Language of Instruction Policy in Science Programs: Science University Students’ Voices

Abstract

The language of instruction policy in science university programs is chosen by different stakeholders. The voice of science university students (SUSs) has been neglected in many science programs around the world. A review of the literature shows that among all stakeholders, SUSs are influenced most-both positively and negativelyby the medium of instruction policy. This study analyzed the perspectives of 186 SUSs regarding the use of the country's official language as the medium of instruction (OLMI) and a foreign language as the medium of instruction (FLMI) in science undergraduate programs. The results showed that the majority of the participants were negatively affected by the policy of using FLMI and that their voices have been neglected. Most of the SUSs supported changing the policy to OLMI. Thus, there were contradictions between the objectives of the current policy and its real outcomes. The policy reduced the achievement of learning outcomes in science programs. The study recommended an in-depth investigation of the outcomes of the medium of instruction policy among SUSs. Neglecting the voice of science students hindered their learning outcomes.

The dilemma of English as a medium of instruction policy in science college programs

“…The respondents believed that if Arabic is used as a medium of instruction, their GPA and exam performance will improve. These findings support Alhamami's (2019) qualitative results. Similarly, Hengsadeekul et al (2014) found that Thai university students were not interested to join discussions when English is the medium of instruction.…”

“…Teachers can code-switch to translate complicated terms and new words into the students' native language. Alhamami (2019) emphasized that when instructors use the students' native language, they can cover the required learning outcomes because most science programs assume that learners are fluent in the language of instruction. Belhiah and Elhami (2015) suggested implementing a bilingual curriculum in which instruction M. Alhamami & A. Almelhi, The dilemma of English as a medium of instruction policy in science college programs | 1056 is delivered in English and Arabic to enhance linguistic and biliteracy skills, given that most students are not proficient in English.…”

“…They rely on scientific investigations to obtain a clear image of the scope of the advantages and disadvantages of the chosen language of instruction. Alhamami (2019) emphasized that this debate is ongoing, and no consensus has been reached. Different stakeholders, such as science instructors, science program designers, and government officials, user experience in making their stand on the issue.…”

“…Using a sample of 186 science students in Saudi University, Alhamami (2019) investigated the current use of EMI and reported that a negative attitude toward the English language prevailed among the respondents. The researcher stressed that contradictions existed between the objectives of the current policy and student attitudes.…”

“…Most of the students advocated Englishonly science instruction. Alhamami (2019) realized that most advantages and disadvantages are directly related to students. Instructors, parents, and policymakers are not concerned with these advantages and disadvantages.…”