Student Perspectives on How Medium of Instruction Impacts Science Education Comprehension: A Comparative Study of Two Public Universities

Authors

  • Munira Al Siyabi

    ELL Department, University of Technology and Applied Sciences-Rustaq (UTAS), P.O. Box 10, Rustaq 329, Oman
  • Sharifa Al Adawi

    ELL Department, University of Technology and Applied Sciences-Rustaq (UTAS), P.O. Box 10, Rustaq 329, Oman
  • Dalal Al Shekaili

    ELL Department, University of Technology and Applied Sciences-Rustaq (UTAS), P.O. Box 10, Rustaq 329, Oman

DOI:

https://doi.org/10.30564/fls.v7i12.12035
Received: 10 September 2025 | Revised: 22 October 2025 | Accepted: 29 October 2025 | Published Online: 24 November 2025

Abstract

Higher Education Institutional language policy regarding the medium of instruction (MI) may consider different factors, such as national goals and visions, learners' identity, the concept of globalization, finding better career opportunities, first language proficiency, and the native culture and content comprehension. The impact of the language policy on students' learning has been revisited in the literature over the years, raising important concerns about whether to select the national language of the country or a global one to access the advancement of knowledge. Therefore, this study compared the effects of MI in science education on students' subject matter comprehension in two different institutions: University A, utilizing English as a medium of Instruction (EMI), and University B, utilizing Arabic as a medium of instruction (AMI). Questionnaire surveys were conducted to explore the students' perceptions regarding the use of MI at their institution, while document analysis examined each institution's language policy. Descriptive and inferential statistics via SPSS were employed. Results indicated that students who received instruction in Arabic (University B) reported a more positive view of their subject matter comprehension. Independent samples t-tests revealed statistically significant differences in perception between University B (Arabic-medium) and University A (English-medium) students in comprehension (p = 0.004), teaching methods (p < 0.001), and academic experience (p < 0.001). Moreover, AMI served as the medium of communication, and the official documents did not specify the language of instruction. The results can assist in developing knowledge about the criticality of MI and its impact in educating well-informed and skilled graduates in Oman and potentially beyond.

Highlights

  • This study provides an original contribution to EMI research in the Omani context.
  • The findings offer insights that can guide language policy and curriculum development to better support students' transition to EMI programmes.
  • Given the journal's focus, this study aligns well with its scope and readership.

Keywords:

EMI; AMI; Science Education; Content Comprehension

References

[1] Huang, D.-F., 2015. Exploring and assessing effectiveness of English medium instruction courses: The students’ perspectives. Procedia Social and Behavioral Sciences. 173, 71–78. DOI: https://doi.org/10.1016/j.sbspro.2015.02.033

[2] Knight, J., 2013. The changing landscape of higher education internationalization - for better or worse? Perspectives: Policy and Practice in Higher Education. 17, 84–90. DOI: https://doi.org/10.1080/13603108.2012.753957

[3] Macaro, E., Curle, S., Pun, J., et al., 2018. A systematic review of English medium instruction in higher education. Language Teaching. 51(1), 36–76. DOI: https://doi.org/10.1017/s0261444817000350

[4] Graham, K.M., Eslami, Z.R., Hillman, S., 2021. From English as the medium to English as a medium: Perspectives of EMI students in Qatar. System. 99, 102508. DOI: https://doi.org/10.1016/j.system.2021.102508

[5] Al-Bakri, S., 2017. Effects of English medium instruction on students’ learning experiences and quality of education in content courses in a public college in Oman [Master’s Thesis]. University of Leeds: Leeds, UK.

[6] Denman, C.J., Al-Mahrooqi, R., 2019. English medium instruction, Arabic and identity in Oman’s higher education institutions: Teacher and student attitudes. English Teaching and Learning. 43(3), 317–335. DOI: https://doi.org/10.1007/s42321-019-00032-3

[7] Aslan, M., 2018. The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective. Journal of Multilingual and Multicultural Development. 39(7), 602–616. DOI: https://doi.org/10.1080/01434632.2017.1417413

[8] Paudel, P., 2021. Using English as a medium of instruction: Challenges and opportunities of multilingual classrooms in Nepal. Prithvi Journal of Research and Innovation. 3(1), 43–56. DOI: https://doi.org/10.3126/pjri.v3i1.37434

[9] Al-Bakri, S., 2013. Problematizing English medium instruction in Oman. International Journal of Bilingual and Multilingual Teaching in English. 1(2), 55–69.

