English as a Medium of Instruction: Instructors’ Perspectives on Student Learning Outcomes at PSAU’s Business College in the KSA

Abstract

The educational scenery is experiencing a significant transformation, particularly in higher education, with growing emphasis on English as a Medium of Instruction (EMI) across various disciplines. This study investigated instructors’ perspectives on EMI and its impact on student learning outcomes at the Business College of Prince Sattam bin Abdulaziz University (PSAU) in Saudi Arabia. It explored how instructors perceive EMI’s influence on student comprehension, engagement, academic performance, and identified the challenges and advantages of implementing EMI in a business education context. A questionnaire containing 25 statements was distributed to 30 EMI instructors during the first semester. The findings indicated that while instructors generally perceived EMI as a tool for improving learning outcomes—particularly in fostering student engagement, enhancing critical thinking, building confidence, and providing access to international academic resources—they also acknowledged several limitations. Instructors reported facing challenges related to their own communicative abilities in English, which at times hindered effective knowledge transfer. Moreover, simplifying complex business concepts for students with limited English proficiency proved difficult. The lack of EMI-specific training for faculty further complicated effective course delivery. Despite these challenges, instructors noted that EMI helped broaden students’ access to up-to-date global resources and prepared them to use English professionally, a skill essential for their future careers. It also encouraged the development of critical thinking from a global business perspective. The study underscored the importance of faculty development and institutional support to enhance EMI implementation and improved student learning experiences in business education settings.