The paper titled "Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study" focuses on exploring the attitudes and practices surrounding the use of the mother tongue (MT), specifically Arabic, in English as a Foreign Language (EFL) grammar classes at Jazan University in Saudi Arabia. The study primarily investigates how both students and teachers perceive the use of Arabic in beginner-level EFL grammar classes, along with the justifications for its use and the specific classroom interactions where it is employed.
The purpose of the study is to contribute to the existing literature on the use of MT in EFL classrooms by examining the attitudes of beginner EFL students and their teachers toward MT use in grammar instruction. The study aims to understand the reasons behind the use or avoidance of Arabic in these settings and to highlight the functions that MT serves in facilitating learning. It also aims to provide recommendations for educators and curriculum designers based on the findings.
The methodology employed in the study involved a mixed-methods approach, utilizing two questionnaires and classroom observations. The researchers conducted the study with 110 female beginner EFL students and their two bilingual instructors at Jazan University. Data were collected through student and teacher questionnaires as well as observations of four grammar lessons. The quantitative data from the questionnaires were analyzed using Microsoft Excel, while the qualitative data from the open-ended questions and classroom observations were analyzed thematically.
The key findings of the study reveal that both students and teachers generally hold positive attitudes towards using Arabic in EFL grammar classes. The majority of students prefer their teachers to use Arabic for clarifying difficult concepts, explaining grammar rules, and providing instructions. However, both students and teachers also recognize the potential negative impact of overusing Arabic, particularly concerning the students' future proficiency in English and the development of creative teaching methods. The study found that MT is used by teachers primarily as a last resort, to ensure comprehension and to support students with limited English proficiency. Students, on the other hand, use Arabic to communicate more effectively with their teachers and peers, especially when facing difficulties in understanding English.
The study concludes that while the use of Arabic in beginner EFL classes at Jazan University is seen as beneficial for facilitating comprehension and learning, it should be carefully controlled and limited to avoid hindering students' long-term proficiency in English. The findings underscore the importance of judicious use of MT, particularly in the context of beginner learners, and suggest that as students advance in their English language studies, the reliance on Arabic should decrease.
The implications of this study suggest that EFL instructors and curriculum designers should consider allowing limited use of MT in beginner classes to enhance learning outcomes. However, they should also be aware of the need to gradually reduce MT use as students' proficiency increases. Future research is recommended to explore this issue further in other Saudi universities and with larger sample sizes to validate the findings and to examine the long-term effects of MT use on English language acquisition.