Abstract

English is the primary medium of instruction (EMI) in Saudi universities, especially in science and technical disciplines, where English language proficiency is essential. However, students hold mixed perceptions regarding the use of EMI, with their intellectual and linguistic capabilities playing a significant role. This study surveyed 108 students from four Saudi universities to explore their views on EMI and its effect on their intellectual and linguistic abilities. Results showed that even though 68% of students prefer English as the medium of instruction, 32% face comprehension difficulties, and 58% need to devote additional time due to language barriers. Moreover, 74% reported noticeable improvements in their linguistic abilities. The study also demonstrates challenges such as the necessity for instructors to code-switch between Arabic and English. It suggests short-term strategies such as adopting translanguaging, as well as long-term solutions. A balanced instructional approach is recommended while remedial measures are implemented to enhance English language proficiency.

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