Students’ Attitudes toward English as a Medium of Instruction (EMI) in Omani Private Higher Education Institutions

Abstract

English-Medium Instruction (EMI) has become widely implemented in private higher education institutions in Oman. However, it continues to present linguistic and academic challenges for non-English-speaking students. This study investigates students’ attitudes toward EMI in credit-bearing content courses at Omani private HEIs. It examines overall attitudes, differences based on prior schooling medium, English proficiency, and discipline, and explores classroom and assessment practices associated with more positive attitudes. Using a mixed-methods explanatory sequential design, data were collected through a questionnaire completed by 350 undergraduate students, followed by semi-structured interviews with 20 participants. Quantitative findings indicate that students generally hold positive attitudes toward EMI, particularly in relation to future career and academic benefits. However, variations were observed based on English proficiency and prior schooling background. Qualitative results highlight the importance of clear explanations, vocabulary support, interactive teaching strategies, and fair assessment practices in shaping students’ experiences. The study suggests that supportive instructional practices can enhance students’ confidence and engagement in EMI contexts.