scholarly journals The Use of Arabic (L1) in the EFL Classrooms: How Do Umm Al-Quwain Teachers and Students Perceive It?

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Mohammed Hamid Al-Ta’ani
Keyword(s):  
Secondary Students ◽  
Quantitative Research ◽  
English Language ◽  
Native Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Classroom Observations ◽  
Quantitative Research Methods ◽  
Teachers And Students ◽  
Efl Classrooms

The role of students’ native language (L1) in the second language (L2) classrooms has been a debatable issue for a long time in the field of English Language teaching as a foreign language (EFL). The present study which took place in the United Arab Emirate (UAE), more specifically, at Umm Al-Quwain Educational Zone,(UAQ) aimed at investigating both students’ and teachers’ perceptions and attitudes towards the use of (L1) in the EFL classrooms. To achieve this, the researcher used both qualitative and quantitative research methods. Thus, it surveyed one hundred fifty (150) secondary students and fifty (50) teachers of English and observed three (3) EFL classes. The data were collected through two questionnaires and classroom observations. The classroom observations were intended to reflect the quantity of (L1) use in the (L2) classrooms. The data collected through the questionnaires were analyzed with the aid of frequency and percentage, those collected through the open-ended question of the questionnaires and the classroom observations were sorted and summarized.The findings obtained from classroom observations indicated that the respondents support the well-planned use of Arabic (L1) in certain situations in the EFL classrooms. The questionnaire results revealed that (72%) of the students and (54%) of the teachers felt that Arabic (L1) should be used in their EFL classrooms. The findings also showed that (71% ) of the students and (56%) of the teachers thought that cultural, religious, traditional and political concepts and ideas should be taught by referring to the students’ native language (L1).What is more, almost all the respondents objected to using the (L1) excessively and untimely in (EFL ) classes. The quantitative data on the percentage of (L1) in EFL classes showed that most of the respondents preferred only 10 % use of mother tongue (L1) in a 50- minute class. No teachers and students answered higher than 20% and 40% respectively. In view of these findings, teachers as well as text writers and curricula planners and designers should take the learners’ native language (L1) as a teaching / learning tool.

scholarly journals When and Why of Mother Tongue Use in English Classrooms

1970 ◽  
Vol 16 (1-2) ◽  
pp. 42-51 ◽  
Author(s):  
Ashok Raj Khati
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Mother Tongue ◽  
Secondary Level ◽  
Final Part ◽  
Classroom Observations ◽  
Group Discussions ◽  
English Classrooms ◽  
Teachers And Students

It is often felt that teachers and students overuse their mother tongue, in this case, most probably the Nepali in English as a foreign language (EFL) classroom particularly in government-aided (Nepali medium) schools of Nepal. This, in result, minimizes the students' exposure to English. This article starts with defining mother tongue. Then, it presents the use of mother tongue in EFL classroom in the global and Nepalese contexts followed by summary of three classroom observations and two focused group discussions among teachers and students studying at the secondary level. The final part of the paper presents some simple and applicable strategies and ways of enhancing English language use in the classroom on the part of students provided by three teachers' trainers based on their experience. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6128 NELTA 2011; 16(1-2): 42-51

scholarly journals Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

2016 ◽  
Vol 9 (11) ◽  
pp. 59
Author(s):  
Bushra Alamri ◽  
Hala Hassan Fawzi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Error Correction ◽  
Quantitative Research ◽  
English Language ◽  
Classroom Observation ◽  
Language Teachers ◽  
English Language Teaching ◽  
University College ◽  
Teachers And Students

<p>Error correction has been one of the core areas in the field of English language teaching. It is “seen as a form of feedback given to learners on their language use” (Amara, 2015). Many studies investigated the use of different techniques to correct students’ oral errors. However, only a few focused on students’ preferences and attitude toward oral error correction techniques, which determine students’ success in language learning. This quantitative research explored teachers’ and students’ preferences as well as students’ attitude toward the use of oral error correction techniques in the language classroom. The participants of the study were English language students and English language teachers at Yanbu University College (YUC) in Yanbu Industrial City, Saudi Arabia. A classroom observation checklist and questionnaires were used to collect the data. The study findings revealed that recast and explicit correction are the preferred techniques by the majority of the students and teachers. The findings also indicated that students have positive attitude toward oral error correction. As the classroom observation revealed that recast was highly used by teachers, it is recommended that teachers should also use other techniques to correct students’ oral errors. In addition, it is recommended that before correcting students’ oral errors teachers should always take into account the purpose of the activity and the proficiency level of students.</p>

scholarly journals Use of First Language in the Classroom: Non-native EFL Teachers’ Beliefs in Teaching English to Adult Learners in Bilingual Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Iftikhar Ahmad ◽  
Noor Raha Mohd Radzuan ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Adult Learners ◽  
Adult Students ◽  
Quantitative Research ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
English Language Teaching ◽  
Significant Difference ◽  
Efl Teachers

