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Abstract In response to the new policy of English department, the internship program has been shifted to virtual programmes. As part of this initiative, the university has collaborated with other educational sectors to offer a virtual English as a Foreign Language (EFL) internship programme aimed at training individuals as EFL teachers. The aim of the study was to investigate student perceptions of dynamic social structures and communities of practice in technologically mediated environments, particularly in relation to virtual internships. The authors recognised a gap in research regarding how EFL students create meaningful learning experiences and how they build their practical knowledge in mediated communication environments. Quantitative and qualitative research methods were used. 50 students comprised the study subjects. The data were collected from multiple sources: interviews, students’ reflections, and community of inquiry and practice survey instruments. The findings revealed that an unprepared virtual environment led to social anxiety and challenges related to real-world work experience. The study suggests that evidence-based interventions in technologically mediated, virtual learning environments can help to resolve study findings with this goal: fostering a sense of belongingness and community that can promote effective remote interactions between learners and their teachers to ensure that internships serve students best.

Abstract The Kingdom of Saudi Arabia (KSA) has recently made significant changes to its tertiary education programs, aligning itself with other nations in the Middle East and North Africa by adopting the practice of English Medium Instruction (EMI). However, EMI is not without drawbacks. In the UAE and Qatar, for example, researchers have reported on the potential adverse consequences of the policy. This study seeks to explore KSA university students’ and instructors’ attitudes toward EMI, with a significant focus on broader social and cultural perceptions, while also addressing pedagogical issues. This approach contrasts with the predominant focus in the existing literature, which primarily emphasizes pedagogical aspects. A mixed-method approach is utilized in which students were surveyed quantitatively, and instructors were interviewed. The study does not reveal any evidence of broader social and cultural concerns such as those reported elsewhere; however, the findings do indicate student resistance to a monolingual approach, whether English or Arabic. Thus, by taking into consideration the findings presented here and in other studies, in conjunction with relevant theoretical suppositions, this study substantiates the benefits of a mixed-medium approach combining English and Arabic.