Abstract
This study explores the challenges and strategies employed by teachers in English-Medium Instruction (EMI) within Saudi Arabian medical education. Using a robust mixed-methods design, it integrates quantitative questionnaire data with qualitative insights from interviews across diverse institutional settings. The findings reveal complex linguistic challenges, including oral communication barriers, teachers' limited familiarity with students' first language (L1), and wide-ranging English proficiency levels among learners. Pedagogical difficulties, such as managing time and addressing the needs of large, diverse classes, further complicate teaching in EMI contexts. Despite these hurdles, teachers demonstrate resilience and adaptability, employing strategies such as simplifying language, integrating L1 selectively, and utilising repetition and examples to facilitate understanding. Effective classroom management techniques further support student engagement and comprehension in linguistically diverse environments. The study underscores the critical need for targeted institutional support, including specialised teacher training and curriculum development that aligns with the linguistic and pedagogical demands of EMI. It advocates for an approach that recognises the value of L1 alongside English in fostering content mastery and improving learning outcomes. These findings contribute actionable insights for enhancing EMI practices in Saudi Arabia and other global contexts where similar challenges persist.
| Original language | English |
|---|---|
| Article number | 101334 |
| Journal | Social Sciences & Humanities Open |
| Volume | 11 |
| Early online date | 19 Feb 2025 |
| DOIs | |
| Publication status | Published - 19 Feb 2025 |
Acknowledgements
We sincerely thank people who helped in achieving this work. Our thanks also go to the anonymous reviewers for their insightful comments on the manuscript.Funding
This study explores the challenges and strategies employed by teachers in English-Medium Instruction (EMI) within Saudi Arabian medical education. Using a robust mixed-methods design, it integrates quantitative questionnaire data with qualitative insights from interviews across diverse institutional settings. The findings reveal complex linguistic challenges, including oral communication barriers, teachers' limited familiarity with students' first language (L1), and wide-ranging English proficiency levels among learners. Pedagogical difficulties, such as managing time and addressing the needs of large, diverse classes, further complicate teaching in EMI contexts. Despite these hurdles, teachers demonstrate resilience and adaptability, employing strategies such as simplifying language, integrating L1 selectively, and utilising repetition and examples to facilitate understanding. Effective classroom management techniques further support student engagement and comprehension in linguistically diverse environments. The study underscores the critical need for targeted institutional support, including specialised teacher training and curriculum development that aligns with the linguistic and pedagogical demands of EMI. It advocates for an approach that recognises the value of L1 alongside English in fostering content mastery and improving learning outcomes. These findings contribute actionable insights for enhancing EMI practices in Saudi Arabia and other global contexts where similar challenges persist.In medical education, EMI supports government initiatives aimed at advancing healthcare training and ensuring that medical professionals can engage with international developments and integrate them into local contexts (Abulaban et al., 2017). The increasing importance of English proficiency for career progression reflects a cultural transformation in Saudi Arabia, where English has transitioned from being perceived solely as a foreign language to being viewed as a necessary tool for global participation and professional advancement. This shift is evidenced by the rising number of Saudi students pursuing education abroad and the growing demand for English language skills in the domestic job market (Alharbi, 2022; Le Ha & Barnawi, 2015).The expansion of medical education and the shift to EMI demand significant adjustments to teaching methodologies, the recruitment and training of qualified faculty, and the implementation of comprehensive language support systems. Addressing these challenges is critical for ensuring that EMI achieves its intended outcomes. This study examines these complexities to inform strategies that optimise EMI in Saudi Arabian medical education, offering insights that are relevant to similar global contexts facing parallel challenges.Such findings suggest the need for targeted initiatives, such as accent training, intercultural communication workshops, and strategies to standardise key terminology, ensuring that students receive consistent and comprehensible instruction regardless of faculty background. These measures could help mitigate the impact of linguistic diversity and support a more equitable learning experience in EMI settings.Time constraints and large class sizes emerged as significant obstacles for teachers, echoing the challenges reported in other EMI contexts (Leong, 2018; Th\u00F8gersen & Airey, 2011). The necessity to adjust teaching methods for students with varying English proficiency levels further complicated content delivery. These findings support earlier observations by Dalton-Puffer (2007) and Tatzl (2011), who noted that lower language proficiency often slows instructional pace and limits content coverage. This tension between language and content mastery is a critical issue in EMI. Teachers must balance the need to simplify language for comprehension without compromising the depth of subject matter, a challenge that aligns with Han's (2022) argument that content should not be sacrificed for language proficiency. These findings underscore the importance of institutional strategies, such as flexible lecture schedules and smaller class sizes, to support effective teaching practices in EMI settings.The strategic use of students' first language (L1), Arabic, was a recurring theme in this study. Teachers incorporated Arabic to clarify complex medical terms and ensure comprehension, reflecting findings from AlBakri (2017) and Alkhateeb (2021). This bilingual approach highlights the pragmatic value of L1 in facilitating understanding in EMI, particularly in linguistically diverse classrooms. However, reliance on Arabic raises critical questions about its impact on long-term language development and adherence to EMI policies. While it addresses immediate comprehension issues, it may limit students\u2019 exposure to academic English, potentially hindering their ability to engage with the global medical community (Coyle et al., 2010). This finding highlights the need for a nuanced approach to language use in EMI, balancing the benefits of L1 support with the goals of fostering English proficiency.
| Funders | Funder number |
|---|---|
| Saudi Arabian medical education | |
| Le Ha & Barnawi | |
| training of qualified faculty | 2022 |
Keywords
- English-Medium instruction (EMI)
- Linguistic barriers
- Medical education
- Pedagogical constraints
- Saudi higher education
- Teacher strategies
ASJC Scopus subject areas
- Social Sciences (miscellaneous)
- Psychology (miscellaneous)
- Decision Sciences (miscellaneous)