Arab World English Journal (AWEJ) Volume 13. Number1. March 2022 Pp. 145-160
Parents’ Perspectives towards Implementing English-Medium Instruction at Tertiary
Education in Oman
Thuraya Khalifa Al-Riyami
University of Technology and Applied Sciences Ibra, Oman
Corresponding Author: email@example.com
Chinthana Sandaruwan Dayananda
English Language Centre
University of Technology and Applied Sciences Ibra, Oman
Received: 11/18/2021 Accepted: 2/10/2022 Published:3/24/2022
This study investigates parents’ perspectives towards using English as a medium of instruction (EMI). Hundred and seventeen (117) parents who had children studying at higher education institutions (HEIs) in the Sultanate of Oman answered a questionnaire featuring 40 items with a 5-point Likert-scale response key. Findings indicate that, while many parents displayed favorable attitudes towards implementing EMI in HEIs, approximately half of them asserted that their children’s English is not good enough to cope with EMI. Therefore, most of them believed that some courses at least should follow Arabic medium instruction. The study explores the advantages and disadvantages of EMI, and findings reveal that the majority of the respondents identify more advantages. It was also found out that the respondents assisted their children in several ways to cope with EMI. For instance, by financing their children to learn English in private institutions, encouraging children to translate their course materials into the Arabic language, and seeking the support of parents’ friends to explain doubts and what children have not understood in the classroom.
Keywords: children’s education, English as a medium of instruction, parents’ perspectives , tertiary education, Oman, Arabic
Cite as: Al-Riyami, T. K. , & Dayananda, C. S. (2022). Parents’ Perspectives towards Implementing English-Medium Instruction at Tertiary Education in Oman. Arab World English Journal, 13 (1) 145-160.
Alazemi, A. (2017). Teaching of academic subjects in English and the challenges Kuwaiti students face (Doctoral dissertation). University of Exeter, UK.
Abdel-Jawad, H. R. & Abu Radwan, A. S. (2011). The status of English in institutions of higher education in Oman: Sultan Qaboos University as a model. In A. Al-Issa and L.S. Dahan (Eds.), Global English and Arabic: Issues of language, culture and identity (pp.123-151). Oxford: Peter Lang.
Al-Badwawi, H. (2011). The perceptions and practices of first year students’ academic writing at the colleges of Applied Sciences in Oman (Doctoral dissertation). University of Leeds, UK.Al-Bakri, S. (2017). Effects of English medium instruction on students’ learning experiences and quality of education in content courses in a public college in Oman (Doctoral dissertation). University of Exeter, UK.
Al-Bakri, S. (2013). Problematizing English medium instruction in Oman. International Journal of Bilingual and Multilingual Teachers of English, 207(1172), 1-15.
Al-Barwani, T. A., Albeely, T. S., & Al-Suleimani, H. (2012). Parental involvement in higher education in Oman. Journal Pendidikan Malaysia, 37(1), 13-24.
Al Hajri, F. (2013). An evaluation of the effectiveness and predictive validity of English language assessment in two colleges of Applied Sciences in Oman (Doctoral dissertation). University of Edinburgh, UK.
Al-Harrasi, S., & Al-Mahrooqi, R. (2014). Investigating Omani parents’ involvement in their children’s schooling. European Journal of Scientific Research, 117(2), 272-286.
Al-Ghatrifi, Y. (2006). An Investigation into the English Teachers’ Perceptions of the PRITCourse in the Sultanate of Oman (Master’s thesis). University of Leeds, UK.
Al-Issa, A. (2010). Factors influencing critical thinking in the ELT context. In R. Al Mahrooqi & V.Tuzlukova (Eds.), The Omani ELT symphony: Maintaining linguistic and socio-cultural equilibrium (pp. 169-202). Sultan Qaboos University, Oman.
Al-Issa, A. S. (2014). A Critical examination of motivation in the Omani English language education system. Journal of Language Teaching and Research, 5(2), 406-418.
Al-Issa, A. (2015). Making a case for new directions in English language teaching research at an Omani university: A critical qualitative content analysis report. The Qualitative Report, 20(5), 560-595.
Al-Jadidi, H. S. (2009). Teaching English as a foreign language in Oman: an exploration of English language teaching pedagogy in tertiary education. (Doctoral dissertation).Victoria University, Australia.
Al-Jarf, R. (2008). The impact of English as an international language (EIL) upon Arabic in Saudi Arabia. Asian EFL Journal, 10(4).
