Student Perspectives on English‐Medium Instruction (EMI) in the Gulf Cooperation Council Universities

Code-switching aids comprehension by bridging language gaps in multilingual classrooms. This qualitative study explored the role of code-switching in science instruction within a multilingual Philippine public high school context. Using a phenomenological approach, the research examined the lived experiences and perceptions of ten Science teachers—seven female and three males—with 10 to 15 years of teaching experience and high English proficiency. Data were collected through in-depth interviews, focus group discussions, and classroom observations, allowing for triangulation of findings. Thematic analysis revealed that code-switching served both instructional and interpersonal functions. Instructionally, it was used to clarify complex scientific concepts, translate technical terms, and scaffold comprehension, particularly for students with limited English proficiency. Interpersonally, it fostered rapport, encouraged participation, and reduced classroom anxiety. The findings highlighted that code-switching was a strategic and deliberate pedagogical choice informed by student needs and lesson demands, rather than a habitual fallback. Discrepancies emerged between self-reported practices and observed classroom behavior, with teachers often underreporting their frequency of code-switching. This suggests that professional perceptions may influence how teachers represent their language use. Teachers also perceived code-switching as a culturally responsive approach that validates students’ linguistic identities and promotes inclusive learning environments. The study concludes that purposeful, judicious code-switching can enhance student comprehension and engagement in Science instruction without undermining English language development. It recommends a balanced, context-driven approach that integrates both the target language and the students’ mother tongue to optimize learning outcomes in multilingual classrooms. These findings have implications for teacher training, curriculum planning, and language policy in science education.

In recent years, the adoption of English Medium Instruction (EMI) in non-Anglophone countries has garnered significant attention, particularly within STEM (Science, Technology, Engineering, and Mathematics) programs. Saudi Arabia, driven by the objectives of Saudi Vision 2030, has implemented EMI across its higher education institutions to foster internationalization and enhance English proficiency among students. This paper reviews the current state of EMI in Saudi STEM programs, drawing on a comprehensive analysis of the socio-cultural, educational, and linguistic contexts. It explores the motivations behind the shift to EMI, the challenges encountered by students and educators, and the broader implications for educational quality and equity. The transition from Arabic Medium Instruction (AMI) to EMI in Saudi Arabia's STEM disciplines aims to prepare students for global competitiveness. However, this shift presents several challenges. Students often struggle with the sudden change in the medium of instruction, leading to difficulties in understanding complex scientific concepts. Furthermore, the quality of education may be compromised as students and educators navigate the linguistic demands of EMI. The potential cultural and linguistic impact on Arabic language and identity also raises concerns. This review synthesizes findings from various studies and theoretical frameworks to provide a holistic understanding of the EMI landscape in Saudi Arabia. The paper discusses the strategies employed by students and educators to cope with EMI, including preparatory programs and support mechanisms. It also highlights the role of government policies and institutional practices in shaping the EMI experience. While EMI aims to elevate the quality of education and English proficiency, it inadvertently creates educational inequalities. Students from private or international schools, who often have better English skills, are at an advantage compared to their peers from state schools. This disparity necessitates a re-evaluation of EMI policies to ensure inclusive and equitable education for all students. In conclusion, while EMI in Saudi STEM programs holds promise for advancing educational and economic goals, it requires careful consideration of the challenges and implications. Policymakers and educators must collaborate to address these challenges, ensuring that EMI serves as a tool for educational enhancement rather than a barrier to learning. Future research should continue to explore the long-term effects of EMI on student outcomes and the broader educational landscape in Saudi Arabia.

