Students' and Teachers' Attitudes Towards the Use of L1 in L2 Classrooms: Case Study at Taif University in Saudi Arabia

Abstract

Whether or not the native speaker's first language (L1) should be prioritised during instruction in the target language (L2) is a point of contention between experts and elected officials. While some argue that it is counterproductive to utilise one's native language while learning another, others support it as a useful tool. The goal of this study is to gain insight into the experiences of native Arabic speakers, both as students and as teachers, in English-medium courses in Saudi universities. The main purpose of this research is to better understand the impact that students' L1 and teachers' personal responses to hearing students speak the L1 have on teachers' viewpoints. This study aims to fill a void in the literature that has been mostly disregarded by previous empirical research from the Arab world by examining the link between students' and teachers' perceptions of their own effectiveness as educators. The findings will be used to improve language teaching practises and promote effective strategies for learning a new language. To get there, we'll take a look at perspectives from both teachers and students. Both student and teacher perspectives on the pros and cons of allowing and promoting L1 use in English courses are presented. Incorporating the target language into the classroom is being studied in the hopes of creating a more conducive learning environment. The study's findings will have far-reaching effects on education since they will provide teachers with the resources that they need to develop bilingual (Arabic and English) course materials. This study might help refine existing teacher education programmes and inform the development of innovative pedagogical approaches. This study may lead to changes in how languages are taught in classrooms. It was found that students expressed positive attitudes toward the use of Arabic in English classes, while the teachers have negative attitudes. The reasons for utilising L1 were different among the students and teachers.