The Influence of English Medium Instruction on Saudi Students’ Academic Outcomes: A Mixed-Methods Analysis of Language Proficiency, Learning Strategies, and Disciplinary Knowledge

Abstract

The objectives of Vision 2030 and globalization have accelerated the adoption of English Medium Instruction (EMI) in Saudi higher education, sparking intense discourse over its linguistic, academic, and societal ramifications. This study examines the effects of English Medium Instruction (EMI) on 150 Saudi undergraduate students from Prince Sattam Bin Abdulaziz University, KSA, concentrating on their academic achievement, language proficiency, and subject-specific learning. The study utilized a mixed-methods approach, gathering data through academic performance records, standardized language proficiency tests, and a structured questionnaire administered at Prince Sattam Bin Abdulaziz University, KSA. Quantitative data were analyzed using one-way ANOVA, independent-samples t-tests, and descriptive statistics to examine significant variations related to gender, academic disciplines, and proficiency levels. The qualitative data obtained from semi-structured interviews provided deeper insights into students’ lived experiences and complemented the quantitative findings. The results show that English Medium Instruction (EMI) facilitates access to global resources and is linked to improved English proficiency, but it also creates challenges in comprehension, subject learning, and overall academic performance, especially for students who begin with low levels of English proficiency. Additionally, students in EMI programs relied on rote memorization and engaged in limited critical discussion as coping strategies.