The speculation, that the Saudi EFL learners with less exposure to the target language exhibit more mother tongue influence on their second language speaking, is apparent. The phonetic similarity of two languages helps EFL learners to grasp the lexical accent with the accurate articulation of the words from the second language. However, the difference in sound patterns in various languages prompts the learners to mispronounce the words more frequently. This critical study endeavors to evaluate the influential aspects of the mother tongue on the EFL learners’ second language (L2) discourse. This research is carried out through a qualitative method for critical discourse analysis to answer the main question; what significant errors students make that reflect their mother tongue influence? For a comparative study, the participants are the Saudi undergraduates from multidimensional sections of female colleges in King Khalid University and the non-native English-speaking teachers from five different nations, who also manifest the influence of their mother tongue on English language speaking. Their recorded presentations and conversations were analyzed to identify the interference of their mother tongue on their English language performance. The language patterns of both students and the teachers eventually affect their English language efficiency. The significant outcome of this study reveals the possibility of the pros and cons of the mother tongue on L2 learning. The data also revealed that the inability of faculty members to produce the flawless accent of the English language has a significant effect on Saudi learners’ oral performance.
The education system in the Kingdom of Saudi Arabia is on the verge of digital advancement. Primarily, this research paper aims to examine how a digitally competent teacher can help the institution and its learners to achieve high-level competency in digital and academic learning, as well as to develop critical thinking. It also intends to focus on the characteristics of e-teaching and the consequences of learning competency with its implication in female undergraduate colleges of King Khalid University. For the data collection, both the qualitative and quantitative approaches were employed. Several teachers were interviewed on their experiences with the utilization of digital sources, whereas, a large group of students from distinct study areas responded to a questionnaire to provide their feedback on their e-learning experience. The analysis indicates the necessity of appropriate trainings for e-teachers to handle the unexpected situations that occur during the teaching or evaluating process. Despite being a challenging task, they found it very useful to make students engaged with varied activities. The results also demonstrate that the eteaching experience with digital media enables the teachers to assess their digital competence and teaching efficiency.
The speculation, that the Saudi EFL learners with less exposure to the target language exhibit more mother tongue influence on their second language speaking, is apparent. The phonetic similarity of two languages helps EFL learners to grasp the lexical accent with the accurate articulation of the words from the second language. However, the difference in sound patterns in various languages prompts the learners to mispronounce the words more frequently. This critical study endeavors to evaluate the influential aspects of the mother tongue on the EFL learners' second language (L2) discourse. This research is carried out through a qualitative method for critical discourse analysis to answer the main question; what significant errors students make that reflect their mother tongue influence? For a comparative study, the participants are the Saudi undergraduates from multidimensional sections of female colleges in King Khalid University and the non-native English-speaking teachers from five different nations, who also manifest the influence of their mother tongue on English language speaking. Their recorded presentations and conversations were analyzed to identify the interference of their mother tongue on their English language performance. The language patterns of both students and the teachers eventually affect their English language efficiency. The significant outcome of this study reveals the possibility of the pros and cons of the mother tongue on L2 learning. The data also revealed that the inability of faculty members to produce the flawless accent of the English language has a significant effect on Saudi learners' oral performance.
The education system in the Kingdom of Saudi Arabia is on the verge of digital advancement. Primarily, this research paper aims to examine how a digitally competent teacher can help the institution and its learners to achieve high-level competency in digital and academic learning, as well as to develop critical thinking. It also intends to focus on the characteristics of e-teaching and the consequences of learning competency with its implication in female undergraduate colleges of King Khalid University. For the data collection, both the qualitative and quantitative approaches were employed. Several teachers were interviewed on their experiences with the utilization of digital sources, whereas, a large group of students from distinct study areas responded to a questionnaire to provide their feedback on their e-learning experience. The analysis indicates the necessity of appropriate trainings for e-teachers to handle the unexpected situations that occur during the teaching or evaluating process. Despite being a challenging task, they found it very useful to make students engaged with varied activities. The results also demonstrate that the e-teaching experience with digital media enables the teachers to assess their digital competence and teaching efficiency.
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