Language of instruction policy plays a major role in the success of education, impacting stakehol... more Language of instruction policy plays a major role in the success of education, impacting stakeholders from different backgrounds, such as instructors, students, parents, and government officials. This article presents an analysis of English as a medium of instruction (EMI) research conducted in Arab world (AW) countries since the year 2000. A keyword search of the Scopus database returned 101 articles, 52 of which were removed using identified selection criteria. This left 49 articles analysed in terms of authorship, funding information, research instruments, contexts, publication year and place, citations, and key findings. The results were as follows: Although AW researchers have examined EMI policy in greater detail during the last five years, several AW contexts remain unexplored. Author affiliations were linked to the locations of funding organisations. Neither K-12 nor graduate EMI provision has been investigated fully. While EMI is a successful top-down policy well-suited to AW demographics, it is viewed negatively by most students, possibly because programmes are not designed well and instructors are insufficiently prepared to teach EMI programmes effectively. Although EMI's one-size-fits-all approach is common in many AW institutions, educational levels and academic disciplines impact the success of EMI policy. I argue that AW and international researchers must collaborate to gain a wider understanding of AW contexts, and that research must strive to include other stakeholders, such as employers and parents.
Contribution: This study advances the understanding of English as a medium of instruction (EMI) i... more Contribution: This study advances the understanding of English as a medium of instruction (EMI) in computer science education by exploring computer instructors’ perspectives. Its unique contribution lies in a qualitative approach that uncovers the practical implications for policy and practice in the educational context. Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance.
Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs.
Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation.
Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.
Introduction: This paper analyzes published healthcare studies about “English as a medium of inst... more Introduction: This paper analyzes published healthcare studies about “English as a medium of instruction” (EMI), indexed in the Scopus database from 2013 to 2022.
Methods: The author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.
Results and discussion: Most of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.
Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated... more Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated thoroughly. The present study examines 61 ASL learners from 25 countries in seven Saudi universities using a quantitative and qualitative questionnaire, with Ajzen's theory of planned behaviour used as a theoretical framework to elicit and analyze the participants' intentions, attitudes, motivations, and challenges. The findings of the quantitative items show that learners hold significant and positive intentions, attitudes, and subjective-norm and perceived-behavioural-control beliefs regarding learning Arabic. These findings show the usefulness of using social psychology to elicit and understand ASL learners' beliefs and predict their intentions to learn Arabic by adapting valid and published questionnaire items. The qualitative results show that religious factors are what motivate ASL learning in Saudi universities. For example, Arabic is the language of sacred texts, the language of the Prophet Muhammad, and the language of Heaven. The most-reported challenges are the instructors' use of local dialects and inadequate training in teaching ASL. When designing curricula, policymakers should consider social factors such as religion, literature, history, and students' backgrounds. It is also recommended that language researchers use theories from other related disciplines to understand fully the perspectives of ASL learners.
This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a preconditi... more This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The first theme is the advantages of using the students' mother tongue (Arabic in this case) as an MI; the findings show that doing so is related to robust IC, with the latter leading to better cognition, positive affects, and stronger performance in the learning environment. The second theme is the advantages of using EMI, which can be classified into three main areas: more educational resources, better international research collaboration, and more international job opportunities. The third theme is the use of codeswitching in EMI classes because of poor IC; instructors code-switch for three purposes: cognitive, affective, and performance. The fourth theme is suggestions from participants for how to improve IC in EMI programs: the findings recommend the use of IC theory and linguistic relativity to examine EMI programs; also, collaboration among IC researchers, cognitive linguists, and EMI researchers will help understand how the MI influences students' success; furthermore, policymakers must design curricula that consider the perspectives of content instructors and provide them with training to overcome several IC barriers in EMI programs.
Language rights are essential to human rights, including using English as a medium of instruction... more Language rights are essential to human rights, including using English as a medium of instruction (EMI) in higher education. However, in non-Anglophone countries, using EMI in undergraduate programs may contribute to human rights violations and inequalities. This qualitative study explores the lack of justice and fairness in EMI policy implementation in undergraduate programs, resulting in structural inequity based on students' experiences. Open-ended responses were collected from undergraduate students in four colleges, including healthcare, sciences, engineering, and computer science. A thematic analysis of students' responses revealed three major themes: the roots of inequities in EMI undergraduate programs, struggles faced by English as Foreign Language (EFL) undergraduates, and suggested tactics and solutions to address injustice in EMI classes. The study aims to provide international educators and policymakers with a better understanding of the challenges EFL students face in EMI classes and amplify the voices of students often neglected in internationally published studies. The findings suggest the need for policymakers to re-evaluate the effectiveness of EMI policies in non-Anglophone countries and promote equity, fairness, and social justice in universities to help students achieve equal opportunities to learn and succeed, irrespective of their English proficiency.
