Teachers’ and Students’ Attitudes and Actual Use of the L1 in ESAP Classrooms

Abstract

The use of the first language (L1) in teaching and learning a second language (L2) has long been the topic of debate amongst educators, linguists and policymakers. Use of the L1 was considered the norm until the late 19th century, when the goals of language learning shifted towards developing oral proficiency. Subsequent methods, such as the Direct Method, took the view that L1 use hindered natural learning and caused language interference. Thus, languages were best taught and learned monolingually. Conversely, others viewed its use positively (the Silent Way) or took an unclear stance (Communicative Language Teaching). Recent academic and socio-political changes led to a re-evaluation of the use of the L1, resulting in research on teachers’ and students’ attitudes towards the use of the L1 and later its actual application in the classroom due to the conflict between attitudes and classroom practices. However, there remain substantial gaps in the literature regarding attitudes towards and actual use of the L1, as well as the motives underlying those views and uses, especially in English for Specific Academic Purposes (ESAP) contexts within Saudi Arabia. This gap is particularly notable in the case of Preparatory Year Programmes (PYPs) and English-Medium Instruction (EMI) courses in higher education in Saudi Arabia, where Arabic is the mother tongue but English is essential for academic and professional advancement. This thesis, therefore, aims to investigate teachers’ and students’ attitudes towards and actual use of the L1 in ESAP classrooms in Saudi higher education, in terms of the purposes for which it is used and the factors and situations influencing its use. The study employed a mixed-methods approach in two phases. The first involved classroom observation (4 groups from each domain) and stimulated recall interviews (8 teachers and 11 students) to investigate actual use of the L1 and the factors motivating its use. The second phase comprised questionnaire (21 teachers and 134 students), with follow-up interviews (7 teachers and 15 students) to explore the participants’ attitudes and the reasons for their views. The findings showed that while there were differences in views and practices among teachers and students, there was clear evidence of extensive use of the L1 in Saudi ESAP classrooms for a wide range of purposes (e.g. explaining ESAP vocabulary and joking with the students), but it was used largely as a device to deal with issues arising during the lessons. In terms of attitudes, the participants acknowledged the significance of English while also recognising the various beneficial roles of the L1, especially when facing difficulties with ESAP vocabulary and teaching low-proficiency students. By offering in-depth insights into teachers and students’ attitudes and practices in Saudi ESAP contexts, this research not only fills a crucial empirical gap but also contributes to the broader discussion on the reintegration of L1 in EMI in higher education settings. The findings have implications for language policymakers, educators and curriculum designers that could help design and implement effective teaching methodologies to achieve optimal learning outcomes.