Essay on Written Language Use Data Analysis

Published: 2021/11/24
Number of words: 2219


English is commonly spoken language worldwide, yet it is uncommon since the great majority of speakers are not native speakers. Less than 400M individuals use it as their first language among the nearly 1 5 billion people who speak English. That indicates that it’s a secondary language that speaks over 1 billion. In its newest study, the English Proficiency Index has released where English is studied in every country across the world and where the quality of teacher education in each country is found.

In some non-English linguistic countries, the language used for communication is English. Nowadays, English is a worldwide and technological language. An essential part of the world’s culture is the English language, which has become the language of technology and worldwide business. Due to this, most individuals built their worldwide enterprises using English as a communication medium to succeed. There are numerous possibilities for people to improve their lives worldwide, and English is one of them. Science, mathematics, and other topics are taught in schools in many non-English-speaking nations. The North Africa and Middle East are the poorest regions, with all but two states – Morocco and the UAE has been ranked very low.

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Qatar’s higher education system has experienced significant changes in recent years due to the country’s ambitious educational reform effort. While this trend has brought in several foreign branch campuses that have opened up previously unavailable academic possibilities, it has also generated some tension between local values and Western institutions. Various studies on various elements of Qatari higher education have been done. However, each research gives a glimpse of a very intricate institution. The paper analyzes policing changes in higher education in the Arab Gulf states and their probable consequences following the written material gathered. As a method of transforming English as a medium of instruction in the New Age education (EPEN) context, the Dynasty of Qatar, for example, ordered a bilingual education system. Arab teachers who do not have the skills to speak English have been compelled to learn English at government agencies referred to autonomous institutions in a concise amount of time (EFL). As a result, expectations are high at all levels of Qatar’s educational system to achieve the criteria set by the abovementioned order.


The paper aims to evaluate the influence of modern educational reforms on the precise impact of EMI on indigenous language in the Arabian Gulf states. This will address the following research issues.

How do students of the EFL view the risk to their mother language in an EFL environment as adult Qatari university students?

In a setting of English Medium Learning (EMI), how cognitively competent are adults of Qatari universities?

How do adult students in Qatari feel about the need for English to study at their Qatari institution to study Arabic?

Literature review

Qatari pupils now address the EMI in their independent schools before attending EFL due to educational changes in the country. Surprisingly, Parents of these young people are unhappy with these changes Cherif’s studies, for instance, shows that the EMI reform in Qatari houses generated enormous tension, prompted parents to be uncomfortable, and sought out pricey English lessons at home Ellili-(2014). This strategy puts more money on parents. Another parent expresses her unhappiness with the shift in schooling in the same research and supports her widespread view that state schools have abandoned them.

Although the reforms are designed to achieve success in the future, mothers and dads are disappointed with their child’s education changes. In EMI classrooms, also, Arab teachers are insecure about their skills in English must now teach. More than 60% of the instructors surveyed have expressed their unhappiness with the modifications in recent studies (Ellili-Cherif, 2014). More importantly, the reviews constitute a threat to Qatari language and culture, believes Ellili-Cherif. The Omanis seem to have welcomed the EMI with open arms, and Omani schoolchildren’s parents are not hesitant to introduce the EMI to their young children.

The outcome of a recent Tekin (2015) research at the University of Sultan Qaboos in Oman shows that Omani families are very motivated to increase their children’s English language abilities from an early age to achieve success. The essay in Tekin also demonstrates that Anglicism is becoming a frequent government trend in the Arabian Gulf, as it is equated with future wealth. Education contributes to over 24% of government expenditure in Oman (Tekin, 2015). This considerable amount of funding shows the state’s willingness to support education, and EFL now serves as the medium of higher education and promotion throughout the Arabian Gulf.

EFL has also been given since 1994 in Kuwait because the government believes that it promotes student learning growth and outcomes (Alrabah et al ,. 2016). Just as the Oman, in elementary schools, Kuwaiti kids start to learn English and go to university. The expectations increase as pupils progress in grades, with expertise as their ultimate aim. In its schools and colleges, Saudi Arabia also seeks to adopt the EMI (Khan, 2011). Saudi Arabia just like many of its neighbors, it believe to the fact that English is globally recognized and it has made significant efforts to instruct its population. The country of the area’s most excellent geographical bulk confronts more barriers than the smaller Gulf nations to constructing the EMI. There might be few publications because the problem is under investigation at this stage. This was one of the reasons why this investigation was carried out.


To obtain qualitative data, an interview was used. Linguistic loss, colonialism, Lingua franca, loss of cultural values and loss of identity are the policies issues which have been considered. Students’ perceptions, feelings, frustration, and hopelessness were analyzed as variables. Data were primarily collected through semi-structured focus group interviews (Skutnabb 2000). In an EFL environment, how do the native students of Qatari view their nativity language group being threatened? To determine the probable causes of linguicide, it is necessary to collect this information. This interview has allowed the participants to explain their emotions. The focus group allowed students to discuss their perceptions, sentiments, frustration, and desperation that they might not have had before (see Appendix).

Moreover, the third technique of data collection was a narrative journal. This allowed the instructor to properly document the observations and thoughts made in class (Mills, 2014). The interview allowed student participants to expound on their survey replies and express their emotions (see Appendix). The focus group allowed students to share their perceptions, feelings, frustration, and despair, which they may not have had previously. The third technique of data collection was a narrative journal. This allowed the instructor to properly document the observations and thoughts made in class (Mills, 2014). Eleven sophisticated male intermediate participants enrolled in this action study at the foundation English language learning program. The ages and vocations represented were wide-ranging. The research was conducted at an IEP University in Qatar.


