No abstract

Oman has chosen to switch to English medium instruction (EMI) in higher educational institutions. The purpose of this study is to explore Omani college students" views on EMI and the effects it can have on their learning experiences. An exploratory research methodology with an element of critical ethnography was employed. Qualitative data obtained through semi-structured interviews and classroom observations revealed that students" attitudes towards English were shaped by educational and sociocultural factors. The study also revealed the challenges which students have to face and the coping strategies they have to employ. Considering realistic and pragmatic reasons, the students expressed a clear preference for studying in English rather than Arabic. The importance of Arabic was associated with local needs whereas English is seen to fulfill global needs. This study challenges established assumptions that education is most efficient if it is conducted in English. It was suggested that Arabic should be implemented as medium of instruction in tertiary education and English should be taught as a foreign language with an emphasis on appropriate curriculum, pedagogy and material. High quality education in L1 where students can gain profound knowledge in their subjects and profound knowledge in English as an international language would allow countries such as Oman to achieve the modernity they seek.

This study explores how English as a Foreign Language (EFL) teachers’ perspectives on professionalism and beliefs about the usefulness of professional development (PD) activities influence their teaching practices and acceptance of new approaches. The focus is on tertiary English-language teachers working in Oman, and an exploratory research methodology was employed in which qualitative data were obtained from two focus group interviews with two groups of six teachers. The first group, which was asked about the meaning of professionalism, indicated that while a variety of aspects were of concern, there was a shared belief that professionalism is mainly related to moral values, which should be context sensitive. The second group, which was asked about PD, indicated that teachers’ engagement with PD activities is mainly related to context-specific skills improvement activities, and that the main obstacle to PD is a lack of institutional support. The research thus contributes to the study of Englishlanguage teachers’ own perspectives on professionalism, a topic which has previously received only limited attention.