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The purpose of this study is to contribute to the ongoing debate about the instructional languages in Moroccan education through exploring graduate students’ attitudes towards the potential use of English-medium instruction (EMI) in Moroccan science universities.

In this study, 17 master and doctoral students have been interviewed to explore attitudes towards EMI implementation in Moroccan higher education. The data were collected and analysed based on constant comparative method, which belongs to the grounded theory methodology. The method is based on organizing the raw data into categories according to shared attributes while constantly comparing the parts of the data as they occur. The objective is to formulate new hypotheses and theories about the phenomenon of interest.

The findings of this study reveal that although graduate students hold positive attitudes towards the future implementation of EMI in higher education, they think students are not prepared for such a switch in the language of instruction given that they have been taught through either Arabic or French in lower levels. Hence, they suggest gradual implementation of EMI in lower levels and introduction of English as a foreign language instead of French at primary level.

Most of the previous studies on bilingual education and EMI have investigated non-Anglo-Saxon contexts, where English is the major foreign or second language. The researchers could not have located any study which investigates the possibility to implement EMI in post-colonial contexts, where other foreign languages, bearing colonial conations, are more dominant than English. This study presents the case of Morocco, where French, rather than English, is the dominant foreign language not only in education but also in different other domains of life.

A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context.

The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis.

The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders.

The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education.

The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes.

The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated.

The purpose of this paper is to describe a support course for English-medium instruction (EMI) which continues to expand in European higher education (HE). While the phenomenon of teaching through English is not novel, support for university teachers appears to remain limited despite recognised challenges of EMI such as language proficiency and pedagogical considerations.

In the course non-native university lecturers in Finland were provided a course to practice various elements of English for academic purposes and receive feedback on their teaching. A pre-course needs analysis was used to determine the main causes for EMI concerns with non-native lecturers, and which elements of English they wished to develop during the course. The course itself consisted of six joint meetings, followed by individual teaching demonstrations, and concluded with a post-course analysis.

Findings suggest that Finnish university lecturers were pre-course most concerned about the accuracy, fluency and pronunciation of their academic English. Based on the post-course analysis, the most beneficial elements of the EMI support course were the reflective discussions about EMI, the language practice and receiving individual feedback.

The study suggests that support courses for university lecturers involved with EMI should not cover only language but allow lecturers to share their concerns and experiences and to practice in authentic teaching situations in English.

This study describes a pedagogically effective method to assist and encourage lecturers in HE to the use of English in their instruction.

As a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.

Qualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.

Following an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.

The results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

This paper aims to use an analytic hierarchy process (AHP) and combine this with the fuzzy theory to identify key indicators influencing English-medium instruction (EMI) in the shipping courses of Taiwan’s higher education.

Based on a literature review and expert interviews, an evaluation model with 4 indicators and 13 sub-indicators was developed. Questionnaire samples included university English teachers (eight), university shipping teachers (nine) and shipping practitioners (eight).

Using 25 effective samples, the results found that “teachers’ characteristics” is the most important indicator, followed by “syllabus design”, “university resources” and “students’ characteristics”. Such a finding could provide valuable teaching and managerial strategies for EMI design in both university and industry sectors.

Expert questionnaire targets have focused on university English teachers, university shipping teachers and shipping practitioners. Other related field experts could be further surveyed and compared in the future studies.

The findings of EMI indicators in the shipping courses could be used for course and material design by shipping companies, shipping authorities and universities. It is expected that these indicators could inform the provision of reasonable teaching resources allocation.

This paper provides important guidance for designing EMI in shipping courses. Related stakeholders will be able to understand important concepts regarding designing EMI courses.

First, EMI indicators in the shipping courses have seldom been studied in the past. They are, however, important for both shipping industries and education intuitions. Second, as its method, this paper adopts decision analysis quantitative tool to complement previous qualitative studies regarding EMI studies.

Shipping courses contain much technical and specialist knowledge and present particular challenges for English medium instruction (EMI). This paper aims to investigate both student perceptions of the importance and satisfaction level of EMI in shipping courses in higher education in Taiwan and the perceptions of expert stakeholders through qualitative interviews.

Importance-performance analysis (IPA) is used to gather data on participants’ perceptions of what is (un)important and (un)satisfactory. Based on past studies, four dimensions with 20 items were developed and 121 effective questionnaires were collected. Further, qualitative interviews with expert stakeholders (n = 9) are undertaken to gather data to contextualize and complement the quantitative student data.

Findings show students attributed high importance but low satisfaction to items such as course learning objectives and students’ English level, and low importance and high satisfaction to items such as electronic teaching platform and relevance of subject to practice. Factor analysis and cluster analysis were used to divide samples into three groups. Qualitative interview results confirm many of the quantitative findings but also show where some quantitative findings require more attention or investment when delivering EMI programmes.

Questionnaire samples focus on university students. Other related field samples (e.g. EMI teachers, shipping teachers, English teachers, etc.) could be surveyed and compared in future studies. Qualitative interviews could also be expanded to other stakeholders such as government policymakers.

The findings of IPA in the shipping courses and the qualitative interviews can be used for both teaching design and implementation in related courses by university lecturers and other stakeholders (e.g. policy and decision-makers). Such approaches can enhance students’ learning motivation and teaching performance.

This paper provides important guidance and diagnosis for how to introduce English teaching in shipping courses. Related courses can be further applied in higher education to popularize and promote EMI teaching in shipping and related fields.

EMI has seldom been studied in the context of shipping courses in the past. This paper adopts IPA method and qualitative interviews to complement previous studies and address gaps in recent research. It is expected that the research findings could be adapted and applied in other fields.

A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.

The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.

The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

The shift in the function of English as a medium of instruction together with its use in knowledge construction and dissemination among scholars continue to fuel the global demand for high-level proficiency in the language. These components of the global knowledge economy mean that the ability of nations to produce multilinguals with advanced English proficiency alongside their mastery of other languages has become a key to global competitiveness. That need is helping to drive one of the greatest language learning experiments the world has ever known. It carries significant implications for new research agendas and teacher preparation in applied linguistics.

Evidence-based decision-making, whether it pertains to language policy decisions, instructional practices, teacher professional development or curricula/program building, needs to be based on a rigorous and systematically pursued program of research and assessment.

This paper seeks to advance these objectives by identifying new research foci that underscore a student-centered approach.

It introduces a new theoretical construct – multilingual proficiency – to underscore the knowledge that the learner develops in the process of language learning that makes for the surest route to the desired high levels of language proficiency. The paper highlights the advantages of a student-centered approach that focuses on multilingual proficiency for teachers and explores the concomitant conclusions for teacher development.

This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice.

A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively.

The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain.

If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation.

While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks.

As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students.

The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.

To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.

The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.

Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.