Investigating the Challenges of Studying Science in English as a Medium of Instruction: Foundation Year Students’ Perceptions at the University of Jeddah
Abstract
Undeniably, there has been a growing demand for the acquisition of the English language in recent decades. Despite the serious efforts made to intensively use this language in Saudi educational settings, its implementation as a medium of instruction (MOI) still poses challenges and obstacles to students, especially those specializing in scientific branches. The incorporation of English as a medium of instruction (EMI) at the tertiary level is not a new topic to be explored. However, revisiting such aspect of research is highly recommended. This is particularly true in unexplored areas, as is the case in the current research, which was conducted at the University of Jeddah. The study aimed to investigate the difficulties and challenges of studying scientific subjects in English as MOI as perceived by Foundation Year Saudi students. A sample of 113 newly admitted students participated in this study. Two main research instruments were qualitatively used for data collection, namely a questionnaire and semi-structured interview. The results indicate students’ recognition of the importance of the English language. Results also indicate the existence of language-related difficulties, such as students’ inadequate English proficiency, and other kinds of challenges to be major barriers impeding the effective incorporation of EMI. Such obstacles involve teacher competency level and insufficient course materials in addition to students’ lack of motivation and interest. Some recommendations on how to overcome such obstacles are included in this paper.
https://doi.org/10.26803/ijlter.22.9.10
Keywords
Full Text:
PDFReferences
Ahmadi, Q. S. (2017). Unwelcome? English as a medium of instruction (EMI) in the Arabian Gulf. English Language Teaching, 10(8), 11–17. https://doi.org/10.5296/elr.v6i1.16424
Ahmed, E. Y. (2020). Using Arabic in teaching English to Arabic-speaking learners (from teachers’ and students’ point of view). Education and Linguistics Research, 6(1), 117?128. https://doi.org/10.5296/elr.v6i1.16424
Aina, J. K., Ogundele, A. G., & Olanipekun, S. S. (2013). Students’ proficiency in English language relationship with academic performance in science and technical education. American Journal of Educational Research, 1(9), 355–358. https://doi.org/10.12691/education-1-9-2
Al Mukhallafi, T. R. (2019). English in Saudi Arabia: Status and challenges in the light of Prince Mohammed Bin Salman’s Vision 2030. International Journal of English Linguistics, 9(4), 209–223. http://doi.org/10.5539/ijel.v9n4p209
Al Zumor, A. Q. (2019). Challenges of using EMI in teaching and learning of university scientific disciplines: Student voice. International Journal of Language Education, 3(1), 74–90. https://doi.org/10.26858/ijole.v1i1.7510
Alamri, A. M. (2008). An evaluation of the Sixth Grade English Language Textbook for Saudi Boys’ School [Unpublished master’s dissertation]. King Saud University.
Alasmari, N. (2021). Is internet reciprocal teaching the remedy for Saudi EFL learners’ reading difficulties during the Covid-19 pandemic? Journal of Education and e Learning Research, 8(3), 324–332. http://doi.org/10.20448/journal.509.2021.83.324.332
Al-Badi, N. (2018). Science literacy in Saudi Arabia through language analysis of a secondary school physics textbook [Doctoral dissertation]. University of Newcastle. http://hdl.handle.net/1959.13/1394249
Al-Kahtany, A. B., Golam Faruk, S. M., & Al Zumor, A. (2016). English as the medium of instruction in Saudi higher education: Necessity or hegemony? Journal of Language Teaching and Research, 7(1), 49–58. http://dx.doi.org/10.17507/jltr.0701.06
Al-Matrafi, A. (2018). Saudi technical college students and an English for Specific Purposes textbook: A cloze test based linguistic analysis [Doctoral dissertation]. University of Newcastle. http://hdl.handle.net/1959.13/1394387
Al-Seghayer, K. (2012, December 11). Status and functions of English in Saudi Arabia. Saudi Gazette. https://saudigazette.com.sa/article/24861
Al-Zahrani, N. O. A., & Rajab, H. (2017). Attitudes and perceptions of Saudi EFL teachers in implementing Kingdom of Saudi Arabia’s Vision 2030. World, 5(1), 83–99. https://doi.org/10.5296/ijele.v5i1.10733
Bohner, G., & Wanke, M. (2002). Attitudes and attitude change. Psychology Press.
