Instructors’ perceptions and use of first language in EFL classes in Afghanistan

Orfan, Sayeed Naqibullah

doi:10.1016/j.heliyon.2022.e12772

Cited by 2 publications

(3 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most of the participants used GT to translate learning materials from English to their first language. It is similar to the findings of the study by Orfan (2023) who reported that EFL lecturers used students' first language to explain complicated ideas and concepts to EFL students. This can be accounted for by the fact that students' English, particularly those in first and second year, is not proficient enough to understand learning materials in English since most lecturers use learning materials and textbooks developed for English native speakers.…”

Section: Discussionsupporting

confidence: 90%

Undergraduate English Students' Use of Google Translate in Afghanistan

Orfan

2023

International Journal of Web-Based Learning and Teaching Technologies

Self Cite

View full text Add to dashboard Cite

Google translate (GT) is widely used by students around the world. The current study examined English students' use of GT in Afghanistan. A survey questionnaire was used to collect data from 132 randomly selected students from a public university in Afghanistan. Descriptive and inferential statistics were used to analyze the data. The findings showed that the participants had positive attitudes towards GT, and they were aware of GT drawbacks. The participants utilized GT for numerous reasons including not feeling confident in their own translation. They used GT for a number of purposes to varying extent. They frequently used GT to look up general and technical words as well as idioms and collocations. They also used it for translation purposes. The participants' gender affected their attitudes towards GT but not their use of it" with "There were differences between female and male students' attitudes towards GT. The study recommends instructors to adopt GT, particularly those teaching in Afghanistan, in their classes and encourage students' critical use of GT.

show abstract

Section: Discussionsupporting

confidence: 90%

Undergraduate English Students' Use of Google Translate in Afghanistan

Orfan

2023

International Journal of Web-Based Learning and Teaching Technologies

Self Cite

View full text Add to dashboard Cite

show abstract

“…This view aligns with Luitel's (2017) observation that using the L1 is essential mainly as a means of mediating learner's L1 and L2 in TL learning, because it functions as a bridge between the two. Yet, Orfan (2023) interprets this phenomenon somehow differently: the chance of using the L1 in an L2 classroom increases when the teachers and the students are less proficient in the TL.…”

Section: Discussionmentioning

confidence: 99%

“…Notwithstanding, some studies depicting different results of using the L1 in L2 teaching are also encountered. Orfan (2023), for example, observed both facilitating and interfering roles of the L1 in various aspects of L2 learning. Others (e.g., Dang & Nguyen, 2020;Pulido, 2021;Simonet & Amengual, 2020) observed the interference of L1 in L2 learning.…”

mentioning

confidence: 99%

Uses of the First Language in the English as a Foreign/Second Language Classroom: Teachers’ Views and Arguments

Luitel,

Poudel,

Sharma

et al. 2023

TEFLIN

View full text Add to dashboard Cite

Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2).

show abstract

Instructors’ perceptions and use of first language in EFL classes in Afghanistan

Cited by 2 publications

References 44 publications

Undergraduate English Students' Use of Google Translate in Afghanistan

Undergraduate English Students' Use of Google Translate in Afghanistan

Uses of the First Language in the English as a Foreign/Second Language Classroom: Teachers’ Views and Arguments

Contact Info

Product

Resources

About