Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

Almohaimeed, Maram S.; Almurshed, Huda M.

doi:10.24093/awej/vol9no4.32

Cited by 19 publications

(17 citation statements)

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“…The findings showed that most female Saudi Arabian EFL students who participated in this study had positive attitudes toward using the MT (Arabic) in English grammar classes. This finding agrees with previous research on EFL students' attitudes toward MT use in EFL classes, indicating that EFL learners hold positive attitudes toward MT use in class (Brooks-Lewis, 2009;Al-Nofaie, 2010;Al-Shammari, 2011;Al-Mohaimeed and Al-Murshed, 2018;Kocaman and Aslan, 2018). However, this finding differs from Nazary's (2008) findings, reporting negative attitudes of the EFL students toward such use.…”

Section: Discussionsupporting

confidence: 91%

Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

Tubayqi¹,

Tale’²

2021

AWEJ

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Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

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Section: Discussionsupporting

confidence: 91%

Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

Tubayqi¹,

Tale’²

2021

AWEJ

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“…The use of translation might be helpful at certain early stages of the learning process as some researches as proved through examining the usage of translation on students at different levels -from Grade 10 (Laufer and Girsoi, 2008), Elementary School (Ramachandran and Rahim, 2004; Calis and Dikilitas, 2012), High School (Moritomo and Loewen, 2007) and preparatory courses in university (Almohaimeed and Almurshed, 2018). According to these studies, translation helps students to memorize and overcome learning difficulties as well as enable them to comprehend the target language through their mother tongue.…”

Section: The Use Of Translation As a Learning Strategy (The Argument)mentioning

confidence: 99%

The Use of Translation as a Learning Strategy: A Case Study of Students of the University of Bahrain

Thani

Ageli

2020

IJLLT

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The use of native language in learning English is a controversial issue. Some studies advocate its use while others are against it. As far as Arab Bahraini students are concerned, there are no studies that show whether translation is useful for students with different language proficiency and therefore, this study is filling a gap in knowledge in this area. This research aims to determine to what extent translation as a learning strategy is used by 4th year students and Orientation program students at the University. One hundred students from both groups participated in a survey with two sets of questionnaires related to beliefs and strategy use. The results of this qualitative and quantitative study have revealed that the majority of orientation students use translation as a learning strategy and hold positive beliefs about it, whereas a small percentage of the 4th year English major students still use translation as a learning strategy although they hold negative beliefs about it. As a result, it is recommended that students at public schools should have more exposure to English language during English classes, enabling them to think directly in the target language without being pressured to use translation. As a result, the number of students in the University orientation program will ultimately decrease due to the improvement of their language proficiency.

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“…Using learners' first language (L1) in the second language (L2) classroom has been an ongoing debate among researchers in L2 teaching. While several researchers acknowledge that the use of L1 within L2 classroom has a limited role on L2 learning progress (Almohaimeed & Almurshed, 2018;Ghobadi & Ghasemi, 2015;Çelik & Aydın, 2018), others believe that its uses support learners in making the most of their L2 learning. Debreli (2016), for instance, contends that the use of L1 in L2 classroom helps learners, in particular, to understand better teachers' explanation on specific difficult topics and new lexical items, while Dewi and Setiadi (2018), as well as Tsagari and Giannikas (2018), believe that use it in a principled way help teachers and learners to foster L2 teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

“…Brown (1994) has argued that the target language system is learned through the process of struggling to communicate. It is on this ground that most opinion on limiting the use of L1 in L2 classroom has been based and suggesting that L2 learners should have meaningful exposure to the L2 to obtain the most benefit (Almohaimeed & Almurshed, 2018;Ghobadi & Ghasemi, 2015;Karimian & Mohammadi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

Abid

2020

Lingua Cultura

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The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output.

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Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

Cited by 19 publications

References 0 publications

Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

The Use of Translation as a Learning Strategy: A Case Study of Students of the University of Bahrain

Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

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