Abstract
The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.
Highlights
There lies no point in denying that English has become an essential means of communication, especially in this globalizing era, in which all countries, including Thailand, are no exception (Prapphal, 2003)
According to Medgyes (2001), foreign teachers of English as a Foreign Language (EFL) are believed to be more effective in teaching language learning strategies, providing more information about the English language, and more sensitive in anticipating students’ learning difficulties needs
L1 use has been a controversial topic in the English language teaching context
Summary
There lies no point in denying that English has become an essential means of communication, especially in this globalizing era, in which all countries, including Thailand, are no exception (Prapphal, 2003). English language teaching in Thailand generally comprises outdated grammar-translation instructions that put little emphasis on authentic communication or oral language skills (Kwangsawad, 2017). A lack of English communicative skills, including writing and speaking, have been detected (Flammer, 2013). According to Medgyes (2001), foreign teachers of EFL are believed to be more effective in teaching language learning strategies, providing more information about the English language, and more sensitive in anticipating students’ learning difficulties needs. Most public and private educational facilities are currently hiring foreigners to teach English (Hickey, 2014). Taylor (2019) reported that Thailand’s Office of the Basic Education Commission had allocated more funds to bring more foreign EFL teachers in the coming years
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
