All Stories

  1. EFL teaching approaches in Saudi K–12 education: teacher-centered or student-centered
  2. One decade of “English as a medium of instruction” (EMI) in healthcare education
  3. Perspectives of English as a Medium of Instruction (EMI) Policy From Computer Instructors in Saudi Arabia
  4. A Thematic Review on Using the Children’s Communication Checklist to Identify and Diagnose Individuals With and Without Communication Disorders
  5. Perceptions of Saudi EFL Teachers on the Adequacy of Textbooks
  6. Learning Arabic as a second language in Saudi universities
  7. Inequity, inequality, and language rights in English as a Medium of Instruction Programs
  8. Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives
  9. Google Books Corpus and designing English for specific purposes materials
  10. Language Learners’ Attitudes Toward Online and Face-To-Face Language Environments
  11. Linguistic Hegemony and English in Higher Education
  12. The dilemma of English as a medium of instruction policy in science college programs
  13. English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors
  14. Correction to: English as a medium of instruction (EMI) in computing undergraduate programs
  15. English as a medium of instruction (EMI) in computing undergraduate programs
  16. English as the Medium of Instruction (EMI) in Undergraduate Engineering Programs
  17. Language barriers in multilingual Saudi hospitals: causes, consequences, and solutions
  18. Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language
  19. Learners’ beliefs about language-learning abilities in face-to-face & online settings
  20. Pre-service EFL Teachers’ Expectations, Needs, and Challenges in a Language Learning and Technology Course
  21. Switching of language varieties in Saudi multilingual hospitals: insiders’ experiences
  22. Language of Instruction Policy in Science Programs: Science University Students’ Voices
  23. Effectiveness of flipped language learning classrooms and students’ perspectives
  24. EFL Teachers’ Attitudes toward Commercial Textbooks in EFL Programs
  25. EFL Teachers’ Attitudes toward Commercial Textbooks in EFL Programs
  26. Makkah is the Ultimate Multilingual Phenomenon
  27. EFL Teachers’ Attitudes Toward Commercial Textbooks in EFL Programs
  28. Beliefs about and intention to learn a foreign language in face-to-face and online settings
  29. Teaching science subjects in Arabic: Arab university scientists’ perspectives