This study examined student attitudes toward the use of Arabic in English-medium instruction (EMI) in an international branch campus (IBC) in Qatar. A questionnaire was used to elicit attitudes of 57 engineering students (44 Arabic L1; 13 non-Arabic L1) taking EMI courses. Data were analyzed using descriptive statistics, a one-sample t-test, and a qualitative analytic deduction approach. Overall, findings showed that students generally welcomed Arabic in this IBC and were supportive of English as a medium of instruction rather than a monolingual conception of EMI. For non-Arabic L1 students specifically, data revealed that despite not speaking the language, the students held neutral views toward Arabic use in the IBC courses. Data on Arabic L1 student attitudes in various academic courses that compose the degree program showed that Arabic use was most favored in political science/history and least favored in math. The Arabic L1 students indicated positive attitudes toward the use of Arabic during class discussions but held neutral to negative attitudes toward its use in lectures, readings, and assignments. In light of the findings, policymakers, university administrators, and IBC instructors are encouraged to implement practices that align with English as a medium of instruction rather than a monolingual EMI.

这项研究调查了卡塔尔国际分支校区（IBC）中学生对使用阿拉伯语进行英语-中等语言教学（EMI）的态度。使用问卷调查表来调查接受EMI课程的57名工科学生（44名阿拉伯L1； 13名非阿拉伯L1）的态度。使用描述性统计，一样本t检验和定性分析推导方法分析数据。总体而言，调查结果显示，学生一般在这个IBC欢迎阿拉伯语和英语分别支持性作为一个教学语言，而不是EMI的单语概念。具体来说，对于非阿拉伯语L1学生，数据显示，尽管他们不会说英语，但他们对IBC课程中的阿拉伯语使用持中立看法。构成学位课程的各种学术课程中有关阿拉伯语L1学生态度的数据表明，阿拉伯语的使用在政治学/历史学中最受欢迎，而在数学方面则最不受欢迎。阿拉伯L1学生在课堂讨论中表示对使用阿拉伯语持积极态度，但在演讲，阅读和作业中对使用阿拉伯语持中立至消极态度。在调查结果，决策者，大学管理者和IBC教官的光被鼓励实施的做法，与英国对齐作为一个 教学语言，而不是单一语言的EMI。