Students' Perceptions of English as a Medium of Instruction in Saudi Universities with Respect to Their Intellectual and Linguistic Abilities
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| Title: | Students' Perceptions of English as a Medium of Instruction in Saudi Universities with Respect to Their Intellectual and Linguistic Abilities |
|---|---|
| Language: | English |
| Authors: | Wafa Jeza Alotaibi |
| Source: | Journal of Education and Learning. 2026 15(1):342-352. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Language of Instruction, College Students, Student Attitudes, Language Proficiency, Comprehension, Language Skills, Code Switching (Language), Arabic, Foreign Countries, Self Esteem, Language Usage, Cognitive Processes, Native Language |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | English is the primary medium of instruction (EMI) in Saudi universities, especially in science and technical disciplines, where English language proficiency is essential. However, students hold mixed perceptions regarding the use of EMI, with their intellectual and linguistic capabilities playing a significant role. This study surveyed 108 students from four Saudi universities to explore their views on EMI and its effect on their intellectual and linguistic abilities. Results showed that even though 68% of students prefer English as the medium of instruction, 32% face comprehension difficulties, and 58% need to devote additional time due to language barriers. Moreover, 74% reported noticeable improvements in their linguistic abilities. The study also demonstrates challenges such as the necessity for instructors to code-switch between Arabic and English. It suggests short-term strategies such as adopting translanguaging, as well as long-term solutions. A balanced instructional approach is recommended while remedial measures are implemented to enhance English language proficiency. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498915 |
| Database: | ERIC |
| Abstract: | English is the primary medium of instruction (EMI) in Saudi universities, especially in science and technical disciplines, where English language proficiency is essential. However, students hold mixed perceptions regarding the use of EMI, with their intellectual and linguistic capabilities playing a significant role. This study surveyed 108 students from four Saudi universities to explore their views on EMI and its effect on their intellectual and linguistic abilities. Results showed that even though 68% of students prefer English as the medium of instruction, 32% face comprehension difficulties, and 58% need to devote additional time due to language barriers. Moreover, 74% reported noticeable improvements in their linguistic abilities. The study also demonstrates challenges such as the necessity for instructors to code-switch between Arabic and English. It suggests short-term strategies such as adopting translanguaging, as well as long-term solutions. A balanced instructional approach is recommended while remedial measures are implemented to enhance English language proficiency. |
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| ISSN: | 1927-5250 1927-5269 |
