August 7, 2025Frontiers in EducationOpen Access

STEM lecturers’ English language communication practices, ability beliefs, and needs: the case of Saudi universities

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MAIN FINDING: STEM lecturers at Saudi universities exhibit varied communication practices based on self-perceived English language abilities.
KEY EVIDENCE: One-way ANOVA showed significant differences in language practices, abilities, and needs among 191 lecturers from different STEM fields.
APPROACH: Data collected through a four-part questionnaire capturing EMI experiences and professional development requirements of lecturers.
SIGNIFICANCE: Findings highlight the necessity for tailored language support to address the communication needs of faculty in higher education.

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Survey reveals significant gaps in English language proficiency among STEM lecturers in Saudi universities, indicating strong communication needs.

Latif et al. (2025) studied this question.

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Survey reveals significant gaps in English language proficiency among STEM lecturers in Saudi universities, indicating strong communication needs.