Figure 1: Thematical findings from Native Qatari College student target group interview session.

Questionnaire feedback

  1. For many of non-Arabs residing in Qatar, communication language recognized is English.
  2. English is a communication, business, technology, and tourism media in addition to the 2022 World Cup. It’s also tomorrow’s language.
  3. To order meals in restaurants only, English is needed.
  4. In the 1930s, English was introduced by the British and has since remained in Qatar. British ownership of the national telecoms business, and England was CEO of the national cable company.
  5. Non-Arabic-speaking visitors, much as Qatari in Japan are compelled to study Japanese, should learn Arabic while resident in Qatar.
  6. For Arab-Muslims, the Arabic language is a delight and should not be overlooked.


The Arabian Gulf countries have high goals and missions and their share of challenges (Findlow 2006). How well-prepared are these nations for EFL education to achieve their goals? In the process of making decisions, new curriculums are created. Education institutions such as colleges and universities have been created for the benefit of EMI. Do the nationalities desire to study and acquire English? There may be some exceptions, such as the parents in Tekin’s research (2015).

Student oppression can also result from EMI, on the other side (Ahmadi, 2015). The Arab Peninsula has a lengthy history of conquering, as does the British Council. The research by Ellili-Cherif (2014) suggested that all Qatari trainers who cannot speak English should engage in the language enhancement program of the British Council. The British Council of Doha, which provides tests such as IELTS, is instructed in English. The British Council, of course, has promoted itself as the world’s most extensive program for English with a business motivation. The Qatari people have become a trustworthy hub for the BC because word of mouth is still more potent than any other communication. The respondent neglected to disclose that the BC was, among other things, principally an English provider to prepare specific examinations (ESP) and IELTS examinations.

In contrast to the Qatari college, the BC does not provide bachelor’s degrees. The program at the college needs complete enrollment and students to heed the program’s attendance rules to participate. The student who misses more than ten contact hours will be dismissed from the program, with only one more chance to be restored afterward. After failing a second time in college, a student will not be permitted to re-enroll. The IEP program must be completed successfully to be eligible for enrollment. These are all lofty goals for nations, but obstacles must also be considered while promoting a vision or purpose on a national scale.

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The author has personal experience with hostility expressed by Qatari students toward the IEP program when asked whether they want to study English (Rass & Holzman 2010). In their eyes, it stands in the way of getting their Arabic degrees, which would lead to a higher wage. Students have also voiced concern about losing their culture in addition to their financial goals. Ellili-Cherif and Romanowski’s (2013) study echoes this viewpoint, as does one interviewee’s concern that the English language would supplant Arabic in his nation. The Arabian Gulf states are largely expatriate and have professional strength, which does not speak Arabic. This is no baseless concept. As a result, citizens of different Arab Gulf states are aware of this, either bilingual or multilingual.


The majority of those affected by the rapid shift in the language environment, according to current research, oppose EMI in their country if given a choice. Qatari parents report that their children performed better academically before EMI became required in government schools. In this parent’s opinion, the child’s academic failure results from EMI (Ellili-Cherif, 2014). When compared to Arabic, English is a foreign language. Grammar translation is not feasible since both languages come from separate language families. Every Arab Gulf (Findlow 2006) Country does not embrace EMI. Some students may consider it a novelty language, and many Qatari people regard it as time-loss and even dangerous for their mother’s tongue. Most of Saudi Arabia’s former students even foresaw the collapse of EFL instruction in the Arabic language (Ahmadi, 2015). This leads to the problem of protecting Arabic against foreign languages that have been invaded in those nations. The author recommends first assessing the necessities of the people. An evaluation of requirements should be done to guarantee that EMI is offered to those who voluntarily wish for EMI rather than to make dramatic changes to their language policy. In the absence of this, views about EFL may continue to deteriorate in the future. The more bitter the students, the more difficult it will be to keep them on campus. In the end, though, it may function as a solution if it allows nations to participate in educational reform efforts.


Ahmadi, Q. S. (2015). Othering in the EFL classroom: An action research study. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-59261(4), 439-468.

Alrabah, S., Wu, S. H., Alotaibi, A. M., & Aldaihani, H. A. (2016). English Teachers’ Use of Learners’ L1 (Arabic) in College Classrooms in Kuwait. English Language Teaching9(1), 1-11.

Ellili-Cherif, M., & Romanowski, M. (2013). Education for a New Era: Stakeholders’ Perception of Qatari Education Reform. International Journal of Education Policy and Leadership8(6), n6.

Ellili-Cherif, M. (2014). Integrated language and content instruction in Qatar independent schools: Teachers’ perspectives. Teacher Development18(2), 211-228.

Findlow, S. (2006). Higher education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education27(1), 19-36.

Khan, I. A. (2011). The teacher of English: Pedagogic relevance in Saudi Arabia. English Language Teaching4(2), 112-120.

Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Rass, R. A., & Holzman, S. (2010). Children’s Literature in Traditional Arab Schools for Teaching English as a Foreign Language. English Language Teaching3(1), 64-70.

Skutnabb-Kangas, T. (2000). Linguistic genocide in education–or worldwide diversity and human rights?. Routledge.

Tekin, A. K. (2015). Early EFL Education Is on the Rise in Oman: A Qualitative Inquiry of Parental Beliefs about Early EFL Learning. English Language Teaching8(2), 35-43.

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