Students perceptions of using a second language in a mother tongue dominated environment

Abstract

While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

Towards effective Teaching and learning ESP in mixed classes: Students’ interest, challenges and remedies

“…Teachers should also vary the teaching and learning methodologies and give enough rooms to practical oral and written exercises. This is in line with Gᾴlovά (2007) who proposes seven solutions to grapple with a series of difficulties for effective teaching and learning ESP in mixed classes in higher education suchs (1) to vary topics and content so that students are more likely to feel interested; (2) Set open-ended tasks so that learners may complete them according to their levels; (3) provide activities with varying degrees of difficulties so that sometimes even more advanced students may find them a challenge which will help them to increase their motivation; (4) Use pair and group works so that they may help one another; (5) Group them according to their levels so that no one will feel ashamed of his her performance; (6) Attend to particular individual difficulties and ( 7) provide additional materials to those who may need it.…”

“…Having been trained in English and taught English as a subject, it is still hard for them to minimize language errors which means expectations while teaching them English for specific purpose are not met. Inherently, while Bazimaziki (2018) recommended that efforts be made to practice and improve English language for effective communication, it is not actually done at the expected level due to various factors. To a certain extent, this is rooted in learners' low communication competence coupled little interest while Kimbouala et al(2018) believe that lack of motivation and difficulties to express themselves in the target language militate against the effective learning.…”

“…International Journal of English Literature and Social Sciences, 5 (2) Mar-Apr 2020 |Available online: https://ijels.com/ ISSN: 2456-7620 https://dx.doi.org/10.22161/ijels.52. 27 507…”