Learners' attitudes are important for language learning. The attitude toward behavior construct, ... more Learners' attitudes are important for language learning. The attitude toward behavior construct, established in social psychology, was selected to elicit and examine learners' attitudes toward face-to-face and online language learning. Data were collected using two instruments-questionnaires and interviews with two groups: face-to-face (n = 681) and online language learning (n = 287). The results show that the attitude toward behavior concept is an effective theoretical framework for designing questionnaires to understand the factors that influence the participants' attitudes and to predict these in different learning environments. I compared the two groups' results and found a more positive attitude toward language learning in face-to-face environments than in online language learning settings. The mixed-method design enables us to assess learners' attitudes to the language learning environment. This informs curriculum design, policy, and support for teaching and learning.
Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that... more Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students' identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.
The objectives of this study are to investigate the usefulness of the flipped language learning a... more The objectives of this study are to investigate the usefulness of the flipped language learning approach in a reading course, and to understand students’ attitudes and self-efficacy toward it. A quasi-experimental pretest-post-test design was employed. Two treatments were designed, namely, face-to-face and online, using the flipped classroom approach. A total of 43 students participated in the pre-tests and post-tests, administered in both treatments. The data were collected from the results of pre-tests and post-tests. A regression test and t-tests were performed to analyze the data. A significant difference was observed between the students’ results in the pre-tests and post-tests in both treatments. However, the post-test results in both treatments show no significant difference. This finding indicates that both face-to-face and flipped classroom approaches can be equally effective in enhancing the reading skill of Level 1 students. The survey results also indicate that students...
Background: Using English as a medium of instruction (EMI) in non-English speaking countries to t... more Background: Using English as a medium of instruction (EMI) in non-English speaking countries to teach healthcare subjects has been questioned in various international healthcare educational contexts, despite the numerous benefits it offers to students and institutions. Purpose: The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia. Methods: The study used three instruments: alumni records (n = 3,044), instructors’ questionnaires (n = 134), and students’ questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences. Results: The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students’ perspectives and healthcare instructors’ views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students’ academic achievement, especially if the students lack fluency in English. Conclusion: Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs.
Contribution: This study examines the influence of English as the medium of instruction (EMI) in ... more Contribution: This study examines the influence of English as the medium of instruction (EMI) in the engineering college of a public university in a non-native English-speaking country, Saudi Arabia. The study analyzes alumni grade-point average (GPA) records and their English proficiency levels at the first year according to their transcripts. Also, this research contributes to the literature through its analyses of the current students' attitudes, societal attitudes, and self-efficacy regarding students' preferred language of instruction. Background: This study seeks to fill a gap in the literature, as most studies on EMI policy focus on teaching approaches and interaction modes. Research Question: What is the effect of the EMI policy on the performances and attitudes of engineering students? Methodology: The research uses three instruments to collect data: 1) engineering college alumni records; 2) current student questionnaires; and 3) engineering instructor questionnaires. Findings: Students' English proficiency in their first-year correlates significantly with GPA, thus predicting the overall GPA upon completing their five-year programs. The results of the survey of the current students' attitudes correlate with their preferred medium of instruction. Most of the students prefer their native language, Arabic, as the language of instruction. However, the engineering instructor survey reveals that most instructors believe that the EMI policy does not affect students' abilities to participate in classroom activities and examinations. Thus, there is a contradiction between students' and instructors' perspectives. It is recommended that engineering program policymakers consider the contrast in students' and instructors' perspectives on EMI when designing programs.
