Level Of English Language Proficiency Research Articles

FORMATION OF FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCIES OF STUDENTS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS

In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area – Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support.

Assessing the Grammatical Rules Proficiency among Polytechnic and Colleges of Education Students in Anambra State Using Evidence Centered Design Assessment

Language assessment is a broad concern in Applied Linguistics because it focuses on the measurement and judgment of learners’ proficiency, and the efficiency of the learning practice used by the learners as well as the teaching method employed by language teachers. This research paper adopted Evidence Centered Design (ECD) as its theoretical framework to form the bedrock of this study. The ECD methodology is an assessment approach or design which underscores the central sole of evidentiary reasoning in assessment. ECD assessment deisgn is used in this study to explore the efficiency of Evidence Centered Design in the assessment of English language proficiency level of the Igbo speakers of 200 undergraduates from three polytechnics and one college of education in Anambra State, Nigeria. The study adopted qualitative and quantitative research design, primary and secondary source of data to help the researcher make predictions and judge the communicative competence of these learners by using diagnostic model of test to determine their interactive knowledge in the use of parts of speech. The study used simple percentage which is the statistical analysis acceptable in Language studies, to analyze the data collected from the questionnaire and the test. The findings from this study proved the validity of ECD assessment in determining language proficiency.

Using Mother Tongue in Teaching and Learning Legal English Terminology in a Vietnamese University: Teachers and Learners’ Voices

Communicative Language Teaching (CLT) approach has led to the minimization of the use of the mother tongue (L1) in second (L2/SL)/ foreign (FL) language/ English for Specific Purposes (ESP) settings. Nevertheless, in recent years, there has been an increasingly tendency to use L1 in language teaching and learning, especially in the ESP contexts, for its undeniable efficacy, one of which is terminological standardization (Glušac, 2023, p.100). Accordingly, this paper focuses on investigating the teachers and learners’ perceptions together with their L1 utilization in teaching and learning legal English (LE) terminology in English-for-law classes at a tertiary law education institution. To achieve the aims, a mixed-method approach by dint of a survey questionnaire and semi-structured interviews with the participation of 164 students and five LE instructors. Classroom observations were also conducted to justify the teachers’ practice of using L1. The findings show that there was congruence between learners and teachers’ supportive views on the benefits of L1 in teaching and learning LE terms. LE majors and law majors share similar attitudes in the choice of either L1 or L2, yet statistically significant differences were witnessed as regards their English language proficiency levels in acquiring LE terms. Such findings are hoped to be worthy to both LE instructors and learners in teaching and learning LE terminology process.

Differentiation in the Process of Learning English by Future Ship Engineers

Traditional methods of teaching English do not always allow us to consider the individual characteristics of future ship- engineers, their learning pace, cognitive styles and level of training, which can lead to the loss of motivation to learn and failure to master the material in full. The article substantiates the basic principles of differentiated learning (variability of tasks, frontal work, pair/group, and independent assignments). The research describes multi-level tasks for groups, considering different levels of English language proficiency. It is emphasized that differentiated learning contributes to the development of various skills important for ship's engineers, such as critical thinking, solving professional problems, high-level English for communication in an international crew, teamwork, etc. The author emphasizes the need to plan tasks for each stage of the lesson for groups with different knowledge bases and levels of training. It is important to anticipate possible difficulties that students may encounter in mastering the material and to use differentiated individual tasks in the classroom system. The advantages of differentiated learning are revealed: considering the individual characteristics of students, increasing motivation to learn. The disadvantages are also pointed out, since differentiated learning requires considerable effort and time from the teacher to plan classes, prepare various materials and tasks. Criteria for assessing the knowledge and skills of future specialists are proposed, since students of different groups perform different tasks and study according to different programs when learning maritime English. It is emphasized that the systematic use of different types of exercises for a particular group, taking into account the topic, stage of study and didactic goals, is optimal for improving the assimilation of knowledge of students

English in Displacement: Language Learning and Test Preparation Experiences of Refugees and Asylum Seekers

AbstractIn an effort to better support adult and refugee English language learners, this paper aims to focus on understanding the needs and experiences of one specific group, that is, refugee and asylum seeker healthcare professionals (RASHPs), based in the United Kingdom. RASHPs tend to be highly educated and experienced learners. One of their main objectives is to acquire high levels of English language proficiency and possibly return to clinical practice in their new host country. The data for the study come from an online survey that was completed by 106 respondents, followed by interviews conducted with three nurses and nine doctors. Additionally, two language test preparation teachers were also interviewed. The findings show that RASHPs represent a very diverse group of learners, with a range of linguistic backgrounds, age groups, and proficiency levels. Results further reveal that RASHPs often face a range of situational, technological and psycho‐social barriers that may prevent them from fully engaging with their English language and test preparation classes. The study concludes with a series of classroom and policy‐level recommendations that could help ensure better outcomes for refugee and asylum seeker learners.

