Arab World English Journal (AWEJ) Volume 13. Number1.  March 2022                                   Pp. 145-160
DOI: https://dx.doi.org/10.24093/awej/vol13no1.10

Full Paper PDF   

 

­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: thuraya_r@ict.edu.om

 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

 

Abstract:
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.
DOI: https://dx.doi.org/10.24093/awej/vol13no1.10

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Received: 11/18/2021 
Accepted: 2/10/2022  
Published: 3/24/2022
https://dx.doi.org/10.24093/awej/vol13no1.10 
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Thuraya Khalifa Al-Riyami has experience in English Language Teaching for more than 19 years. She earned her Master’s Degree from Ohio University, USA, in Applied Linguistics and her Ph.D. in Education from the University of Exeter, UK.  She has published several research papers in local, regional, and international refereed academic journals and has participated in several international conferences worldwide. Her research interests include critical pedagogy, critical thinking, learners’ identity, and language communication skills. ORCID https://orcid.org/0000-0002-9710-4580

Chinthana Sandaruwan Dayananda is an English language educator with over a decade of experience in a variety of contexts in Sri Lanka and Oman. He holds an MA in Linguistics from Sri Lanka and a CELTA certificate. He is currently based at University of Technology & Applied Sciences, Oman. His research interests are learner autonomy, distance education, and communication skills. ORCID: https://orcid.org/0000-0003-2645-9613