ABSTRACT This study examines how university students across six Gulf countries—Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates—position themselves in relation to English as a global language and how English‐medium instruction shapes their cultural and linguistic identities. Drawing on positioning theory, the research examines students’ everyday language use and their perceptions of English's role in education and society. Data were collected through questionnaires. The findings reveal a state of strategic dualism, in which students manage individual agency by strictly separating their linguistic worlds. While English use is dominant in education, it drops sharply at home. Crucially, the results show that higher English proficiency actually reduces cultural anxiety, challenging the narrative that English always threatens identity. Additionally, the findings reveal that, although British English continues to influence education systems due to historical and governmental ties, American English is increasingly preferred by students, reflecting globalisation, media exposure and international academic aspirations. The study emphasises the ongoing negotiation of linguistic identity in the Gulf, where English serves both as a tool for opportunity and as a marker of social positioning within rapidly evolving educational contexts.
Aljehani et al. (Sat,) studied this question.