The paper titled "English as the Medium of Instruction in Saudi Higher Education: Necessity or Hegemony?" primarily focuses on examining the attitudes of Saudi students and instructors toward the use of English as the medium of instruction (MOI) in higher education, particularly in the fields of engineering, medicine, and science. It explores whether English is viewed as a necessity for academic success or as a form of linguistic hegemony that challenges the Saudi policy mandating Arabic as the MOI.
The purpose of the study is to investigate the perspectives of both students and instructors at King Khalid University regarding the imposition of English as the MOI. It aims to assess the feasibility of Arabic as an alternative MOI and to understand the implications of choosing English over Arabic in the context of Saudi education.
Methodologically, the study employs both quantitative and qualitative approaches, gathering data through a questionnaire distributed to 702 students and 162 instructors. The research utilizes the Component of Attitude and the Theory of Reasoned Behavior to analyze the responses, categorizing them into themes such as the effectiveness of English as MOI, the potential of Arabic as MOI, and the influence of linguistic hegemony.
Key findings reveal significant differences in attitudes between students and instructors. While instructors generally support the use of English as MOI, driven by the perceived global importance of the language, students express a strong preference for Arabic, citing challenges in comprehension and academic performance when English is used. The study highlights that students see English as a barrier to learning, whereas instructors, influenced by the hegemony of English, tend to overlook these challenges.
The study concludes by emphasizing the need for a more balanced language policy in Saudi higher education. It suggests that while English should continue to be taught as a critical skill, there should be a stronger emphasis on enhancing Arabic's role as MOI, particularly in scientific disciplines, to ensure students' academic success and cultural alignment. The paper calls for a thoughtful revision of current practices, advocating for policies that better accommodate the linguistic needs of Saudi students.