The academic paper titled "English as a Medium of Education (EME): Gender, Attitudes, and Cumulative GPA" by Munassir Alhamami investigates the impact of English as a medium of education (EME) on students' academic performance, attitudes, and content instructors' perspectives at King Khalid University in Saudi Arabia. The study focuses on understanding the relationships between students' English proficiency, gender, and academic outcomes, particularly in science, healthcare, and engineering programs.
The purpose of the study is to assess how EME affects students' cumulative GPA (CGPA) and their attitudes toward EME. The research also aims to explore content instructors' views on students' English proficiency and how these factors influence students' academic success. The study examines various aspects, including the correlation between foundation year English for Academic Purposes (EAP) course grades and CGPA, the influence of gender on these outcomes, and the attitudes of current students and instructors toward EME.
The methodology employed a multi-method design, utilizing data from alumni records (n=7272), a survey of content instructors (n=341), and a questionnaire administered to current students (n=1678). The study analyzed this data using statistical methods such as correlation analysis, t-tests, and multiple regression analysis to identify patterns and relationships between variables like gender, CGPA, and attitudes toward EME.
The key findings revealed a significant positive correlation between students' EAP course grades and their CGPA. Female students were found to have higher CGPAs compared to male students, although there was no significant gender difference in EAP course grades. Content instructors generally had positive views of their students' English proficiency, indicating indirect support for the EME policy. However, most current students expressed negative attitudes toward EME, with many preferring Arabic as the medium of instruction, believing it would result in higher GPAs.
In conclusion, the study highlights the challenges posed by EME in Saudi universities, particularly the negative attitudes of students and the significant role of gender in academic outcomes. The findings suggest the need for policymakers to consider these factors when designing and implementing EME programs. The study also emphasizes the importance of content instructors receiving adequate training to address students' struggles in EME programs and recommends exploring bilingual education options to improve student engagement and success.