Although contextually diverse, English medium education (EME) in Southeast Asian higher education frequently involves domestic students actively engaging their first language (L1) to achieve academic success. To date, research has focused primarily on teachers’ L1 practices; however student perspectives are also needed to inform EME policies and pedagogies. This paper reports a scoping review to identify recent empirical studies offering student perspectives on L1 use in EME in Southeast Asian higher education. The review located 11 papers providing data from six countries on student preferences and practices regarding L1 use. These papers were analysed using the six dimensions of EME in the Dafouz and Smit ROAD-MAPPING framework (2020, 2023). Across the sample most students advocated L1 use whenever necessary for fully engaging with content. Students’ L1 practices were primarily for three purposes: independently accessing and making meaning of academic content, engaging others in making meaning of academic content, and socialising with peers. Variation in preferences and practices broadly reflected differences in national sociolinguistic context and the recency of EME, whilst more directly reflecting six student-experienced factors: challenging academic content, institutional policy, students’ English proficiency, teachers’ L1 practices, a shared L1 among peers, and students’ employment expectations. Linking these factors to students’ purposeful practices suggests several criteria for principled L1 use in EME, as well as further implications for policy and pedagogy to facilitate EME as a multilingual enterprise, where English and other languages work in tandem to achieve intended academic outcomes.

ABSTRACTAttitudes and motivation seem decisive in successful language learning (Dörnyei, Csizér, and Németh 2006. Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters.). Research in Spanish multilingual contexts analysing the influence of the L1 on attitudes and motivation to learn foreign languages (FL) reveals mixed results. In the Basque country attitudes towards the FL were more positive amongst students with the majority language (Spanish) as their L1 than Basque speakers (Lasagabaster 2005. ‘Attitudes towards Basque, Spanish and English: An Analysis of the Most Influential Variables.’ Journal of Multilingual and Multicultural Development 26 (4): 296–316.). However, Loredo Gutiérrez et al. (2007. ‘Language Use and Language Attitudes in Galicia.’ In Multilingualism in European Bilingual Contexts: Language Use and Attitudes, edited by David Lasagabaster, and Angel Huguet, 40–65. Clevedon: Multilingual Matters.) in Galicia and Madariaga, Huguet, and Janés (2016. ‘Language Attitudes in Catalan Multilingual Classrooms: Educational Implications.’ Language and Intercultural Communication 16 (2): 216–34.) in Catalonia did not find significant differences among majority and minority language speakers. A later study (Lasagabaster 2016. ‘The Relationship between Motivation, Gender, L1 and Possible Selves in English-Medium Instruction.’ International Journal of Multilingualism 13 (3): 1–18.) targeting motivation in the Basque country determined that the L1 was not influential. This study analyses the effect that the L1 exerts on students’ attitudes and motivation to learn English in the bilingual region of the Balearic Islands. Data from L1 Spanish/Catalan university students (n = 1,021) was collected through a questionnaire. Statistical differences were found with Spanish L1 students displaying slightly more positive attitudes and motivation to learn English than Catalan L1 speakers, yet the effect size was small. This paper concludes that, in the Balearic Islands there are other factors determining attitudes and motivation such as linguistic self-confidence, cultural interest, international posture and instrumentality.

Introduction. Globalization has dramatically transformed existing educational paradigms, with English emerging as a dominant language in academia and the workforce. This phenomenon, known as “Englishization”, particularly affects educational systems in Africa and Asia through their adoption of English Medium Instruction (EMI). The article aims to explore the motivations, challenges, and impacts of EMI in these regions, focusing on linguistic identity, educational equity, and pedagogical effectiveness. Materials and Methods. The study employs a qualitative research approach, involving a comprehensive review and thematic analysis of academic publications, policy documents, educational reports, and case studies published between 2000 and 2024. A systematic search of the Google Scholar database and analysis of secondary data enabled the identification of general patterns and contradictions in academic discussions on Englishization, identifying key themes and concepts making up the contemporary views on this phenomenon. Results. The analysis revealed key themes of the scientific discourse on Englishization: the growing prominence of EMI driven by globalization and internationalization, the benefits and challenges of EMI implementation, and the impact on local linguistic identities and educational outcomes. Although EMI enhances international collaboration and employability, it also poses significant challenges: insufficient teacher training, language proficiency problems, and potential marginalization of local languages and cultures. The success of implementing EMI largely depends on contextual factors: state language policy and the level of economic development in the region. The findings also indicate the need for differentiated approaches to teaching, taking into account the linguistic and cultural characteristics of students. Discussion and Conclusion. The Englishization of education in Africa and Asia represents a complex process, driven by the pursuit of international integration, economic factors, and national ambitions. Promoting EMI, despite its evident advantages, gives rise to problems related to preserving linguistic identity, ensuring equal access to education, the need to find new teaching methodologies. A promising direction for future research is the development of inclusive EMI policies which support multilingualism and consider the specific needs of inclusive education.