The policy- English as a medium of instruction (EMI)—in computing education plays an important ro... more The policy- English as a medium of instruction (EMI)—in computing education plays an important role in achieving the outcomes of computer science programs. This study examines the effects of Saudi Arabia’s English as a medium of instruction (EMI) policy in undergraduate computer science programs at public universities. Study data was collected from three samples: alumni records (n = 1,316), a questionnaire administered to current instructors (n = 42), and a questionnaire administered to current students (n = 250). A quantitative analysis was then performed on this data. Analysis of the alumni records shows that students’ average grades in their English courses in the first year of their five-year program significantly predicted their overall grade point average (GPA). Analysis of the instructors’ questionnaire showed that instructors had positive attitudes toward the EMI policy, and that most instructors believed that students’ English proficiency does not limit their engagement and performance in class. Analysis of the current students’ questionnaire demonstrated that students preferred to learn in Arabic, their native language. Furthermore, analysis of the students’ questionnaire indicate that students’ societal attitudes and self-efficacy significantly predicted their preferred language of instruction. The study concludes that instructors need to differentiate between students’ English proficiency and their knowledge of computer science when assessing students' work, and that policymakers should consider students’ preferred language of instruction when designing computer science curricula.
This study contributes to and expands the existing body of knowledge on the subject by examining ... more This study contributes to and expands the existing body of knowledge on the subject by examining the needs, expectations, and challenged by pre-service English as a foreign language (EFL) teachers in a language learning and technology (LL&T) course. This study was conducted in a Bachelor of Arts program at a Saudi university. Research results are based on a qualitative survey utilising open-ended questions. The purposes of the questionnaire were to explore instructor: Expectations, needs, experiences, preferred technology, challenges, and suggestions. The survey sample size was 79 pre-service EFL teachers, and the survey period spanned two consecutive semesters. The results of the research indicate that each of the foregoing are important factors in the quality of technology-based pre-service EFL teachers training courses. See supra. The study also suggests that several important issues might easily be overlooked in course syllabus development and material usage.
ABSTRACT This paper navigates into the YouTube website as one of the most usable online tools to ... more ABSTRACT This paper navigates into the YouTube website as one of the most usable online tools to learn languages these days. The paper focuses on two issues in creating YouTube language learning videos: pedagogy and technology. After observing the existing YouTube LLVs, the study presents a novel rubric that is directed towards a pedagogically sound basis for language learning in the YouTube learning environment. The purposes of the rubric are. A: selecting and evaluating the appropriate YouTube language videos for the target audience. B: creating effective language learning YouTube videos that are based on the existing language learning theories. The findings present a rubric that contains 44 questions that have been classified in five main categories: video characteristic, attractiveness, clarity, reaction and content. In each category, there are several questions discussing issues under each category. These questions are driven and modified from the language materials evaluation and design research and language classroom observations research.
Language of instruction policy plays a major role in the success of education, impacting stakehol... more Language of instruction policy plays a major role in the success of education, impacting stakeholders from different backgrounds, such as instructors, students, parents, and government officials. This article presents an analysis of English as a medium of instruction (EMI) research conducted in Arab world (AW) countries since the year 2000. A keyword search of the Scopus database returned 101 articles, 52 of which were removed using identified selection criteria. This left 49 articles analysed in terms of authorship, funding information, research instruments, contexts, publication year and place, citations, and key findings. The results were as follows: Although AW researchers have examined EMI policy in greater detail during the last five years, several AW contexts remain unexplored. Author affiliations were linked to the locations of funding organisations. Neither K-12 nor graduate EMI provision has been investigated fully. While EMI is a successful top-down policy well-suited to AW demographics, it is viewed negatively by most students, possibly because programmes are not designed well and instructors are insufficiently prepared to teach EMI programmes effectively. Although EMI's one-size-fits-all approach is common in many AW institutions, educational levels and academic disciplines impact the success of EMI policy. I argue that AW and international researchers must collaborate to gain a wider understanding of AW contexts, and that research must strive to include other stakeholders, such as employers and parents.
Contribution: This study advances the understanding of English as a medium of instruction (EMI) i... more Contribution: This study advances the understanding of English as a medium of instruction (EMI) in computer science education by exploring computer instructors’ perspectives. Its unique contribution lies in a qualitative approach that uncovers the practical implications for policy and practice in the educational context. Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance.
Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs.
Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation.
Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.
Introduction: This paper analyzes published healthcare studies about “English as a medium of inst... more Introduction: This paper analyzes published healthcare studies about “English as a medium of instruction” (EMI), indexed in the Scopus database from 2013 to 2022.
Methods: The author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.
Results and discussion: Most of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.
Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated... more Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated thoroughly. The present study examines 61 ASL learners from 25 countries in seven Saudi universities using a quantitative and qualitative questionnaire, with Ajzen's theory of planned behaviour used as a theoretical framework to elicit and analyze the participants' intentions, attitudes, motivations, and challenges. The findings of the quantitative items show that learners hold significant and positive intentions, attitudes, and subjective-norm and perceived-behavioural-control beliefs regarding learning Arabic. These findings show the usefulness of using social psychology to elicit and understand ASL learners' beliefs and predict their intentions to learn Arabic by adapting valid and published questionnaire items. The qualitative results show that religious factors are what motivate ASL learning in Saudi universities. For example, Arabic is the language of sacred texts, the language of the Prophet Muhammad, and the language of Heaven. The most-reported challenges are the instructors' use of local dialects and inadequate training in teaching ASL. When designing curricula, policymakers should consider social factors such as religion, literature, history, and students' backgrounds. It is also recommended that language researchers use theories from other related disciplines to understand fully the perspectives of ASL learners.
This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a preconditi... more This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The first theme is the advantages of using the students' mother tongue (Arabic in this case) as an MI; the findings show that doing so is related to robust IC, with the latter leading to better cognition, positive affects, and stronger performance in the learning environment. The second theme is the advantages of using EMI, which can be classified into three main areas: more educational resources, better international research collaboration, and more international job opportunities. The third theme is the use of codeswitching in EMI classes because of poor IC; instructors code-switch for three purposes: cognitive, affective, and performance. The fourth theme is suggestions from participants for how to improve IC in EMI programs: the findings recommend the use of IC theory and linguistic relativity to examine EMI programs; also, collaboration among IC researchers, cognitive linguists, and EMI researchers will help understand how the MI influences students' success; furthermore, policymakers must design curricula that consider the perspectives of content instructors and provide them with training to overcome several IC barriers in EMI programs.
Language rights are essential to human rights, including using English as a medium of instruction... more Language rights are essential to human rights, including using English as a medium of instruction (EMI) in higher education. However, in non-Anglophone countries, using EMI in undergraduate programs may contribute to human rights violations and inequalities. This qualitative study explores the lack of justice and fairness in EMI policy implementation in undergraduate programs, resulting in structural inequity based on students' experiences. Open-ended responses were collected from undergraduate students in four colleges, including healthcare, sciences, engineering, and computer science. A thematic analysis of students' responses revealed three major themes: the roots of inequities in EMI undergraduate programs, struggles faced by English as Foreign Language (EFL) undergraduates, and suggested tactics and solutions to address injustice in EMI classes. The study aims to provide international educators and policymakers with a better understanding of the challenges EFL students face in EMI classes and amplify the voices of students often neglected in internationally published studies. The findings suggest the need for policymakers to re-evaluate the effectiveness of EMI policies in non-Anglophone countries and promote equity, fairness, and social justice in universities to help students achieve equal opportunities to learn and succeed, irrespective of their English proficiency.
Learners' attitudes are important for language learning. The attitude toward behavior construct, ... more Learners' attitudes are important for language learning. The attitude toward behavior construct, established in social psychology, was selected to elicit and examine learners' attitudes toward face-to-face and online language learning. Data were collected using two instruments-questionnaires and interviews with two groups: face-to-face (n = 681) and online language learning (n = 287). The results show that the attitude toward behavior concept is an effective theoretical framework for designing questionnaires to understand the factors that influence the participants' attitudes and to predict these in different learning environments. I compared the two groups' results and found a more positive attitude toward language learning in face-to-face environments than in online language learning settings. The mixed-method design enables us to assess learners' attitudes to the language learning environment. This informs curriculum design, policy, and support for teaching and learning.
Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that... more Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students' identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.
The objectives of this study are to investigate the usefulness of the flipped language learning a... more The objectives of this study are to investigate the usefulness of the flipped language learning approach in a reading course, and to understand students’ attitudes and self-efficacy toward it. A quasi-experimental pretest-post-test design was employed. Two treatments were designed, namely, face-to-face and online, using the flipped classroom approach. A total of 43 students participated in the pre-tests and post-tests, administered in both treatments. The data were collected from the results of pre-tests and post-tests. A regression test and t-tests were performed to analyze the data. A significant difference was observed between the students’ results in the pre-tests and post-tests in both treatments. However, the post-test results in both treatments show no significant difference. This finding indicates that both face-to-face and flipped classroom approaches can be equally effective in enhancing the reading skill of Level 1 students. The survey results also indicate that students...
