Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs
Bibliographic Data
| ID | 22231990 |
|---|---|
| Authors | Muhammad M M Abdel Latif (0000-0003-4002-822X, Cairo University, corresponding author), Abdul Aziz Mohamed Mohamed Ali El Deen (0000-0002-9627-1774, Imam Mohammad ibn Saud Islamic University) |
| Year | 2024 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2024-08-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-024-03456-w |
| OpenAlex | W4401335270 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Compared to the other English medium instruction (EMI) issues, assessment has received very scant research attention. A complex issue in EMI assessment relates to the role of English in measuring learning outcomes, and whether or not language should be assessed along with technical content. Combining questionnaire and semi-structured interviewed data, this study explored the English-related assessment practices and beliefs of native-Arabic and non-native-Arabic faculty members teaching EMI scientific majors at eight Saudi universities. Two hundred and forty-nine faculty members completed the questionnaire, whereas 20 faculty members were interviewed. The results showed that the content teachers do not give much weight to language quality when evaluating students’ written or oral performance. Compared to native-Arabic peers, the non-native-Arabic teachers, who intuitively have little or no translanguaging in their instruction, were found to pay slightly more attention to evaluating students’ English and to considering it in assessing students’ academic performance. Meanwhile, the interviews revealed that the teachers’ negative language-related assessment attitude has been shaped by the view that they are non-responsible for correcting students’ English, and by the too many language errors noted in students’ performance. Finally, the teachers’ highly-rated language assessment self-efficacy beliefs did not match their actual assessment practices
Arabic · English language · First language · Linguistics · Mathematics education · Medical education · Medium of instruction · Pedagogy · Magnetic Properties and Applications · Medicine · Psychology · Second Language Learning and Teaching
Japan’s English-medium instruction initiatives and the globalization of higher education
Translanguaging in Higher Education
Language assessment in EMI
The provision of student support on English Medium Instruction programmes in Japan and China
Assessments in CLIL
A systematic review of English medium instruction in higher education
Rethinking of EMI in higher education
English-medium teaching in European higher education
Assessing English‐Medium Instruction Lecturer Language Proficiency Across Disciplines
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |