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Use of Saudi EFL adult learners’ L1 to address foreign language classroom anxiety
Khaled Besher Albesher1, Muhammad Sabboor Hussain2, Aisha Farid3.
This study highlights the major emotional and psychological factors related to the medium of
instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for
adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to
consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety
(FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the
teacher in the target language. Thus, the main research question of the study is how the medium
of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign
Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has
been administered on the teachers and students on five-point Likert-scale with the responses
ranging from strongly agree to strongly disagree. There are twelve items in the survey and each
item tends to explore different psychological dimension of the issue. 100 adult Saudi university
students and 100 EFL teachers have responded to these items. The main finding of the study is that
learner’s L1 speeds up the language learning process in a natural way if used occasionally and
judiciously with the objective of keeping self-esteem and self image of the learners intact and
bringing their FLCA down. The research study not only brings to surface the current state of
bilingual EFL education in Saudi context, but also puts forth recommendations for learners,
teachers, administrators, and policy makers to strengthen English language teaching/learning in
EFL perspective in the bilingual context.
Affiliation:
- Qassim University, Saudi Arabia
- Qassim University, Saudi Arabia
- Qassim University, Saudi Arabia
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