Problematizing English Medium Instruction in Oman

Abstract

Oman has chosen to switch to English medium instruction (EMI) in higher educational institutions. The purpose of this study is to explore Omani college students’ views on EMI and the effects it can have on their learning experiences. An exploratory research methodology with an element of critical ethnography was employed. Qualitative data obtained through semi-structured interviews and classroom observations revealed that students’ attitudes towards English were shaped by educational and sociocultural factors. The study also revealed the challenges which students have to face and the coping strategies they have to employ. Considering realistic and pragmatic reasons, the students expressed a clear preference for studying in English rather than Arabic. The importance of Arabic was associated with local needs whereas English is seen to fulfill global needs. This study challenges established assumptions that education is most efficient if it is conducted in English. It was suggested that Arabic should be implemented as medium of instruction in tertiary education and English should be taught as a foreign language with an emphasis on appropriate curriculum, pedagogy and material. High quality education in L1 where students can gain profound knowledge in their subjects and profound knowledge in English as an international language would allow countries such as Oman to achieve the modernity they seek.