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education evidence from Japan. Journal of Studies in International Education, 20(6), 339–356. https://doi.org/10.1177/1028315316647165
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. Department of Education, University of Oxford. https://www.britishcouncil.es/sites/default/files/british_council_english_as_a_medium_of_instruction.pdf
Flowerdew, J. (2016). English for specific academic purposes (ESAP) writing: Making the case. Writing & Pedagogy, 8(1), 5–32. https://doi.org/10.1558/wap.v8i1.30051
Graddol, D. (1997). The future of English? A guide to forecasting the popularity of the English language in the 21st century. The British Council.
Kirkpatrick, A. (2011). English as a medium of instruction in Asian education (from primary to tertiary): Implications for local languages and local scholarship. Applied Linguistics Review,2, 99–120. https://doi.org/10.1515/9783110239331.99
Kris, E. A., Boyet, M., & Batang, L. (2018). Medium of instruction on student achievement and confidence in English. TESOL International Journal, 13(3), 88–99. https://files.eric.ed.gov/fulltext/EJ1247328.pdf
Maramag, A. K., & Batang, B. L. (2018). Medium of instruction on student achievement and confidence in English. TESOL International Journal, 13(3), 88–99. https://files.eric.ed.gov/fulltext/EJ1247328.pdf
Marsh, D. (2006). English as medium of instruction in new global linguistic order: Global characteristics, local consequences [Conference session]. Second Annual Conference for Middle East Teachers of Science, Mathematics and Computing, Abu Dhabi. https://archive.org/details/ProceedingsOfTheSecondAnnualConferenceForMiddleEastTeacher
Martinez, R. (2016). English as a medium of instruction (EMI) in Brazilian higher education: Challenges and opportunities. In K. R. Finardi (Ed.), English in Brazil: Views, policies and programs (pp. 191–228). EDUEL.
Martinez, R., Fogaça, F., & Diniz De Figueiredo, E. H. (2020). An instrument for English medium instruction (EMI) classroom observation in higher education. Caderno de Letras, (35), 221–234. https://doi.org/10.15210/cdl.v0i35.17352
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage. https://psycnet.apa.org/record/1995-97407-000
Phyak, P. (2017). Translanguaging as a pedagogical resource in English language teaching: A response to unplanned language education policies in Nepal. In H. Kuchah, & F. Shamim (Eds.), International perspectives in teaching English in difficult circumstances: Contexts, challenges, and possibilities (pp. 1–30). McMillan.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English (RJOE), 4(1), 66–79. https://www.rjoe.org.in/Files/vol4issue1/new/OK%20RJOE-Srinu%20sir(65-79)%20rv.pdf
Ryhan, E. (2014). The role and impact of English as a language and a medium of instruction in Saudi higher education institutions: Students–instructors perspective. Study in English Language Teaching, 2(2), 140–148. https://doi.org/10.22158/selt.v2n2p140
Sah, P. K. (2020). English medium instruction in South Asian multilingual schools: Unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism, 25(2), 1–14. https://doi.org/10.1080/13670050.2020.1718591
Schweers, C. W. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6–9.
Siddiqui, K. A., Syed, H., & Sahito, Z. (2021). Challenges and strategies of university students in English-medium instruction (EMI) classes: A case study. Foro Educacional, 36, 9–25. https://doi.org/10.29344/07180772.36.2544
Vu, N. T., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The Journal of ASIA TEFL, 11(3), 1–31.
Wilkinson, R. (2013). English-medium instruction at a Dutch university: Challenges and pitfalls. In A. Doiz, D. Lasagabaster, & J. Sierra (Eds.), English-medium instruction at universities (pp. 3–26). Multilingual Matters.
Yang, M., O’Sullivan, P. S., & Irby, D. M. (2019). Challenges and adaptations in implementing an English-medium medical program: A case study in China. BMC Medical Education, 19(15), 1–8. http://doi.org/10.7786/s12909-018-1452-3
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493