A Critical Examination of the Arab Undergraduate Students’ Perceptions of their Academic Arabic Proficiency in Three EMI Universities in the UAE

dc.contributor.author Masri, Taghreed Ibrahim
dc.date.accessioned 2021-05-09T07:17:41Z
dc.date.available 2021-05-09T07:17:41Z
dc.date.copyright 2019
dc.date.issued 2019
dc.description This article is not available at CUD collection. The version of scholarly record of this article is published in English Language Teaching (2019), English Language Teaching, available online at: https://doi.org/10.5539/elt.v12n4p21 en_US
dc.description.abstract The overwhelming power that English enjoys has become a threat to many indigenous languages that are losing the battle against English dominance and hegemony. One facet for this threat is the use of English as a medium of instruction (EMI). The EMI policy has been a naturalized and taken-for-granted practice without questioning or problematizing. As a result, academic Arabic is almost absent from the academic scene in the UAE higher education. This study aims to problematize the use of English as medium of instruction at three universities in the United Arab Emirates. It also aims to critically explore the perceptions of Arab university students who were in Arabic schools, of their Arabic proficiency after studying at university. Based on critical theoretical framework and approached from interpretive and critical paradigms, the study used a mixed-methods approach of quantitative and qualitative data collection methods. 268 surveys and 20 semi-structured interviews showed that students were aware of the decline in their Arabic proficiency due to studying via English. Results also indicated that students showed symptoms of Academic language attrition. c2019 by the author(s). en_US
dc.identifier.citation Masri, T. I. (2019). A critical examination of the Arab undergraduate students’ perceptions of their academic Arabic proficiency in three EMI universities in the UAE. English Language Teaching, (12)4, 21-31. https://doi.org/10.5539/elt.v12n4p21 en_US
dc.identifier.issn 1916-4742
dc.identifier.uri https://doi.org/10.5539/elt.v12n4p21
dc.identifier.uri http://hdl.handle.net/20.500.12519/382
dc.language.iso en en_US
dc.publisher Canadian Center of Science and Education en_US
dc.relation Author Affiliation : Taghreed Ibrahim Masri, Faculty of Communication, Arts and Sciences, Canadian University Dubai, Dubai, United Arab Emirates
dc.relation.ispartofseries English Language Teaching;Volume 12, Issue 4
dc.rights Creative Commons Attribution 4.0 License
dc.rights.holder Copyright : Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.subject proficiency en_US
dc.subject EMI en_US
dc.subject Arabic language en_US
dc.subject hegemony en_US
dc.subject problematization en_US
dc.subject inequity en_US
dc.subject marginalization en_US
dc.title A Critical Examination of the Arab Undergraduate Students’ Perceptions of their Academic Arabic Proficiency in Three EMI Universities in the UAE en_US
dc.type Article en_US
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