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العنوان

أداء الكتابة التجارية والمماراسات التدريسية في سياق التدريس باللغة الإنجليزية: دراسة مختلطة متعددة المواقع لدى طلاب الدبلوم في المملكة العربية السعودية

Abstract

Saudi Arabia’s Vision 2030 treats English Medium Instruction (EMI) as a central instrument in vocational colleges, on the assumption that delivering content in English develops the professional literacies, business writing among them, that the labour market demands. This study examined business writing performance and the instructional practices associated with it among diploma students in Marketing and Business Administration at five Saudi public applied colleges, using a convergent mixed-methods design that combined a writing performance task (N = 130), a perceptions and affective-beliefs questionnaire (N = 130), semi-structured instructor interviews (N = 18), and structured classroom observations (N = 10). Because the design is cross-sectional and post-only, it describes current performance, perceptions, and observed practices and their associations rather than change attributable to EMI. A career motivation-preparedness gap emerged: 89.2% of students agreed that business writing improves career prospects, yet only 26.9% considered their programme adequate preparation for labour-market writing demands (Item 15) and 27.7% reported overall satisfaction (Item 16). Performance on a single short-form professional email task was moderate (M = 12.14 of 16, SD = 2.43; 75.9%, with 52.3% falling in that band), the weakest dimensions being genre conventions and register. Perceived instructor practices were significantly associated with performance (β = .31, p < .001, sr² = .084), with self-rated proficiency and writing anxiety entered as concurrent covariates. Interviews and observations showed an absence of explicit genre instruction, institutional impediments, and a tendency to externalise deficits, a pattern consistent with policy-practice decoupling in which EMI adoption may function as a compliance mechanism without corresponding attention to writing pedagogy. The findings are associational and scoped to short-form corporate correspondence. They inform the proposed EMI-Business Writing Efficacy framework and offer genre-based implications for English for Specific Purposes practitioners.

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