Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

Abstract

The recent research paper peruses the perception of female students of drama on the use of translanguaging within English classrooms at King Khalid university. The uppermost aim of this study is to scrutinize the perceptions of translanguaging by undergraduate female students of English literature (drama) as a major. The study’s central question is how female drama students perceive translanguaging in their English literature classroom. Moreover, The critical significance of this research paper is how female drama students perceive the use of translanguaging for the first second language (L2) learning. The results of this study are expected to fill the knowledge gap about how the students perceive the use of the first language ( L1) in English literature classrooms in Arabs contexts in general and in King Khalid University’s contexts in particular. Female students’ perceptions of drama were scrutinized by using a Likert-type questionnaire of thirteen items which were assayed quantitatively utilizing descriptive data. The participants of the study were twenty-five female students of drama majoring in English language and pursuing their undergraduate program at King Khalid university. The paramount results of the probe indicated that responses of female students of English drama to the statements in the questionnaire were mixed and echoed both positive and negative about using the first language and the second language in an English literature classroom. Moreover, female students’ perceptions of the application of (L1) in classes of English drama were generally good on the use of both the first language and the second language. The study revealed that the use of the English language is advantageous and can help enhance English fours skills, English proficiency, and understanding of the drama.Their views are more optimistic about using (L2) than using( L1). Also, they perceived that they would learn more successfully in English drama classes if translanguaging practice was utilized by a professor of English drama which means that the application of translanguaging within English drama classrooms is a practical and sound strategy that benefits female students of drama to boost their English fluency, generate insights, comprehend the content, and delve deeper into the subject matter of English drama.