Internet heuristics in the English language course for junior medical students

Introduction. Teaching of modern Internet heuristics to medical students is presented in fragments or in demand at late stages of training (graduate or postgraduate course of specialization). The aim of the article is to reveal the peculiarities of the heuristic method of teaching in the educational work with professional authentic Internet materials in English for undergraduate medical students. Materials and Methods. The present study was conducted in three stages (February – April 2024) and is based on experimental work made in September 2022 – June 2023 [36]. The entrance survey of students to test the null hypothesis (H0) was conducted using the Anketolog Online Survey Platform. To check the impact of factor α, a univariate analysis was performed in MS Excel. The final questionnaire to test the alternative hypothesis (H1) was conducted using the WebAsk Online Survey Service. The data obtained were analyzed using IBM SPSS (version 23.0). The comparative analysis method was used to develop the necessary professional content of the course. The study involved 80 junior medical students (1st and 2nd year) of English language proficiency level from Elementary (A1) to Pre-Intermediate (A2). Results. It was found that school English-language training does not affect the choice and motivation of medical students of the elementary and threshold levels of English proficiency in studying the professional Internet materials (F = 1.27, p>0.05) The distribution of answers regarding the evaluation of the conducted practical work with professional Internet materials is 40% in favor of training in the skills of working with scientific databases of articles on medical topics, 25% – training in the basics of writing professional texts (articles and abstracts) on medical topics, 20% in favor of training in critical thinking skills in working with professional materials, 15% – training in time management when working with information and correlates between all the studied groups. The obtained data served as a basis for the development of thematic sections of the educational discipline “Introduction to Internet information heuristics”. Conclusion. The results of the experimental study and the design for the academic discipline "Introduction to Internet Information heuristics" developed on their basis contribute to ensuring the level training of medical students in terms of developing skills in working with professional materials in English and allows them to master modern heuristic methods of working with information that are in demand in clinical practice.

Challenges Encountered by Secondary School Teachers in Teaching English Language: The Case of Micheweni District

This study investigated challenges encountered by secondary school teachers in teaching English in public secondary schools of Micheweni District. The study was guided by three specific objectives; to explore challenges related to English language instructional materials, to investigate pedagogical challenges in teaching English, and to examine challenges related to the nature of the students in learning English. A qualitative research approach under a multiple case study design was employed with 36 participants. Focus Group Discussion and interviews were used in data collection. Data were analyzed through content and thematic analysis and presented through quotations and narrations. The findings revealed that the major challenges related to English language instructional materials were shortcomings of English language curriculum content, poor access to ICT facilities which include absence/scarcity of ICT tools, and lack of skills to access ICT tools as well as absence/scarcity of instructional materials. Pedagogical challenges in teaching English were ineffective teaching/learning environment, students’ low level of English Language Proficiency, high teaching load among English language teachers and students’ negative attitude towards learning English. Also, the study found that the nature of students affects teaching/learning English language therefore, teachers should be very careful to find the best teaching strategies regarding individual learning styles. The study concluded that if these challenges were dealt with, English language teachers would teach effectively and students would perform better in their examinations

Examining learners’ cognitive processes and learning emotions in digital game-based vocabulary learning: evidence from eye-tracking technology and facial emotion recognition

Purpose This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools. Design/methodology/approach This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process. Findings The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments. Originality/value Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.

The Functioning of the English Language in the Educational, Political and Cultural Spheres of Belgium

Introduction. The English language continues to spread around the world, exhibiting a globalist function. The relevance of the presented research lies in the interest that follows from this fact in the positions of this language in countries where it is not a native or a state one. Belgium, as one of the important European centers from a socio-political point of view, is also a unique case due to the linguistic situation present in the country related to the Dutch and French languages. The purpose of this work is to analyze the position of the English language in Belgium in various areas and try to determine the trends in its development in the European state.Methodology and sources. The research materials include statistical data obtained as part of a study of the level of English language proficiency, recordings of speeches of the Prime Minister of Belgium at the UN, as well as information from the website of the Cannes Film Festival. Additionaly, results of the researchers Janssens and Hertogen concerning the language situation in Belgium are addressed. This work uses methods of synthesis and analysis, observational and descriptive methods, as well as a comparative method.Results and discussion. Belgium is one of the most advanced countries in terms of English language proficiency. Despite the existing ambiguous linguistic situation between the official languages of Belgium, English is not only able to make its way into this environment, but also has a fairly high influence. This is noticeable in the field of higher education, where, albeit with varying percentages by region, each of Belgium's most prestigious higher education institutions has programs in English. We can talk about a similar influence in the political sphere, since some major political figures in Belgium predominantly prefer English, even on those platforms where French is one of the languages of these platforms. However, the example of cinema shows that English is still poorly spread in the cultural sphere of life in Belgium.Conclusion. Younger generations of Belgium are accelerating their learning and mastery of English, playing a role in establishing very high levels of English proficiency. The contradictions that are reflected in the sphere of culture, partly in the sphere of higher education, as well as in the falling rates of language proficiency among older generations, ultimately do not alter those factors that allow us to say about the widespread and possible increase in the role of this language in the social language environment of Belgium.

