students and (17) teachers. The obtained data were analyzed quantitatively and qualitatively, denoting that teachers frequently employ a range of activities and strategies to enhance comprehension, including the use of check-up questions, visual aids, audio-visual materials, collaborative learning through teamwork and discussions, and translanguaging. Conversely, learners tend to utilize multiple strategies, such as recording lectures, collaborative note-taking with classmates, and translating key vocabulary into Arabic. Therefore, the findings of the present study have significant implications for educators, providing evidence-based recommendations to enhance instructional practices and most importantly improve students' learning outcomes and address their needs that can ultimately contribute to a more effective and student-centered learning environment.