Attitudes Toward Translanguaging in Saudi EFL Classrooms: A Study on Language Practices

Abstract

This thesis investigates the attitudes towards translanguaging practices in Saudi Arabian English as a Foreign Language (EFL) classrooms, focusing on the perspectives of both teachers and students. The primary objectives include examining the attitudes and readiness of Saudi EFL teachers to use translanguaging techniques, comprehending Saudi EFL students' perspectives and potential obstacles, and determining the perceived advantages and difficulties of translanguaging implementation. It used a mixed methods approach involving 55 students and three English language teachers. Interviews and Likert scale questionnaires gather qualitative and quantitative data. Thematic analysis of interviews reveals key themes, while descriptive analysis of questionnaires summarizes responses. The study enhances understanding of translanguaging attitudes, contributing to effective language teaching practices and informing policy in Saudi EFL education. The examination of the data suggests a generally positive opinion of using Arabic as a support tool for learning English, however, there are clear worries about an overreliance on Arabic and its effects on language development. A balanced approach is essential, emphasising the advantages of first language assistance while encouraging English immersion to advance language competency, according to interviews with EFL teachers. In conclusion, this thesis offers important new perspectives on how translanguaging is perceived in EFL classes in Saudi Arabia. The study emphasises the necessity for a deliberate and well-rounded strategy that maximises the benefits of employing Arabic as a supplementary tool while putting an emphasis on English immersion for strong language learning. The results offer recommendations for educators and policymakers on how to create efficient language teaching methods that take into account the various requirements and preferences of students, thereby improving language education outcomes in both Arabic and English.