English Medium Instruction in Higher Education in the Arab Gulf: Faculty Beliefs and Practices

Waigand, Angela Unger

English Medium Instruction in Higher Education in the Arab Gulf: Faculty Beliefs and Practices

dc.contributor.advisor	Sewell, Douglas
dc.contributor.author	Waigand, Angela Unger
dc.contributor.committeemember	Groen, Janet
dc.contributor.committeemember	Boz, Umit
dc.date	2024-02
dc.date.accessioned	2024-01-24T19:15:10Z
dc.date.available	2024-01-24T19:15:10Z
dc.date.issued	2024-01-19
dc.description.abstract	In higher education throughout the world, English as the medium of instruction has become increasingly common. Within some countries in the Arab Gulf region, English is now the primary mode of instruction in tertiary education. However, in the region, students’ lack of proficiency in English may hinder comprehension of their course materials and ultimately affect their academic performance. Although instructional practices may facilitate the learning of content for second language learners, content instructors may lack an awareness of the role of language in learning content or experience challenges in finding appropriate teaching methodologies that address the students’ needs. The purpose of this mixed methods research study was to examine the beliefs, knowledge, and teaching practices of content faculty teaching second language students in higher education institutions in Qatar and the United Arab Emirates. This study used a convergent mixed methods design in which quantitative data was collected through 37 surveys and qualitative data through six semi-structured interviews. Results suggest that instructors have generally favourable views of English medium instruction and second language students, have a foundation of knowledge related to second language learning principles, and use some effective teaching strategies. Although the findings were generally positive, there were some gaps in their knowledge and practices. The findings also suggested that a relationship may exist between instructors’ beliefs, knowledge, and practices, with those more positively oriented toward teaching second language learners more likely to enact effective instructional practices. Instructors’ years of experience and diverse informal and formal learning experiences may also impact beliefs, knowledge, and practices, as may contextual factors related to the teaching environment. The results of this study may help inform the development of faculty orientations and professional development in institutions in the Arab Gulf region with the aim of assisting instructors in teaching second language students more effectively.
dc.identifier.citation	Waigand, A. U. (2024). English medium instruction in higher education in the Arab Gulf: faculty beliefs and practices (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/118029
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	English Medium Instruction
dc.subject	linguistically responsive instruction
dc.subject	content instructors
dc.subject	multilingual learners
dc.subject	higher education
dc.subject.classification	Education--Adult and Continuing
dc.subject.classification	Education--Bilingual and Multicultural
dc.subject.classification	Education--Higher
dc.subject.classification	Education--Teacher Training
dc.title	English Medium Instruction in Higher Education in the Arab Gulf: Faculty Beliefs and Practices
dc.type	doctoral thesis
thesis.degree.discipline	Education Graduate Program – Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Education (EdD)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.