Arab Gulf English majors’ language preferences, use and beliefs across domains

English is the dominant medium of instruction for numerous university programmes across the Arab Gulf. While a growing body of research examines learners’ attitudes towards English Medium Instruction (EMI), issues of language preference/use have received far less attention. The research reported here sought to redress this imbalance by examining the domain-based language preferences, use, and beliefs of English majors at Oman’s national university. A mixed methods approach was employed involving the administration of a 35-item questionnaire to 120 English majors and one-on-one semi-structured interviews with 13 participants. Descriptive analysis, Pearson’s chi-squared test, and Cramer’s V test were used to examine questionnaire data, while interview transcripts were analysed thematically before data triangulation was performed. Findings indicate respondents preferred and used English for academics and intended careers, Arabic for familial interactions, and both English and Arabic or English by itself to talk about feelings and beliefs. English and Arabic were almost equally preferred for identity representation, with a significant minority of respondents expressing a desire to study their majors in Arabic. Although gender and English proficiency were not found to be related to beliefs about language importance, Arabic proficiency had a moderate, statistically significant association. Arab students employing English to express cultural beliefs and identities has not been widely reported in the existing literature. Results suggest that, despite evidence of emerging bilingualism in some domains, reform to tertiary-level language of instruction policies and planning in the region and similar contexts worldwide, including by offering Arabic Medium Instruction options, may be necessary to ensure effective education provision.