[10] Selvi, A.F., 2014. The medium-of-instruction debate in Turkey: Oscillating between national ideas and bilingual ideals. Current Issues in Language Planning. 15(2), 133–152. DOI: https://doi.org/10.1080/14664208.2014.898357

[11] Chelghoum, A., 2017. Social Network Sites and Arabic Diglossia Between Threatening Modern Standard Arabic and Strengthening Colloquial Arabic. International Journal of Language and Linguistics. 5(3–1), 36–43. Available from: https://www.sciencepublishinggroup.com/article/10.11648/j.ijll.s.2017050301.15

[12] Al-Issa, A.S.M., 2020. The language planning situation in the Sultanate of Oman. Current Issues in Language Planning. 21(4), 347–414. DOI: https://doi.org/10.1080/14664208.2020.1764729

[13] Liddicoat, A.J., 2023. Language policy and planning as a discursive accomplishment. In: Yaden, D., Rogers, T. (Eds.). International Encyclopedia of Education: Literacies and Languages Education. Elsevier Science: Amsterdam, Netherlands. pp. 123–129. DOI: http://dx.doi.org/10.1016/B978-0-12-818630-5.07107-4

[14] Oman Observer, 2019. State Council gives assent to ‘Language policy’ proposal. Available from: https://www.omanobserver.om/article/32678/Local/state-council-gives-assent-to-language-policy-proposal (cited 9 September 2025).

[15] Ministry of Higher Education, 2025. Private Universities and Colleges FAQ's. Available from: https://www.moheri.gov.om/FaqDetails.aspx?id=1&culture=en (cited 9 September 2025).

[16] Al-Riyami, T., Dayananda, C., 2022. Parents’ perspectives towards implementing English-medium instruction at tertiary education in Oman. Arab World English Journal. 13(1), 145–160. DOI: https://dx.doi.org/10.24093/awej/vol13no1.10

[17] Scatolini, S., George, M. (Eds.), 2020. Education and Society in the Middle East and North Africa: English, Citizenship and Peace Education. Cambridge Scholars Publishing: Cambridge, UK.

[18] Taghreed, M., 2019. A critical examination of the Arab undergraduate students’ perceptions of their academic Arabic proficiency in three EMI universities in the UAE. English Language Teaching. 12(4), 21–31. DOI: https://doi.org/10.5539/elt.v12n4p21

[19] Badry, F., Willoughby, J., 2015. Higher Education Revolutions in the Gulf. Routledge: Oxfordshire, UK.

[20] Al Muqarshi, A., Al Adawi, S., Al Bahlani, S., 2024. English as a medium of instruction and intellectual capital creation in Omani higher education: Unravelling the dilemma. Journal of Intellectual Capital. 25(1), 119–142. DOI: https://doi.org/10.1108/jic-10-2022-0192

[21] Bühmann, D., Trudell, B., 2008. Mother tongue matters: Local language as a key to effective learning. UNESCO: Paris, France. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000161121/PDF/161121eng.pdf.multi (cited 9 September 2025).

[22] Phiri, M., Thelma, C.C., Mwanapabu, N.H., 2024. The effect of using local languages as a medium of instruction on academic performance of learners: A case of selected primary schools in Solwezi District of North-Western Province, Zambia. International Journal of Novel Research in Humanity and Social Sciences. 11(3), 9–26. DOI: https://doi.org/10.5281/zenodo.11178057

[23] Mudenda, M., Nankamba, S., 2017. The challenges of using local language as a medium of instruction in a multilingual setting in selected school of zone five in Kitwe. International Journal of Multidisciplinary Research and Development. 4(5), 40–50. Available from: https://www.allsubjectjournal.com/assets/archives/2017/vol4issue5/4-4-40-412.pdf

[24] Wächter, B., Maiworm, F., 2014. English-taught programs in European higher education: The state of play in 2014. Lemmens Medien GmbH: Bonn, Germany. Available from: https://www.lemmens.de/dateien/medien/buecher-ebooks/aca/2014_english_taught.pdf (cited 9 September 2025).

[25] Palmer, D., Martínez, A., 2016. Developing biliteracy: What do teachers really need to know about language? Language Arts. 93(5), 379–385.

[26] Tang, K.N., 2020. Challenges and importance of teaching English as a medium of instruction in Thailand International College. Journal of English as an International Language. 15(2), 97–118. Available from: https://eric.ed.gov/?id=EJ1282858

[27] Wanphet, P., Tantawy, N., 2018. Effectiveness of the policy of English as a medium of instruction: Perspectives and outcomes from the instructors and students of university science courses at a university in the UAE. Educational Research for Policy and Practice. 17(2), 145–172. DOI: https://doi.org/10.1007/s10671-017-9223-1

[28] Blommaert, J., 2009. An Introduction to Language Policy: Theory and Method. Ricento, T. (Ed.). Blackwell Publishing Ltd.: Hoboken, NJ, USA.

[29] Despitasari, N.W.P., 2021. Students’ perception of English medium of instruction (EMI) in Indonesia: A case study in a business communication course in a private higher education institution (HEI). Journal of Arts and Humanities. 10(4), 28–38.

[30] Zhang, M., Pladevall-Ballester, E., 2021. Students’ attitudes and perceptions towards three EMI courses in mainland China. Language, Culture and Curriculum. 35, 200–216.

[31] Kim, J., Kim, E.G., Kweon, S.O., 2018. Challenges in implementing English-medium instruction: Perspectives of humanities and social sciences professors teaching engineering students. English for Specific Purposes. 51, 111–123.

