English self-efficacy and attitudes toward English-medium instruction among university lecturers in Algeria: A quantitative analysis

English-medium instruction (EMI) has become a central strategy in the internationalisation of higher education worldwide, yet many university lecturers report limited English proficiency as a critical barrier. This limitation not only hinders effective content delivery but also raises serious concerns about its negative impact on lecturers' attitudes toward EMI and their overall professional readiness to implement it. This research examines Algerian university lecturers' attitudes toward EMI and their self-efficacy in reading, writing, speaking, and listening. It also examines how these constructs vary across academic disciplines, primary language of instruction, age, teaching experience, and gender. A quantitative research approach was adopted using a large-scale cross-sectional online survey (N = 1080) conducted across multiple public universities in Algeria. Descriptive and inferential statistical analyses were employed to address four research questions. The findings of this research reveal moderately positive attitudes toward EMI alongside markedly low English self-efficacy, particularly in speaking and listening. Significant differences in both constructs emerged according to academic discipline, primary language of instruction (Arabic vs. French), and gender, with science and technology lecturers and those from French-medium backgrounds exhibiting greater readiness. Furthermore, a substantial positive correlation was observed between English self-efficacy and EMI attitudes. These findings highlight the critical interplay of psychological, disciplinary, and sociolinguistic factors in shaping EMI readiness. They underscore the need for targeted, context-sensitive professional development initiatives and policy measures to enhance lecturers' linguistic competence and foster sustainable support for EMI in Algerian higher education.