English-Medium Master's Degree Programs at a Saudi University: Attitudes, Experiences, and Obstacles

Authors

  • Majed Abu Dabeel Imam Mohammad Ibn Saud Islamic University

DOI:

https://doi.org/10.17507/jltr.1503.13

Keywords:

EMI, ESP, Higher Education and University Support

Abstract

English-medium instruction has become a prevalent strategy for increasing the internationalization opportunities of Saudi universities and the international employability of their graduates. The findings of an interview (12 professors and 30 students) and an observation of three established Science, Social Science, and Engineering master's degree programs at a major Saudi university in Riyadh are presented in this article. In order to facilitate the implementation of English-taught master's degree programs, the purpose of this study was to identify the perspectives, experiences, and obstacles of higher education stakeholders regarding English-medium instruction. Findings showed that English-medium instruction is generally preferred by both professors and students. Although the need for support measures was not as high as expected, certain challenges remain, which can be addressed through focused initiatives. Notable issues include stakeholder unhappiness, a high workload for students, varying degrees of prior knowledge among students. The research highlights how crucial it is to include English for Specific Purposes (ESP) instruction in the curriculum and recommends adding more tools and resources to support teacher development. These measures could involve voluntary participation and incentive programs.

Author Biography

Majed Abu Dabeel, Imam Mohammad Ibn Saud Islamic University

Department of English Language and Literature, College of Languages and Translation

References

Al-Haidari, F. A. (2018). The impact of the English language on academic performance: A study of Saudi university students. International Journal of English Linguistics, 8(2), 62–75.

Al-Tamimi, A., & Shuib, M. (2009). The teaching of English as a foreign language in the Saudi Arabian context: The struggle for balanced development. RELC Journal, 40(3), 338–352.

Alghamdi, M. A. (2018). English language teaching in Saudi Arabia: challenges and solutions. International Journal of English Linguistics, 8(4), 49–59.

Alghamdi, M. S. (2019). English as a medium of instruction in Saudi universities: A case study English Today, 35(4), 50–57.

Alshumaimeri, Y. A. (2017). Challenges and opportunities of teaching English as a medium of instruction in Saudi Arabian universities. Journal of Multilingual and Multicultural Development, 38(7), 597–609.

Belcher, D. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. Sage Publications.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.

Dearden, J. (2015). English as a medium of instruction—a growing global phenomenon: Phase 1. London: British Council.

Dearden, J., Ljubisic, A., & Djigunovic, J. M. (2008). The impact of studying a foreign language on second language speech production. International Journal of Multilingualism, 5(1), 1–16.

Doiz, A., Lasagabaster, D., & Sierra, J. M. (2013). English-medium instruction at universities: global challenges. Multilingual Matters.

Fattah, S. A. (2020). The role of English in higher education in Saudi Arabia. European Journal of Education Studies, 7(7), 89–101.

Flowerdew, J. (2009). Writing for scholarly publication in English: The case of Hong Kong. Journal of English for Academic Purposes, 8(4), 300–313.

Hellekjr, G. O., Groenewegen, P., & Nerland, M. (2014). English-medium instruction in Norwegian higher education: voices of lecturers. Higher Education, 68(6), 929–943.

Huang, R., & Brown, H. (2019). English-medium instruction in higher education: A review of research on pedagogy, learners, and outcomes. Language Teaching, 52(4), 423–466.

Hu, J., & Zhang, L. (2021). Effects of language support on the academic performance of international graduate students in English-medium instruction. Journal of Multilingual and Multicultural Development, 42(1), 35–50.

Hyland, K. (2009). Academic discourse: English in a global context Continuum.

Jin, L., & Cortazzi, M. (2020). English-medium instruction (EMI) in higher education in China: A review of research. Language Teaching, 53(2), 249–273.

Li, Y., & Kaye, M. (2013). Learning to write for academic purposes: The experience of a Chinese student on an Australian master's program. Journal of English for Academic Purposes, 12(1), 42–53.

Liu, M., & Jin, Y. (2016). An examination of the difficulties and opportunities associated with English-medium instruction in Chinese higher education. Higher Education Research & Development, 35(1), 163–176.

Liu, L., & Hua, Z. (2021). The challenges of teaching English-medium instruction: voices from non-native English-speaking lecturers in China. Language, Culture, and Curriculum, 34(1), 74–90.

Li, J., & Li, Y. (2020). The impact of prior study-abroad experience and English proficiency on international students' academic performance in English-medium instruction programs. Journal of Multilingual and Multicultural Development, 41(3), 233-249.

Matsuda, P. K., & Gobel, P. (2004). Writing in academic departments: a curricular history. Written Communication, 21(3), 259–294.

Menekse, M., Stump, G. S., Krause, S., & Chi, M. T. (2013). Differentiated overt learning activities support effective instruction in engineering classrooms. Journal of Engineering Education, 102(3), 346-374.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.

Rao, Z. (2019). English-medium instruction in China: A review of the literature. Language and Education, 33(4), 305–322.

Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2008). Loneliness and international students: An Australian study. Journal of Studies in International Education, 12(2), 148–180.

Sercu, L., & Bandura, E. (2017). International master’s students in Flanders (Belgium): expectations and experiences of academic and social integration. Journal of Multilingual and Multicultural Development, 38(6), 509–525.

Starfield, S. (2009). Disciplinary and genre conventions in doctoral writing: A case study. Teaching in Higher Education, 14(4), 435–447.

Swales, J. M., & Feak, C. B. (2009). Academic writing for graduate students: essential tasks and skills. University of Michigan Press.

Tang, H., & Zhang, J. (2015). English-medium instruction in Chinese higher education: A case study. Journal of Multilingual and Multicultural Development, 36(4), 379–393.

Tatzl, D. (2011). English-Medium masters' programmes at an Austrian university of applied sciences: Attitudes, Experiences and Challenges. Journal of English for Academic Purposes, 10(4), 252-270.

Ylijoki, O. H. (2013). The multilingual university: Language, identity, and pedagogy in higher education. AILA Review, 26(1), 22–39.

Wächter, B., & Maiworm, F. (2014). English-taught programs in European higher education: the picture in 2013 Academic Cooperation Association.

Wang, X. (2018). English-medium instruction (EMI) in higher education: A review of challenges and opportunities. Higher Education Research & Development, 37(1), 129–142.

Wulff, D. H., & Campbell, S. W. (2009). Speaking up in the operating room: how team leaders promote learning in interdisciplinary action teams. Journal of Applied Communication Research, 37(1), 1–21.

Zhang, J., & Li, L. (2019). International graduate students’ experiences of academic adaptation: a phenomenological study. Higher Education, 77(5), 949–964.

Downloads

Published

2024-05-08

Issue

Section

Articles