The paper titled "Bilingualism in EFL Classrooms: Saudi Female Beginners' Reading Performance and Classroom Involvement" focuses on investigating the impact of using a bilingual teaching approach on Saudi female EFL beginners' reading comprehension performance and classroom participation. The study aimed to examine whether using both Arabic and English in instruction would improve students' academic achievement in reading and increase their classroom involvement compared to an English-only approach.
The research employed a mixed-methods design, utilizing pre- and post-tests, classroom observations, and interviews to collect data from 50 female Saudi EFL students at the beginner level. Participants were divided into experimental and control groups, with the experimental group receiving bilingual instruction and the control group receiving English-only instruction over a four-week period.
Statistical analysis of the test scores revealed that the bilingual group performed significantly better on the post-test compared to the monolingual group. Classroom observations indicated higher levels of student engagement and participation in the bilingual class. Interview responses showed that the majority of students perceived the bilingual approach as beneficial for their exam performance and ability to earn high marks.
The study concluded that using a bilingual teaching strategy positively impacted the reading comprehension achievement, classroom interaction, and involvement of Saudi female EFL beginners. The findings suggest that judicious use of students' first language can be an effective pedagogical tool, particularly for novice language learners. The researcher recommends that EFL teachers consider employing bilingual instruction based on students' proficiency levels to enhance comprehension and create a more positive learning environment.
This research contributes to the ongoing debate about optimal language use in EFL contexts and provides empirical evidence supporting the benefits of bilingual instruction for beginner-level students in reading comprehension courses. The study's implications may inform teaching practices and curriculum design for EFL programs in Saudi Arabia and similar contexts.