شبكة المعلومات العربية التربوية

This research dives into the English-speaking capability of instructors in multilingual instructive settings, with a particular center on Lebanon. Within the era of English-medium instruction, this study addresses the central question of how proficient instructors are in spoken English. Whereas English has picked up prominence as the language of instruction globally, there is a lack of research investigating this issue in non-native English-speaking settings. The urgency of this research emerges from its potential impact on students' educational encounters and results. By utilizing the IELTS test, we evaluated the speaking capacities of instructors. Our discoveries uncover that a critical proportion of instructors demonstrated a moderately low level of English-speaking proficiency. This study fills a significant gap within the literature and offers insights into the challenges and suggestions of English-medium instruction in non-native English-speaking nations. In addition, our results highlight the need for targeted teacher training programs and curriculum advancement to improve the quality of instruction in multilingual environments. Thus, our research has far-reaching implications for instructive policy and informs global language instruction techniques. (Published abstract)