Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

Abstract

In the literature of second language teaching and learning, the use of students' first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers' perceptions of the use of students' first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students' native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students' first language in their EFL classrooms. Moreover, when investigating the relationship between teachers' English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.

English Language Teachers’ Perspective of Using L1 in TEFL Class

“…The first clarification is based on the questionnaire data divided into three contexts: preteaching activity, whilst teaching activity, and postteaching activity. It is because the use of L1 in English class depends on the material, activity, task, and needs of the students and the goal of the class (Karatas, 2016;Al-Amir, 2017;Shabir, 2017). Moreover, the discussion continues with the teachers' perspectives I n P r e s s about their reason for using L1 in their English class.…”

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

“…A considerable amount of literature has focused on teachers' and learners' perceptions of CS in EFL classrooms. For instance, previous studies have confirmed that teachers and learners showed positive attitudes and acceptance of CS in EFL classrooms (e.g., AbdelMagid & Mugaddam, 2013;Al Adnani & Elyas, 2016;Al-Amir, 2017;Al-Balawi, 2016;Alkhudair, 2019;Al-Nofaie, 2010;Yao, 2011). Al-Nofaie (2010) argued that CS is an unavoidable phenomenon.…”

The Role of Digital Media Technology in Arabic and English Classes in the Kingdom of Jordan

“…Challenges and Considerations: Despite the numerous benefits of digital media technology in Arabic and English classes in Jordan, there are also challenges and considerations that need to be addressed. These include issues of access to technology and reliable internet connectivity, ensuring the quality and authenticity of online resources, addressing concerns about privacy and security, and providing adequate training and support for teachers and students to effectively use digital media technology for language learning (Martnez Lirola, 2020;Al-Amir, 2017;Muhsen Al Harbi, 2017;Goundar, 2019).…”