[32] Kim, K.R., 2011. Korean professor and student perceptions of the efficacy of English-medium instruction. Linguistic Research. 28(3), 711–741.

[33] Rose, H., McKinley, J., 2018. Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education. 75, 111–129.

[34] Yang, M., O’Sullivan, P.S., Irby, D.M., et al., 2019. Challenges and adaptations in implementing an English-medium medical program: A case study in China. BMC Medical Education. 19(15), 1–8.

[35] Malla, P., 2023. Uzbek students’ perception of classroom experience in EMI courses. Essays in Education. 29(1), Article 7. Available from: https://openriver.winona.edu/eie/vol29/iss1/7

[36] Findlow, S., 2006. Higher education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education. 27(1), 19–36. DOI: https://doi.org/10.1080/01425690500376754

[37] Elyas, T., 2025. The attitude and the impact of the American English as a global language within the Saudi education system. Available from: https://dergipark.org.tr/en/download/article-file/111888 (cited 9 September 2025).

[38] Solloway, A.J., 2016. English-medium instruction in higher education in the United Arab Emirates: The perspectives of students [PhD thesis]. University of Exeter: Exeter, UK.

[39] Fahmy, J.J., Bilton, L., 1992. The sociocultural dimension of TEFL education: The Omani file. Journal of Multilingual and Multicultural Development. 13(3), 269–289. DOI: https://doi.org/10.1080/01434632.1992.9994496

[40] Al-Ansari, S.H., Lori, A.A.R., 1999. Motivational and attitudinal variables in foreign language learning: A comparative study of two learning groups. Journal of King Saud University. 11(1), 23–38.

[41] Holi Ali, H.I., 2021. Impact of EMI on Omani engineering students’ academic performance. Arab World English Journal. 12(1), 309–324. DOI: https://doi.org/10.24093/awej/vol12no1.21

[42] Creswell, J.W., Creswell, J.D., 2023. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications: Thousand Oaks, CA, USA.

[43] Field, A., 2024. Discovering Statistics Using IBM SPSS Statistics. Sage Publications: London, UK.

[44] Burks, T.N., 2022. Improving student attitudes and academic performance in introductory biology using a project-based learning community. Journal of Microbiology and Biology Education. 23(1), 1–10. DOI: https://doi.org/10.1128/jmbe.00216-21

[45] Kozlova, N.V., Atamanova, I.V., 2013. The development of undergraduates motivation for research work. Procedia Social and Behavioral Sciences. 93, 498–502. DOI: https://doi.org/10.1016/j.sbspro.2013.09.227

[46] Cummins, J., 2017. BICS and CALP: Empirical and theoretical status of the distinction. In: Street, N., Hornberger, B.H. (Eds.). Encyclopedia of Language and Education. Springer: New York, NY, USA. DOI: https://doi.org/10.1007/978-3-319-02252-9_6

[47] Kocakulah, S., Ustunluoglu, E., Kocakulah, A., 2005. The effect of learning strategies on academic achievement in science course. Asia-Pacific Forum on Science Learning and Teaching. 6(2), Article 4. Available from: https://www.eduhk.hk/apfslt/download/v6_issue2_files/kocakulah.pdf

[48] Prinsloo, C.H., Rogers, S.C., Harvey, J.C., 2018. The impact of language factors on learner achievement in science. African Journal of Education. 38(1), 1–14. DOI: https://doi.org/10.15700/saje.v38n1a1438

[49] Ouchaib, A., 2021. The effect of language of instruction on middle school students’ achievement, academic self-concept and comprehension abilities in science learning. International Journal of Linguistics, Literature and Translation. 4(4), 133–144. DOI: https://doi.org/10.32996/ijllt.2021.4.4.14

[50] Walt, V.D., Mabule, R., Beer, D., 2001. Letting the L1 in by the back door: Code switching and translation in science, mathematics and biology classes. Journal of Language Teaching. 35(2–3), 170–181.

[51] Hamid, M., Nguyen, H.T.M., Baldauf, R., 2013. Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning. 14(1), 1–15.

[52] Curle, S., Holi, H.I., AlHassan, A., et al. (Eds.), 2022. English-Medium Instruction in Higher Education in the Middle East and North Africa: Policy, Research and Pedagogy. Bloomsbury: London, UK. DOI: https://doi.org/10.5040/9781350238572

[53] Paris, D., Alim, H.S. (Eds.), 2017. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Teachers College Press: New York, NY, USA.

Downloads

How to Cite

Al Siyabi, M., Al Adawi , S., & Al Shekaili, D. (2025). Student Perspectives on How Medium of Instruction Impacts Science Education Comprehension: A Comparative Study of Two Public Universities. Forum for Linguistic Studies, 7(12), 1564–1580. https://doi.org/10.30564/fls.v7i12.12035

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

Article Type

Article

License

Copyright © 2025 Munira Al Siyabi, Sharifa Al Adawi , Dalal Al Shekaili

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.