The paper titled "English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors" by Munassir Alhamami and Abdullah Almelhi, focuses on the impact of using English as a medium of instruction (EMI) in healthcare education within Saudi Arabia. The study aims to assess the effects of EMI on the academic performance and attitudes of healthcare students and instructors, particularly in a non-English speaking country.
The study's purpose is to evaluate whether proficiency in English influences the academic success of healthcare students, to explore the perspectives of both students and instructors on the EMI policy, and to identify any challenges faced due to language barriers. The research also seeks to understand how students' attitudes and self-efficacy, as well as societal attitudes, affect their preference for the language of instruction.
Methodologically, the study utilizes a combination of alumni records, instructors' questionnaires, and students' questionnaires. The participants included 3,044 alumni, 134 healthcare instructors, and 358 students from five colleges at a Saudi university. The data was analyzed using statistical methods, including linear regression and Pearson’s correlation.
The key findings indicate a significant correlation between students' English proficiency, as measured by their first-year intensive English course grades, and their cumulative GPA. The study also found that while most instructors supported the EMI policy, believing it was essential for accessing medical knowledge and job opportunities, the majority of students preferred Arabic as the language of instruction. The students felt that learning in their native language could enhance their understanding and improve their academic performance.
In conclusion, the study suggests that while EMI offers certain advantages in healthcare education, it also presents challenges, particularly for students with limited English proficiency. The authors recommend that policymakers consider these challenges and possibly integrate more Arabic into the curriculum to improve educational outcomes. The study highlights the need for further research on the effectiveness of EMI in healthcare education, especially in non-English speaking countries.