As an educational innovation, the English medium instruction (EMI) project in Vietnamese universities is dependent for its success on the quality of the instruction practices put in place. Consequently, this book takes the direction of moving forward with EMI—successfully achieving educational goals through EMI, enhancing student learning experiences and outcomes, and developing transformational EMI practices. To this end, institutional, practitioner and student perspectives are all brought into play, representative of the key stakeholders in the educational outcomes of the EMI project. This chapter begins by indicating the aims the book hopes to achieve as a contribution to the forward direction of EMI in Vietnamese universities. It then briefly reviews EMI as a pedagogical innovation internationally and in Vietnam, and outlines the types of undergraduate EMI offerings currently available in Vietnamese universities. There follows an explanation of the three part structure of the book—institutional, practitioner and student perspectives on EMI practices—and an overview of the chapters across the three parts.

With the availability of English as a Medium of Instruction (EMI) courses, an increasing number of international students have been joining Swedish universities. However, the language use in Swedish EMI courses may display unique features; while many Swedish students have high English language proficiency, code-switching between Swedish and English is reported as a common practice by both lecturers and students, even when international students are present. Moreover, the term “international students” is often used to include students of various statuses and linguistic abilities, and the experiences and perspectives of short-term exchange students towards the language use in Swedish EMI courses are rarely documented. The current study investigates the perspectives of short-term exchange students from Japan enrolled in EMI courses at a university in Sweden. Questionnaire and focus group interview confirmed previous studies regarding the language-use practices in the classrooms. Moreover, the rate of speech, turn-taking, and background knowledge were found to hinder the learning and participation of the exchange students. The findings suggest the need to raise awareness of the language practices in Swedish EMI courses to students, lecturers, and other universities in order to support the learning experience of short-term exchange students.

Translanguaging as pedagogical practice in English Medium Instruction (EMI) classrooms has become an increasingly prominent area of focus in recent years. It encourages the active and integrated usage of various languages and other resources, as well as the exploitation of students entire linguistic repertoires and cultural resources in teaching and learning. This study aims to investigate the factors influencing Chinese university students' attitudes toward translanguaging practice in EMI classrooms. A total of 160 students from an international university in Suzhou were invited to participate in an online questionnaire. Quantitative analysis was conducted using SPSS. The results of one-way ANOVA indicated that students with higher proficiency in English and self-efficacy were more inclined to not rely on translanguaging. Furthermore, the findings of linear regression analysis showed that students' foreign language classroom anxiety and teachers' frequency of translanguaging in classes were positively correlated with students' attitudes towards translanguaging. This study focuses on the dilemma of Chinese-English bilingual learners in the all-English classroom environment, emphasizing the importance of educators adapting their pedagogical translanguaging practices to align with students varying levels of English proficiency and anxiety.

In ESL or EFL countries like Bangladesh, many students are concerned about their pronunciation because it affects their self-esteem. To address this sensitive yet under-researched issue, this paper delves into the benefits and challenges faced by Bangladeshi tertiary level students regarding “standard” American and British English accents. Qualitative data analysis involved conducting semi-structured interviews with six undergraduate and postgraduate students of a Bangladeshi private university. Findings revealed that proficient language participants had more positive experiences and views on “standard” English accents, while those with lower English competence expressed less confidence. Both those with low and high English proficiency were aware that the use of a “standard” English accent is beneficial for job purposes and for conforming to social norms of adhering to a “standard” variety. Finally, it was found that a Bangladeshi English accent may help create a distinctive identity. However, some participants opined that going above and beyond to create a Bangladeshi English accent is neither worth it nor warranted, as Bangla is quite a stable language. Keywords: English accent, American English, British English, standard accent, standard variety

