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Challenges of Using Emi in Teaching and Learning of University Scientific Disciplines: Student Voice

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Challenges of Using Emi in Teaching and Learning of University Scientific Disciplines: Student Voice Abdulwahid Qasem Al Zumor, Challenges of Using EMI in Teaching… CHALLENGES OF USING EMI IN TEACHING AND LEARNING OF UNIVERSITY SCIENTIFIC DISCIPLINES: STUDENT VOICE Abdulwahid Qasem Al Zumor King Khalid University, Saudi Arabia E-mail: [email protected] DOI: 10.26858/ijole.v1i1.7510 Abstract This study examines the challenges of using English medium instruction (EMI) in teaching and learning scientific disciplines. The main objective of the study is to identify students’ perceptions regarding lecture comprehension, communication, pedagogy, assessment, and affect in an EMI setting. The participants in this study are 264 Saudi students who study Computer Science, Engineering, and Medicine. A questionnaire with a four-point Likert scale was used to survey the participants’ views on the challenges they encounter as a result of the use of EMI for teaching and learning scientific disciplines. The collected data were analysed quantitatively with SPSS and qualitatively by using the content analysis method. The major findings of the study are: a) using English language to teach scientific disciplines has a seriously negative impact on the scientific content comprehension and assessment of a majority of the students in the present study, b) using English language as the medium of instruction and assessment causes anxiety, frustration, tension, fear, embarrassment and, ultimately, poor educational outcomes, c) EMI deprives the students of their basic rights to effective understanding, communication, interaction, discussion and inquiry. The study recommends ensuring quality English education in the foundation year and examining the option of “additive bilingual education.” Keywords: English medium instruction; Arabic medium instruction; lecture comprehension; language education policy; higher education; language barrier INTRODUCTION delivery, assessment, communication and the quality of learning outcomes. To In most Arab education institutions, the illustrate, Al Abdul-Rahman (2010) argues: shift from a school education that provides "Indeed, the reality of teaching medicine in Arabic medium instruction (henceforth, Arab countries in foreign languages is AMI) to tertiary education, which provides evidence of psychological defeat, especially English medium instruction (henceforth, if we admit that the graduates do not often EMI) for students with scientific majors is a have the ability to write one page in English big challenge, especially in the absence of without making many mistakes. Moreover, an efficient English preparatory program. they avoid involvement in academic Shamim, Abdelhalim and Hamid (2016) discussions due to their low proficiency in call for providing research-based support to the foreign language. The reason is that facilitate the shift in the medium of students’ English proficiency is low, and instruction from Arabic in high school to what they learn is a hybrid of both Arabic English in higher education settings. This and English. In addition, their academic educational shift in the medium of reading is slow which results in relying on instruction, though sometimes summaries and notes rather than reading institutionally justified, conveys several textbooks.” challenges to students, teachers and institutions which are related to instruction 74 International Journal of Language Education, Vol. 3, No. 1, 2019, pp. 74-90 Given this significant shift, this study News 2015). Students from Asia represent was designed to examine students' attitudes over half of the world’s mobile towards this change in the medium of international students (IEAA 2015). A third instruction and how they adapt to it and to argument stems from the policy actions of examine what impact this shift may have on governments in several Asian countries in the quality of teaching and learning. Before relation to internationalization. EMI has delving into the details of this study, it is become the most important feature of necessary to begin discussing this issue in a macrolevel language policy and planning conceptual framework that helps identify over the past twenty-five years, both the problem and its roots. regionally (i.e., policies formed Asia-wide), locally (i.e., policies formulated by ministries of education), and institutionally CONCEPTUAL FRAMEWORK (i.e., policies approved by individual Research has provided solid evidence universities). Dearden (2014) notes these that mother tongue education leads to better arguments aim to develop foreign language academic performance. It has demonstrated skills, enabling students to work in a foreign the close relationship between teaching in language environment and become the mother tongue and good academic bilingual and multilingual, enhancing their achievement (Markee 2002, William and education to respond to globalization, Cooke 2002). Similar findings have been preparing students for postgraduate studies, observed in several UNESCO studies and and attracting foreign students to local literature (1953, 2008). However, the global universities. spread of English has brought about a new The present study is informed by a higher education scenario in which mother critical theoretical approach and draws tongues in many non-Anglophone countries critical applied linguistics (CAL) to inform worldwide have taken a backseat to the interpretation of the data. One of the English, leading to a flourishing area of central aims of CAL is to problematize research called EMI. According to given truths, by revisiting their relevance Madhavan (2016) EMI is “teaching subjects and efficacy (Pennycook, 2001). This using the English language without explicit theoretical approach explores aspects of our language learning aims and usually in a educational reality that have been taken for country where English is not spoken by a granted and are identified as “naturalized” majority of the people.” Scholars, assumptions to be questioned (Pennycook, researchers, and policy makers present 2001). It follows that CAL can highlight the several arguments to support this move. The problematization of a given reality, along first is the role that English now plays with the unchallenged assumptions which within the geopolitical framework shape language policy. Spolsky (2004) worldwide. It has become almost the sole argues that all the language practices, contact language for trade, commerce, beliefs, and management decisions of a diplomacy, and scholarship (Kirkpatrick community or polity are driving forces for 2010). The second argument is the growth language choice. CAL, however, calls for of higher education in the world in general scrutiny of decisions made at the and in Asia in particular where obviously, administrative levels, which subsequently “you can see the hunger for learning” (Pie influence the educational process, including 75 Abdulwahid Qasem Al Zumor, Challenges of Using EMI in Teaching… pedagogical decisions made in the single society. In Vietnam, Manh’s study classroom and quality of learning. (2012) addressed some of the factors that could cause the long-term failure of education as a result of the application of a foreign monolingual policy in university Aims and Significance of the Study education programs. In the same context, Vu and Burns (2014) studied the challenges The main objective of this study is to affecting higher education as a result of identify some of the challenges faced by using the English language as a medium of students in tertiary Saudi Arabian education instruction. These problems include the due to the use of a foreign language as the weakness of the teaching staff’s English, medium of education and the need to language proficiency of the students, seriously think in support of a new language learning methods, teaching methods and the policy and planning that ensures the availability of appropriate resources. preservation of the status of Arabic Basibek, et.al (2014) share the same language and its role in higher education concern in their study on engineering and the utilization of English as a window departments of Turkish public universities. through which global scientific production In a study linked to EMI challenges, can be accessed. Wiseman and Odell (2014) believe that This study is important in that it tries to lecturers in such an educational identify the impact of the use of English as environment believe that their role is not to a language of education in scientific help students understand English, which is disciplines on the educational situation the language of scientific content, but to inside and outside lecture halls, and then it provide content in English whether the emphasizes the need to adopt a language student understands it or not. Knagg (2013), policy plan that preserves the educational in his study from the perspective of the function of Arabic and provides an British Council, argues that this type of environment of additional rather than teaching requires highly educated students subtractive bilingualism (Luckett, 1993). and strong English preparation. He also LITERATURE REVIEW states that this type of education is either detrimental or helpful. It could harm due to Many studies have examined the impact the lack of coverage of the curriculum in of EMI on university education in non- depth which is caused by the language English speaking countries. Phillipson barrier; this view is shared by Kirkgoz (2015) argues that such a situation is an (2005) and Darden (2014). According to example of linguistic dominance. He called Marsh (2006), the use of English as a for
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