Abstract

This study examines the socio-emotional impact of English Medium Instruction (EMI) on undergraduate students in Saudi Arabia and how various social and educational trends influence their attitudes, emotions, and perceptions of cultural identity. Using a qualitative research approach, the study employs focus group discussions and thematic analysis to explore students’ experiences. Three focus group sessions were conducted, each comprising five female students from different faculties and academic years, totaling 15 participants. Data collection involved semi-structured interviews, allowing for in-depth discussions on students’ challenges and coping mechanisms.

Findings reveal that while students recognize the advantages of English proficiency for academic success, employment, and communication, they also experience anxiety, cultural tensions, and societal pressure related to English language use. Students report feeling more comfortable using English in informal settings, such as conversations with friends, but experience heightened stress in formal or professional environments.

The results suggest that to alleviate the emotional and psychological burdens of EMI, educational institutions and policymakers should implement supportive strategies that address language anxiety and social isolation. The study highlights the need for inclusive learning environments that foster linguistic confidence and cultural integration while navigating the complexities of English as a dominant academic language in Saudi Arabia.

This work is licensed under a Creative Commons Attribution 4.0 License.