Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

Autor/inn/en	Tubayqi, Khulud Ali; Al Tale', Mazeegha Ahmed
Titel	Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study
Quelle	In: Arab World English Journal, 12 (2021) 4, S.349-365 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tubayqi, Khulud Ali) ORCID (Al Tale', Mazeegha Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Native Language; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Case Studies; Grammar; Introductory Courses; Foreign Countries; Teacher Attitudes; Student Attitudes; Positive Attitudes; Semitic Languages; Females; Language Teachers; Undergraduate Students; Teaching Methods; Classroom Communication; Saudi Arabia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Grammatik; Einführungskurs; Ausland; Lehrerverhalten; Schülerverhalten; Arabisch; Hebräisch; Weibliches Geschlecht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Saudi-Arabien
Abstract	Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students' reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01