Perspectives of English as a Medium of Instruction (EMI) Policy From Computer Instructors in Saudi Arabia

Abstract

Contribution: This study advances the understanding of English as a medium of instruction (EMI) in computer science education by exploring computer instructors’ perspectives. Its unique contribution lies in a qualitative approach that uncovers the practical implications for policy and practice in the educational context. Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance. Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs. Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation. Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.