The paper titled "English as a Medium of Instruction (EMI) in Computing Undergraduate Programs" by Munassir Alhamami investigates the impact of EMI policy on computer science students' academic achievement in Saudi Arabian universities. The primary focus of the research is to explore the correlation between students' English proficiency and their overall GPA, as well as to examine instructors' and students' attitudes toward EMI policies.
The purpose of the study is to assess whether students' proficiency in English during their first year of study affects their academic success throughout their undergraduate program. Additionally, the study seeks to understand the perspectives of both instructors and students on the effectiveness and challenges of EMI in computer science education.
The research methodology includes a quantitative analysis of data collected from three different sources: alumni records (n = 1,316), a questionnaire administered to current instructors (n = 42), and a questionnaire administered to current students (n = 250). The alumni records provided data on students' English course grades and their overall GPA, while the questionnaires gathered information on attitudes toward EMI.
Key findings of the study reveal that students' grades in their English courses during their first year significantly predicted their final GPA, indicating that higher English proficiency correlates with better academic performance. The instructors generally had positive attitudes toward EMI, believing that it did not negatively impact student engagement or performance. However, the majority of students expressed a preference for learning in Arabic and believed that their academic performance would improve if courses were taught in their native language.
The study concludes that while EMI can benefit students with strong English skills, it may disadvantage those with lower proficiency, leading to potential disparities in academic success. The findings suggest that policymakers should consider students' language preferences and proficiency when designing curricula and that support mechanisms, such as bilingual instruction and targeted language courses, should be implemented to ensure all students can succeed in EMI programs.