English as a Medium of Instruction in Arab-Speaking Hospitals: Opportunities and Challenges

Background: English is the main language of instruction in hospitals in Arab-speaking countries. Many Arab-speaking healthcare professionals struggle to achieve the necessary English proficiency, leading to limited comprehension, communication difficulties, and anxiety. This problem has academic, professional, and patient-safety implications. Objective: This study focuses on Arab-speaking countries, using Saudi Arabia as a representative example to reflect wider trends in English as a Medium of Instruction (EMI) settings. Method: A mixed-methods research design to explore English language proficiency among second-year healthcare professionals in three major Arab-speaking universities. Standardized language assessments, hospital setting observations, and semi-structured interviews were used to triangulate findings. The study also included input from hospital supervisors to examine instructional practices and perceptions of student language preparedness. Results: Findings showed a significant gap between expected and actual proficiency. Most staff scored below intermediate on tests, particularly in listening comprehension and academic writing. Classroom observations revealed a strong reliance on Arabic. Hospital supervisors were concerned about language difficulties impacting learning and clinical competence. Interview data highlighted staff's lack of confidence, limited vocabulary, and insufficient exposure to authentic medical English. Conclusion: English language proficiency is a critical yet often neglected component of hospital communication in Arab-speaking countries. Without strategic interventions—such as integrated English for clinical practice courses, content-based instruction, and hospital supervisor development—staff will continue to struggle. Addressing this issue requires collaboration among language departments, medical faculties, and policymakers.