English Medium Instruction in Higher Education in Qatar: A Multi-Dimensional Analysis Using the ROAD-MAPPING Framework

Eslami, Zohreh R.; Graham, Keith M.; Bashir, Hassan

doi:10.1007/978-3-030-46947-4_7

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…As a first step in the analysis, the open observation field notes were augmented by re-watching the videos to develop more comprehensive observations of the macro-level features of each class. This step was guided by a structured observation grid, developed specifically for this study, that drew together elements of Dafouz and Smit's (2016) ROAD-MAPPING framework (see also Eslami et al, 2020), Hymes' (1974 Ethnography of Communication, and the TOEFL framework papers for speaking and listening (Bejar et al, 2000;Butler et al, 2000). The observation grid is presented in Table 4.…”

Section: Discussionmentioning

confidence: 99%

Language use in an English-medium instruction university in Lebanon

Iliovits

Harding

Pill

2022

JEMI

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English-medium instruction (EMI) universities in non-English-dominant contexts often use internationally available tests of English (e.g., TOEFL) and/or locally developed tests to assess the academic English-language proficiency of applicants prior to admission. However, little research has been conducted to establish the extent to which either type of test reflects the real-world classroom discourse, and associated communicative demands, within these often multilingual educational contexts. In this paper, we report on one part of a larger study designed to address this research gap in a particular EMI environment – the American University of Beirut (AUB) in Lebanon. We collected and analysed samples of language use at AUB through non-participant ethnographic observations and video recordings of eight undergraduate classes across academic disciplines. Findings indicated that classes were varied in nature, shifted between registers and levels of interaction, involved a range of translanguaging and English as a Lingua Franca-oriented phenomena, and included meta-commentary about language use. We argue that speaking and listening constructs in English-language admissions tests used in EMI contexts ideally need to be localised or locally developed to best match the unique language use characteristics of these settings.

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Section: Discussionmentioning

confidence: 99%

Language use in an English-medium instruction university in Lebanon

Iliovits

Harding

Pill

2022

JEMI

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“…Some university students in the United Arab Emirates do not feel that their high school education was adequate to prepare them for EMI programs ( Solloway, 2016 ). In Qatar universities, any developments in EMI students’ English language levels seem to occur incidentally rather than as a result of direct language instruction ( Eslami et al, 2020 ). In Egypt, in-sessional language support provided to EMI students in national universities is superficial ( Abdel Latif, 2023 ).…”

Section: Realities Of Emi Practices In Arab Universitiesmentioning

confidence: 99%

Arabicization or Englishization of higher education in the Arab world? Controversies, policies and realities

Latif

Alhamad²

2023

Front. Psychol.

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Though there have been many calls for the Arabicization versus Englishization of higher education in the Arab world, no previous work seems to have comprehensively covered these calls and their outcomes in the region. In this paper, the authors review literature on the following four main pertinent issues: (a) the arguments for and against the Arabicization versus Englishization of higher education in the Arab world; (b) Arabicization attempts of higher education; (c) current Englishization policies and orientations of Arab higher education systems; and (d) realities of EMI practices in Arab universities. It is concluded that higher education Arabicization movements in the Arab world have not brought about their desired outcomes due to some barriers, whereas Englishization policies and practices have increasingly expanded in the region in the last three decades. The paper ends with discussing the implications of the review.

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“…Literature highlighted the challenges that students in EMI programs faced in Saudi higher education (Zumor & Qasem, 2019). Students in Saudi Arabia learned Arabic-medium instruction in the primary and secondary education; while English is taught as a subject (Masri, 2019(Masri, , 2020Eslami et al, 2020). Studies also showed that Saudi undergraduate students have low command of English (Al-Seghayer, 2014;Gaffas, 2019).…”

Section: Emi In Saudi Arabiamentioning

confidence: 99%

Attitudes and Challenges in the Implantation of EMI among Saudi Students

Raffaa,

Ali

2023

IJARBSS

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The Ministry of Higher Education decrees English as the Medium of Instruction (EMI) in all the higher education institutions across the kingdom. Since Arabic is the sole and official spoken language in the kingdom, it is the only medium of instruction in all schools up to the secondary level. English is formally introduced as the language of instruction at the undergraduate level. This shift in languages leads to problems in classrooms where English is used as a medium of instruction. This paper examines students' attitudes toward EMI among Saudi undergraduate students at one premier public university in Saudi Arabia and identifies the challenges resulting from using EMI in teaching and learning in a Computer Science College. The study employs a quantitative research design. Using a questionnaire as an instrument, the study examines three factors: students' attitudes towards EMI, the challenges of EMI implementation, and the effect of these challenges on students' learning experiences. A total of 200 undergraduate students from a computer science department were selected as a sample for this study. The collected data were analyzed using descriptive and inferential statistics via SPSS. The results demonstrated that the students' overall level of attitude of EMI was relatively high, regardless of their low English proficiency level. The findings also indicated that students in EMI classrooms encounter a variety of difficulties, including difficulties in writing, comprehending lectures and communication with non-native teachers. Another important finding is that using EMI's challenges has an effect on how students learn English. Some recommendations and implications are provided at the end of the paper to improve students' performance in EMI.

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English Medium Instruction in Higher Education in Qatar: A Multi-Dimensional Analysis Using the ROAD-MAPPING Framework

Cited by 6 publications

References 16 publications

Language use in an English-medium instruction university in Lebanon

Language use in an English-medium instruction university in Lebanon

Arabicization or Englishization of higher education in the Arab world? Controversies, policies and realities

Attitudes and Challenges in the Implantation of EMI among Saudi Students

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