This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers’ and adult learners’ beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students’ questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers’ use of Arabic is extensive, while non-Arab EFL teachers’ use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.

scholarly journals Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

2021 ◽  
Vol 4 ◽  
pp. 107-120
Author(s):  
Yam Nath Adhikari
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Educational Goals ◽  
Integrating Technology ◽  
Teachers And Students ◽  
Language Teaching And Learning

Integrating technology into language teaching and learning is getting popularity in Nepal. Many educational institutions claim that they are adapting to technology in their curricular activities. This study aims to find out the secondary students’ and teachers’ perspectives on the integration of technology in English language teaching (ELT). As a qualitative research, it employs the semi-structured interview to investigate the participants’ experiences of technology integrated language teaching in English as a Foreign Language (EFL) classroom. The findings of the study reported that technology integrated teaching promotes teachers’ and students’ performances, enriches student-centred teaching strategies, develops learning opportunities and brings pedagogical changes. Technology also supports both teachers and students to be productive in language teaching. Technology integrated language teaching and learning advances coordination, cooperation, and collaboration among teachers and students. Various Information and Communication Technology (ICT) tools support both teachers and students to search and use different online materials relevant to their text. However, insufficient ICT infrastructures, poor bandwidth of internet and limited skill of ICT among teachers and students have become the obstacles to incorporate technology in the Nepali education system. To develop students’ and teachers’ skill of adapting to ICT in their language classroom, the concerned authority needs to provide a minimum ICT infrastructure to achieve the educational goals in Nepal.

scholarly journals Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques

2021 ◽  
Vol 11 (1) ◽  
pp. 85-103
Author(s):  
Mohammed Farrah ◽  
Balsam Halahla ◽  
Shahd Sider
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Teaching Techniques ◽  
Quantitative Research Methods ◽  
Motivation For Learning ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Attitudes

The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals A STUDY OF TEACHERS AND STUDENTS’ CODE SWITCHING IN EFL CLASSROOMS SETTING

2018 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Muslim Muslim ◽  
H Sukiyah ◽  
Arif Rahman
Keyword(s):  
Code Switching ◽  
Target Language ◽  
Classroom Observations ◽  
Audio Recording ◽  
New Words ◽  
English Classes ◽  
Teachers And Students ◽  
Field Notes ◽  
Efl Classrooms

This study aims to investigates a phenomenon of bilingualism in which the use of Target language (English) is switched to target Indonesia, known as code switching (CS). More specifically, the study focuses on the types of CS and the functions of CS in EFL classrooms setting. The data were obtained from classroom observations through audio recording and field notes from two different English classes. The finding reveals that both the teachers and the students employed three types of CS: inter-sentential, tag-switching, and inter-sentential switching in different contexts. Furthermore, the different frequency of CS functions employed by teachers and students’ occurs both in two classes for two reasons: for social and pedagogical functions. Socially, CS in this study served as (1) conveying teacher’s admonition, (2) requesting for help, (3) helping other students, (4) commenting on the students’ unsatisfactory answers, and (5) building unofficial interaction among the students. Pedagogically, CS served to (1) explain or repeat ununderstandable utterances which has been said previously in order to help students understand it, (2) check the students’ understanding to the new words or expression introduced in the lesson, (3) translate sentence when students learn about grammatical features (4) repair self mistakes, (5) clarify teachers’ misunderstanding, and (6) initiate a question.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Challenges of the Sudden Switch from Mother Tongue Instruction to English as a Medium of Instruction

2021 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Focus Groups ◽  
English Language ◽  
Mother Tongue ◽  
Collaborative Work ◽  
Faculty Members ◽  
English Language Teaching ◽  
Standard English ◽  
Medium Of Instruction ◽  
Classroom Communication ◽  
Mother Tongue Instruction

The present study explored the challenges encountered through the transition from using the mother tongue as a medium of instruction at schools to using English as a medium of instruction at universities. Two focus groups were conducted with Saudi undergraduates and faculty members from different Saudi universities. The focus groups investigated how participants perceive this experience, what difficulties they face and how they cope. Participants expressed their preference for using English as a medium of instruction in higher education to maximise students&rsquo; future and international opportunities. Participant students reported difficulties in lecture comprehension, taking notes while listening and classroom communication. Participant content lecturers reported difficulties related to students&rsquo; reluctance to speak in English, lack of English terminology and insufficient lecture comprehension. Some suggestions that have been offered to overcome these challenges include the following: designing adequate trainings for content lecturers on teaching their content in English; using Arabic-English bilingualism as medium of instruction; giving emphasis to academic literacy and communication skills over the use of standard English models and enhancing the collaborative work between English language teaching practitioners and content lecturers.

scholarly journals A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 84-106
Author(s):  
Alicia Chabert
Keyword(s):  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teaching ◽  
Ecological Understanding ◽  
Attitude And Motivation ◽  
Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

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