Al-Jardani, K. S. (2015). The need for bridging the gap between general and tertiary education in Oman. English Linguistics Research, 4(2), 45-48
Al-Lamki, S. (2006). The development of private higher education in the Sultanate of Oman: Perception and analysis. International Journal of Private Education, 1, 54-77.
Al-Mahrooqi, R. (2012). A student perspective on low English proficiency in Oman. International Education Studies, 5 (6), 263-271.
Al-Mahrooqi, R., & Denman, C. (Eds.). (2014). Issues in English education in the Arab world. Cambridge Scholars Publishing.
Al-Mahrooqi, R. & Tuzlukova, V. (2014). English communication skills and employability in the Arabian Gulf: the case of Oman. Pertanika Journal of Social Sciences & Humanities 22 (2), 473 – 488.
Al-Mahrooqi, R & Denman. C. (2016). Proficiency and communicative competence in English and employability in the Arabian Gulf. In R. Al-Mahrooqi & C. Denman (Eds.), Bridging the gap between education and employment: English language instruction in EFL contexts (pp.389-409). New York: Peter Lang.
Al-Mahrooqi, R., Denman, C., & Al-Maamari, F. (2016). Omani parents’ involvement in their children’s English education. Sage Open, 6(1), 1-12.
Al-Qhatani, Z. (2016). Saudi parents’ attitudes towards using English as a medium of instruction in private primary schools. International Journal of Applied Linguistics & English Literature. 5 (1), p. 18-32.
Al Shmeli, S. H. (2011). Higher education in the Sultanate of Oman: Catching up rapidly. In M. Martin & M. Bray (Eds.), Tertiary education in small states: Planning in the context of globalization (181-191). IIEP Policy Forum: UNESCO publications. Retrieved from http://unesdoc.unesco.org/images/0021/002121/212196E.pdf
Belhiah, H. & Elhami, M. (2014). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy. 14 (1), p. 3-23
Block, D. & D. Cameron (eds.) (2002). Globalization and language teaching. New York: Routledge
Ceka, A., & Murati, R. (2016). The Role of Parents in the Education of Children. Journal of Education and Practice, 7(5), 61-64.
Crystal, D. (2003). English As A Global Language. 2nd Ed. Cambridge: Cambridge University Press.
Findlow, S. (2006). Higher education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education. 27 (1), p. 19-36.
Habbash, M. & Troudi, S. (2015). The Discourse of Global English and its Representation in theSaudi Context: A Postmodernist Critical Perspective. In Raddawi, R. (Ed.). Intercultural Communication with Arabs .57-75
Ismail, A. (2011). Language planning in Oman: Evaluating linguistic and sociolinguistic fallacies (Doctoral dissertation). Newcastle University, UK.
Khan, S. (2011). Factors Affecting the Motivation of Expatriate English as a Foreign Language (EFL) Teachers in the Sultanate of Oman (Doctoral dissertation). University of Exeter, UK.
Kim, K. R. (2011). Korean professor and student perceptions of the efficacy of English-medium instruction. Linguistic Research. 28 (3), p. 711-741.
Maluleke, S.G. (2014). Parent involvement in their children’s education in the Vhembe district, Limpopo. Unpublished (Med dissertation) Pretoria: University of South Africa.
Nurlu, M. (2015). EMI in Turkish universities. Modern English Teacher. 24 (2), p. 12-14.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
Pessoa, S., & Rajakumar, M. (2011). The impact of English-medium higher education: The case of Qatar. Global English and Arabic: Issues of language, culture, and identity, 153-178.
Shoup, R., Gonyea, R. M., & Kuh, G. D. (2009, June). Helicopter parents: Examining the impact of highly involved parents on student engagement and educational outcomes. In 49th Annual Forum of the Association for Institutional Research, Atlanta, Georgia. Retrieved from http://cpr. iub. edu/uploads/AIR (Vol. 202009).
Simmons, A. N. (2008). A reliable sounding board: Parent involvement in students’ academic and career decision making. NACADA Journal, 28(2), 33-43.
Thomas, W. P., & Collier, V. P. (2003). The multiple benefits of dual language. Educational leadership, 61(2), 61-61.
Troudi, S, & Jendli, A. (2011). Emirati students’ experiences of English as a medium of instruction. In Al-Issa, A. & Dahan, L. S. (eds). Global English: Issues of language, culture, and identity in the Arab world. Oxford: Peter Lang Publishers