Background: Using English as a medium of instruction (EMI) in non-English speaking countries to t... more Background: Using English as a medium of instruction (EMI) in non-English speaking countries to teach healthcare subjects has been questioned in various international healthcare educational contexts, despite the numerous benefits it offers to students and institutions. Purpose: The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia. Methods: The study used three instruments: alumni records (n = 3,044), instructors’ questionnaires (n = 134), and students’ questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences. Results: The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students’ perspectives and healthcare instructors’ views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students’ academic achievement, especially if the students lack fluency in English. Conclusion: Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs.
Contribution: This study examines the influence of English as the medium of instruction (EMI) in ... more Contribution: This study examines the influence of English as the medium of instruction (EMI) in the engineering college of a public university in a non-native English-speaking country, Saudi Arabia. The study analyzes alumni grade-point average (GPA) records and their English proficiency levels at the first year according to their transcripts. Also, this research contributes to the literature through its analyses of the current students' attitudes, societal attitudes, and self-efficacy regarding students' preferred language of instruction. Background: This study seeks to fill a gap in the literature, as most studies on EMI policy focus on teaching approaches and interaction modes. Research Question: What is the effect of the EMI policy on the performances and attitudes of engineering students? Methodology: The research uses three instruments to collect data: 1) engineering college alumni records; 2) current student questionnaires; and 3) engineering instructor questionnaires. Findings: Students' English proficiency in their first-year correlates significantly with GPA, thus predicting the overall GPA upon completing their five-year programs. The results of the survey of the current students' attitudes correlate with their preferred medium of instruction. Most of the students prefer their native language, Arabic, as the language of instruction. However, the engineering instructor survey reveals that most instructors believe that the EMI policy does not affect students' abilities to participate in classroom activities and examinations. Thus, there is a contradiction between students' and instructors' perspectives. It is recommended that engineering program policymakers consider the contrast in students' and instructors' perspectives on EMI when designing programs.
The policy- English as a medium of instruction (EMI)—in computing education plays an important ro... more The policy- English as a medium of instruction (EMI)—in computing education plays an important role in achieving the outcomes of computer science programs. This study examines the effects of Saudi Arabia’s English as a medium of instruction (EMI) policy in undergraduate computer science programs at public universities. Study data was collected from three samples: alumni records (n = 1,316), a questionnaire administered to current instructors (n = 42), and a questionnaire administered to current students (n = 250). A quantitative analysis was then performed on this data. Analysis of the alumni records shows that students’ average grades in their English courses in the first year of their five-year program significantly predicted their overall grade point average (GPA). Analysis of the instructors’ questionnaire showed that instructors had positive attitudes toward the EMI policy, and that most instructors believed that students’ English proficiency does not limit their engagement and performance in class. Analysis of the current students’ questionnaire demonstrated that students preferred to learn in Arabic, their native language. Furthermore, analysis of the students’ questionnaire indicate that students’ societal attitudes and self-efficacy significantly predicted their preferred language of instruction. The study concludes that instructors need to differentiate between students’ English proficiency and their knowledge of computer science when assessing students' work, and that policymakers should consider students’ preferred language of instruction when designing computer science curricula.
This study contributes to and expands the existing body of knowledge on the subject by examining ... more This study contributes to and expands the existing body of knowledge on the subject by examining the needs, expectations, and challenged by pre-service English as a foreign language (EFL) teachers in a language learning and technology (LL&T) course. This study was conducted in a Bachelor of Arts program at a Saudi university. Research results are based on a qualitative survey utilising open-ended questions. The purposes of the questionnaire were to explore instructor: Expectations, needs, experiences, preferred technology, challenges, and suggestions. The survey sample size was 79 pre-service EFL teachers, and the survey period spanned two consecutive semesters. The results of the research indicate that each of the foregoing are important factors in the quality of technology-based pre-service EFL teachers training courses. See supra. The study also suggests that several important issues might easily be overlooked in course syllabus development and material usage.
ABSTRACT This paper navigates into the YouTube website as one of the most usable online tools to ... more ABSTRACT This paper navigates into the YouTube website as one of the most usable online tools to learn languages these days. The paper focuses on two issues in creating YouTube language learning videos: pedagogy and technology. After observing the existing YouTube LLVs, the study presents a novel rubric that is directed towards a pedagogically sound basis for language learning in the YouTube learning environment. The purposes of the rubric are. A: selecting and evaluating the appropriate YouTube language videos for the target audience. B: creating effective language learning YouTube videos that are based on the existing language learning theories. The findings present a rubric that contains 44 questions that have been classified in five main categories: video characteristic, attractiveness, clarity, reaction and content. In each category, there are several questions discussing issues under each category. These questions are driven and modified from the language materials evaluation and design research and language classroom observations research.
