Abstract
The paper discusses how an English Medium Instruction (EMI) environment, which is based on a Content-Based Instruction (CBI) approach, affects the learning outcomes of English for Specific Purposes (ESP) students in Arab world universities. The study adopted a quasi-experimental mixed methods design, comparing the acquisition of listening comprehension skills, motivation, and attitudes towards learning among 125 students from Bahrain, Saudi Arabia, and Egypt. The findings revealed that the combined EMI/CBI strategy resulted in a significant improvement in the listening skills of all participant groups, with performance levels varying depending on the national environment. Additionally, the intervention led to significant positive changes in student motivation and attitudes, with the most notable attitude shifts observed among cohorts in Saudi Arabia and Egypt. The results emphasize the importance of teaching language and content simultaneously in ESP classrooms and highlight the substantial impact of local socio-educational factors on teaching effectiveness. This study provides evidence-based recommendations for educators and policymakers by presenting a model that supports the successful implementation of immersive, content-based language pedagogy tailored to the diverse educational contexts within the Arab region.