Perceptions of University Students Regarding English Language Instructors' Utilization of the Mother Tongue in Higher Education Classrooms
DOI:
https://doi.org/10.65417/ljere.v2i1.70Keywords:
English as a Foreign Language, mixed approaches, native language, student perceptionsAbstract
This study investigates the first-year of English language university students' attitude toward using Arabic Language inside higher education classrooms. The importance of using the mother tongue in foreign language teaching classrooms has been extensively discussed, especially where English practice is a crucial academic condition. This study employed a mixed-methods approach, gathering quantitative data via questionnaires distributed to 40 first-year students and qualitative data through semi-structured interviews with a selected subset of participants. The results indicate that students predominantly possess favorable opinions towards the restricted and intentional use of Arabic, especially for elucidating grammar, clarifying challenging terminology, and providing directions. Students articulated that the overuse of Arabic language limits their exposure to English and reduce speaking practice. The research indicates that students prefer an English -centric classroom atmosphere, supplemented by reasonable use of their mother tongue when required.
The results indicate the necessity for a balanced and principled application of Arabic in university EFL programs.
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