Exploring symbolism in Hu Ru Gui by Malaysian Chinese writer Dai Xiaohua among Chinese tertiary students

This article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherland’s dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia.

Learner Autonomy, Language Learning Strategies and English Language Proficiency of Filipino Senior High School Students

This study assessed students’ knowledge by looking at their learner autonomy in English language learning, the extent of language learning strategies and their English language proficiency. A descriptive method of research was used in this study. The respondents of this study were senior high school students of Magsaysay District during the second semester of the Academic Year 2022-2023. They were selected through a proportional random sampling technique. Several instruments were used by the researcher including the survey questionnaires about learner autonomy in English language learning, the extent of language learning strategies as well as the students’ English language proficiency. It was found that the senior high school students of Magsaysay District have a high level of learner autonomy in English language learning in terms of cognitive, affective motivational, action-oriented and social while moderate in terms of metacognitive. Senior high school students of Magsaysay District have a high level of language learning strategies in terms of compensation, social, metacognitive, cognitive, memory and affective. They have an average level of English language proficiency in terms of grammar, vocabulary and reading comprehension. Findings also showed that there is a significant relationship between learner autonomy in English language learning and language learning strategies, between language learning strategies and English language proficiency. However, learner autonomy in English language learning does not affect English language proficiency. Furthermore, results indicate that cognitive best predicts learning language strategy, as well as English language proficiency and cognitive strategy best predicts English language proficiency. In conclusion, the higher the learner autonomy in English language learning, the higher the extent of language learning strategies and the higher the extent of language learning strategies, the higher the English language proficiency.

Revealing The Influence of English Curriculum, Verbal Ability and Self-Efficacy Toward English Proficiency in Senior High School (Study on Senior High School Students in Bandung)

This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.

Teacher Educators’ Foreign Language Anxiety in Face-To-Face and Online Modes

The internationalisation of universities and the ensuing policies mandating English as a medium of instruction made European universities impose corresponding requirements demanding a certain level of English language proficiency from their academic staff. Similarly, university-based teacher educators became subject to specific foreign language demands. This research focuses on university-based teacher educators who have been actively taking part in enhancing their academic English. The COVID-19 pandemic made for a prompt shift from face-to-face to online learning, providing for a comparison between the two learning environments. Since affective factors, including learning anxiety, may impact the success of language acquisition, the study addresses foreign language anxiety experienced by teacher educators when acquiring English for Academic Purposes in different learning modes. The research was conducted as a survey with the data obtained through administering the adapted Foreign Language Classroom Anxiety Scale to 80 respondents from the 7 universities working in teacher education, furthered by 4 online semi-structured interviews. The findings reveal overall low levels of anxiety, with a small increase in communication apprehension. Although there is no conclusive evidence about the decrease in anxiety in remote studies, the interview results are clearly demonstrative of the possibility of combining face-to-face and online learning modes.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

An analysis of English as a foreign language undergraduate students' written errors

Writing is an intricate process in the first language and its intricacy increases when writing in the targeted language. Although Kurdish students of English study English writing at most levels of their education in Kurdistan Region of Iraq (KRI), it has been observed that they commit serious errors even in the basics of writing. These errors may influence their writing in English and their overall English language proficiency level. Nevertheless, meticulous research in the arena of error analysis is scanty in the KRI context compared to the body of research conducted in this area in the Arab world. This study was undertaken to analyze the errors committed by English-as-a-foreign-language (EFL) undergraduate students to recognize the most and the least prevalent errors committed by students and present and explain some possible causes and sources of those errors. The study investigated errors in a collection of 57 argumentative essays. Four categories of errors were taken into consideration, namely, grammatical, lexical, spelling, and punctuation as well as their subcategories. Frequencies and percentages of errors were first recognized, and then the common subcategories of each of the errors were tabulated, explained, and described with examples from the corpus. The reported results showed that the overall frequency and percentage of the errors were high and grammatical errors were the most common. Lexical errors were found to be the least common errors in students' written productions. Additionally, the most prevalent subcategories of the errors were presented and interpreted. The study concluded that the major causes of written errors in the KRI context were both interlingual and intralingual errors.

Examining Performance on an Integrated Writing Task from a Canadian English Language Proficiency Test

Many English language proficiency (ELP) tests used for university admissions and placement now include integrated writing tasks that require examinees to use external sources when writing. Integrated writing tasks improve test authenticity and impact, but they raise several validity questions, such as what academic language skills they engage and whether performance on these tasks varies with examinee ELP level. This study addresses these questions with reference to an integrated writing task from the Canadian Academic English Language (CAEL) Test that involves reading, listening, and writing in academic contexts. Responses by 59 students to one of the CAEL integrated writing tasks are analyzed in terms of various grammatical, discourse, sociolinguistic, strategic, content, and source use aspects and compared across ELP levels (high and low) and score levels. The findings indicate that both ELP level and score level had significant effects on most writing features examined in the study, except for syntactic complexity. Additionally, except for syntactic complexity, all writing dimensions examined in the study were significantly associated with writing scores. The findings and their implications for the validity argument of source-based writing tasks are discussed.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.