Textbook Review Title: Oxford English for Information Technology. Authors: Glendinning, E. & McEw... more Textbook Review Title: Oxford English for Information Technology. Authors: Glendinning, E. & McEwan, J. Hardcover pages:220 Publisher & Publishing Location: Oxford University Press, Reviewed By: Munassir Alhamami
The majority of the published studies on multilingualism concentrate on education, while only a f... more The majority of the published studies on multilingualism concentrate on education, while only a few published papers describe this concept outside the education environment. The current descriptive study uses Makkah City as an example to describe two multilingual phenomena: Umrah and Hajj as examples of permanent and temporary multilingualism phenomena, respectively. This study uses government and published statistics to illustrate each multilingual phenomenon. First, this research describes temporary multilingual phenomenon and uses Hajj to illustrate it. Second, the current study describes permanent multilingualism phenomenon by using Umrah as an example. Third, this study discusses the issues related to the diversity of native speakers in one location. Lastly, research agendas are suggested.
"Introducing Digital Language Learning and Teaching (DLL&T): An Undergraduate Coursebook" is a co... more "Introducing Digital Language Learning and Teaching (DLL&T): An Undergraduate Coursebook" is a comprehensive resource for language educators and learners navigating the integration of digital technologies in education. It spans the evolution of digital tools from early phonographs to modern mobile apps, detailing their application in language education through historical insights, practical guidance, and up-to-date knowledge. The book's eleven chapters cover historical developments, distance learning modalities, the role of social media, learning management systems, open resources, digital assessment, emerging technologies, and foundational learning theories in DLL&T. It emphasizes practical application over theoretical discussion, making it accessible for those new to the field and providing activities for self-assessment. This edition, updated to reflect the latest digital trends, is an essential tool for educators and learners aiming to enhance language education with technology.
Digital technologies surround language learners and teachers. However, they have limited knowledg... more Digital technologies surround language learners and teachers. However, they have limited knowledge of how such technologies function and how to use them in language learning and teaching. In our rapidly changing world, learners and teachers should be assisted to enable them to understand the roles of digital technologies in language learning processes. This book presents the main areas of digital technologies in language education. In particular, this book was divided into 10 chapters that introduce the main topics and concepts in this field. The first chapter presents the history of digital technologies in language learning and teaching. The second chapter explains the types of distance language education that resulted from the development of digital technologies. The third chapter discusses the use of social media applications for sharing language-learning lessons. The fourth chapter explores the use of applications and websites in language education. The fifth chapter explores the use of language learning management systems in language learning schools. The sixth chapter presents online learning resources for language learners and teachers. The seventh chapter discusses language assessment and evaluation using digital technologies. The eighth chapter presents emerging digital technologies that can be used in language education. The ninth chapter enables readers to connect with organizations that manage journals and conferences on digital technologies in language education. The last chapter presents the three main areas of research in digital language learning and teaching (DLL&T). This book aims to enable readers gain familiarity and confidence with and become creative users of digital technologies in the language learning and teaching contexts. Accordingly, readers will acquire in-depth knowledge and understanding of digital technologies, thereby enabling them to assume an active role in meeting the current and future needs of language education.
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Papers by Munassir Alhamami
Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance.
Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs.
Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation.
Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.
Methods: The author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.
Results and discussion: Most of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.
Purpose: The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia.
Methods: The study used three instruments: alumni records (n = 3,044), instructors’ questionnaires (n = 134), and students’ questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences.
Results: The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students’ perspectives and healthcare instructors’ views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students’ academic achievement, especially if the students lack fluency in English.
Conclusion: Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs.
Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance.
Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs.
Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation.
Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.
Methods: The author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.
Results and discussion: Most of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.
Purpose: The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia.
Methods: The study used three instruments: alumni records (n = 3,044), instructors’ questionnaires (n = 134), and students’ questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences.
Results: The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students’ perspectives and healthcare instructors’ views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students’ academic achievement, especially if the students lack fluency in English.
Conclusion: Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs.
Hardcover pages:220
Publisher & Publishing Location: Oxford University Press,
Reviewed By: Munassir Alhamami