The paper titled "Language of Instruction Policy in Science Programs: Science University Students' Voices" by M. Alhamami focuses on the impact of language instruction policies on science university students (SUSs) in Saudi Arabia. Specifically, it examines the students' perspectives on the use of the country’s official language (Arabic) versus a foreign language (English) as the medium of instruction (MOI) in science programs.
The study's purpose is to explore how the choice of language as the MOI affects SUSs' learning outcomes and to highlight the often-overlooked voices of these students in policy decisions. The research aims to assess whether teaching science in Arabic or English provides more benefits to the students and how these policies align with the students' preferences and educational goals.
The methodology involved a written questionnaire distributed to 186 advanced-level undergraduate students from various science departments (biology, chemistry, mathematics, and physics) at a Saudi public university. The questionnaire, written in Arabic, was designed to collect both quantitative and qualitative data, allowing the participants to express their views clearly. The data were analyzed using descriptive statistics and thematic coding.
Key findings indicate that the majority of SUSs prefer Arabic as the MOI, citing difficulties in comprehending scientific concepts when taught in English due to their lower proficiency in the language. Most students believe that learning in their mother tongue would lead to better understanding and academic performance. However, a minority recognize the benefits of English MOI, particularly for enhancing job prospects and accessing global scientific resources. The study also highlights a significant disconnect between the current language policy and the students' preferences, with most SUSs expressing negative attitudes toward the use of English as the MOI.
In conclusion, the study underscores the importance of considering SUSs' perspectives in MOI policy decisions, as their preferences significantly impact their learning outcomes. The findings suggest that adopting Arabic as the MOI could improve educational effectiveness in science programs, especially in contexts where students have limited English proficiency. The study calls for a more nuanced approach to language policy in science education, potentially offering dual-language tracks to accommodate different student needs and aspirations.