Azerbaijan's complex history has weaved a tapestry of linguistic, cultural, and national identities among Azerbaijanis through centuries of political, social, and linguistic integration. In the current post-Soviet era, this identity is undergoing another period of change, with influences from intra-state ethnic, religious, and sociopolitical institutions as well as from regional and international powers. This article centers on linguistic identity among Azerbaijani youth at three types of schools: Azerbaijani-medium, Russian-medium, and English-medium. The authors seek to discover whether and to what extent the language of instruction in each type of school affects linguistic identity, which in turn has implications for national identity. The article first discusses the existing literature on language and identity in second language acquisition and socio-educational linguistics. It then examines Azerbaijan's linguistic and political history through the lens of the latter framework, as a context for an analysis of the data from surveys and focus groups. The article analyzes the relationship between medium of instruction in school and students' perceptions of language and identification with various language groups, and discusses the findings of a significant correlation between language of instruction and linguistic identity, with its implications for national identity.

This study examined challenges experienced in the teaching and learning of English in a multilingual classrooms atmosphere, using the descriptive design. It took place at the Akrokeri College of Education in the Ashanti Region, Ghana. The study used a sample of 297 teachers and 67 teachers, using some sampling procedures. Data analysis took place through descriptive statistics in terms of frequencies and percentages. The study affirmed the existence of various challenges in the multilingual classroom, including weak linguistic background and learner anxiety. Others were communication-related issues and writing issues. While a good number of teachers demonstrated high proficiency in English, most of the students struggled. Based on these conclusions, the study recommended that teachers and students’ use of English language, both in and outside the classrooms, be maximized since frequent use of the language increases its mastery, which is beneficial in the process of teaching and learning in the multilingual classrooms.

Numerous sociolinguistic studies have been concerned with investigating the factors that pose challenges to the position of Arabic in the Arab Gulf countries including the demographic structure, migrant labor, bilingual education, and the unique diaglossic nature of Arabic. However, thus far, there has been no conceptual framework for addressing the implications of the increasing use of English for the position and future of Arabic in these countries. A number of studies concluded that English has superseded Gulf Arabic and dominated the linguistic identity of its native speakers without providing empirical evidence for such claims. In the face of this limitation, this study adopts a sociolinguistic framework using language planning and language policy (LPP) methods in order to investigate the effects and implications of the use of English as a global language and lingua franca in the Arab Gulf states and propose workable, reliable and effective language policies that can help in maintaining Arabic as the first language in the Gulf Cooperation Council (GCC) states and addressing problems of language endangerment and death. Results indicate that the disappearance of a language and the loss of its status cannot be solely attributed to the widespread of global English. Global English, on the contrary, should not be considered as a threat to the linguistic and national identity in the GCC countries. The real threat that Arabic faces is the failure to meet the increasing needs of its users and speakers which has its implications for the status and future of Arabic. It is suggested then that more descriptive approaches should be adopted in the analysis and teaching of Arabic. Linguistic changes of Arabic should be considered inevitable and not be resisted in order for Arabic to address the changing needs of its users. Arabic should also be more involved in today’s globalised world. Finally, the sense of linguistic identity should be promoted among citizens and students.

Models of EMI pedagogies: At the interface of language use and interaction

This study aimed to investigate the potential benefits and challenges associated with using social media in English language learning, focusing on English education students. The research used a mixed-method design, incorporating questionnaires. The benefits of using social media in learning English are multifaceted and significant. English learning also enhances their digital literacy and technology skills. Social media platforms provide learners with access to authentic language use in real-time contexts, allowing them to observe and engage with native speakers, which enhances their understanding of colloquial expressions and cultural nuances. the interactive nature of social media fosters active participation and communication practice, which are crucial for developing speaking and writing skills. Social media also offers diverse content, from educational videos and articles to interactive exercises and language learning communities, catering to various learning preferences and needs. English education students have identified several challenges when using social media for learning English, alongside potential solutions to these issues. Some challenges are perceived more negatively (distractions, language barriers, and material credibility), others are seen in a more positive light (maintaining focus and self-discipline and balancing time). The perception varies across different aspects of learning English on social media, highlighting the complexity of the experience and the individual preferences and challenges of the respondents. It is essential to consider these perceptions when designing educational strategies and support systems for learners on social media platforms.

Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.