Teachers’ and Students’ Attitudes towards L1 Use in EFL Classrooms in the Contexts of Bangladesh and Saudi Arabia

Shuchi, Israt Jahan; Islam, Asharul

doi:10.5539/elt.v9n12p62

Cited by 21 publications

(17 citation statements)

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“…In line with these researches, Lo [2] found that insight shifting of the role play in learning foreign languages beginning to show its effect on the classrooms practice. Shuchi & Islam [25] propose that "a judicious and moderate use of L1 does not hinder learning; rather, it assists, aids and facilitates the teaching and learning process thus providing the teacher with an effective pedagogical tool for maximizing the learning outcomes".…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia

Zainil¹

2019

KSS

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Section: Introductionmentioning

confidence: 99%

Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia

Zainil¹

2019

KSS

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“…Specifically, students can use E-learning resources to acquire the four main English language skills (listening, speaking, reading, and writing) (Yang & Chen, 2007;Shuchi, & Islam, 2016). This section elaborates on the affordances of E-learning today, and discusses the implications for Saudi students, while also identifying the challenges associated with these aspects when balancing the argument.…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Mutambik¹

2018

ELT

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Over the past few decades, there have been tremendous increase in technology advancement and the significance of this in the field of education cannot be overemphasised. The adoption and use of E-learning in studying EFL, in particular, is one such areas that has experienced such fast-paced development for some time now. As a result, the government all over the world are committing a lot of resources to keep up with this technology advancement. In this light, the government of Saudi Arabia through its Ministry of Education has recently made commitment, both as the practical and policy levels, with the hope to also benefit from using E-learning in studying EFL in Saudi Schools. However, little is known about the perception of students and teachers regarding the role of E-learning is studying EFL in the Saudi context. In an attempt to contribute to this research base, this paper draws on an empirical investigation using group interviews with students and teachers in order to gain insight into their perception about the role of E-learning in studying EFL in Saudi Arabia. The findings are presented and discussed in four thematic areas: promoting key learning skills, independent learning, flexible learning and interactive learning. The paper also highlights the limitations of the research and concludes by making a number of recommendations.

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“…Other researchers go further, arguing that the use of the L1 is likely to be an indicator of inadequate proficiency among non-native speaker teachers (Harbord 1992, Turnbull 2001). Thus, the over-use of the L1 may cause confusion and negative consequences for On the basis of the above review, many studies have examined the use and role L1 in the L2 classroom (Ahmad and Jusoff 2009, Carless 2007, De la Campa and Nassaji 2009, Malik 2010, Mansor 2017, Shuchi and Islam 2016, Yavuz 2012. A research study conducted by Shuchi and Islam (2016) in two different teaching contexts (Bangladesh and Saudi Arabia) investigated the use of L1 (Bengali and Arabic) in two universities.…”

Section: The Use Of the L1 (Arabic) In The Classroom And Translationmentioning

confidence: 99%

Factors affecting the implementation of communicative language teaching in Libyan secondary schools

Hussein¹

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Is that OK, guys? Sts: Yes, it's clear. Adam: 'But could not pass her driving test. She failed her test 38 times in eight years'. Sts: They translate. Adam: OK, your participation is fine, but without relying on students who want to understand (in Arabic) When Adam finishes reading the whole text, he goes back to the first page of the lesson. Adam: OK, we have to go back to lessons 1 and 2. Adam: Before you read, work in pairs. Discuss the following… Adam: …the three best sportsmen in Libya? Adam: Ali, can you name three sportsmen in Libya? Ali: Mohmmed Saad, Ahmed Azwai and Tntosh 2-'While you read' Adam: Read only the introduction to the text on page 43. With your partner discuss what you think happened to the people (and the animal) in the pictures. Adam: With your partner, have a quick discussion and tell me what happened? For example, the worst driver in the world. What happened to her? Sts. The start to talk to each other. Adam: OK, give me a brief summary. Adam: starts to talk with the students (The teacher tries to encourage the students to speak about what happened to the woman.) Adam: The woman is from …? Sts: Britain. Adam: She had 212 driving lessons. Sts: She failed her test 38 times, Adam: 38 or 39 times? Sts: 39 times. Adam: Then what happened? Sts: She passed her test. Adam: In the same way, we can summarise the different paragraphs. Adam: Divides the class into four groups. Adam: Now, each group has to summarise the other paragraphs.

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Teachers’ and Students’ Attitudes towards L1 Use in EFL Classrooms in the Contexts of Bangladesh and Saudi Arabia

Cited by 21 publications

References 0 publications

Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia

Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Factors affecting the implementation of communicative language teaching in Libyan secondary schools

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