A comparative study on the use of L1 in the English language classroom for ESL students in Saudi Arabia

Abstract

The constant debate on L1 use in the L2 classroom has been a topic of investigations for a while now. However, recent studies in Saudi Arabia have identified the use of L1 in the L2 classroom as one of the main reasons limiting Saudi students’ progress in learning (Fareh, 2010; Alrashidi and Phan, 2015). And while it is seen as an issue that hinders students’ language development, many institutions in Saudi Arabia, until now, allow the use of L1 in L2 classrooms. Therefore, this dissertation investigates the impact of using L1 in the L2 classroom based on students’ perceptions. Specifically, this dissertation compares the perceptions of 2 distinct groups of students, who have experienced L2 learning in 2 different circumstances, as one of them had used L1 in L2 learning, while the other group followed a policy that prevents the use of L1 in class. Overall, this dissertation explores Saudi students perceptions towards their experience and outcomes after having experienced L2 learning for a year as part of their foundation year program at university. This study takes a qualitative approach, as 8 semi-structured interviews were conducted. The interviews took place online via written, synchronous communication with the use of L1 (Arabic) as the language of interaction. Each of the interviews was translated, and back-translated to assure the accuracy of meaning and analyzed using thematic analysis. The findings of the study indicate students’ preferences towards the use of L2 and a negative attitude towards the use of L1. Also, it demonstrates how students who have learned L2 without the help of L1 showed more satisfaction towards their outcomes of the foundation year, unlike the second group who were not as satisfied. Based on their interviews, students prefer to be in a learning environment that challenges their L2 learning rather than simplifying it to them.