Arab World English Journal (AWEJ) Volume 14. Number 1 March 2023                                             Pp.199-222

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Unlocking the Potential of Translanguaging: Teachers’ perspectives to Maximize Learner

Ruqayyah Nasser Moafa
English Language Institute, Jazan University, Jazan, Saudi Arabia

Received:10/21/2022         Accepted:02/28/2023                 Published: 03/24/2023

That First Language (L1) facilitates Foreign Language Learning is a debatable issue in the field of language pedagogy. This field has evidence for and against using L1 in English as a Foreign Language (EFL) classrooms, showing positive and negative learning outcomes. Behind this controversy, the current study investigates teachers’ attitudes regarding using L1 in EFL classrooms in Saudi contexts and whether or not language teachers think it aids or improves students’ performance. The study sought to provide teachers of EFL with a perspective on monolingual and Translanguaging approaches. Thus, it investigated how English language instructors at Saudi universities view the role of Arabic in English language learning/teaching. The data were collected through questionnaires, class observation, and interviews. The participants were 104 teachers of English from different Saudi Universities with varied ethnic backgrounds, and subsequently, three participants were chosen to observe their classes twice and, afterward, follow-up semi-structured interviews. The data from the questionnaire was submitted to SPSS for data analysis, and the data from the interviews were transcribed and analyzed manually with the assistance of computational devices. A classroom observation checklist was used to triangulate the findings of the questionnaire. This study indicated that teachers believe frequent English exposure is the best way to teach it. In addition, the study suggests that the L1 is useful for explicit learning and reduces anxiety, thereby assisting students in adjusting to the Foreign Language environment.
Keywords: Bilingualism, English as a Foreign Language, English Language Learning, First Language, monolingual
approach, teachers’ perceptions, translanguaging pedagogies
Cite as: Moafa, R. N.  (2023). Unlocking the Potential of Translanguaging: Teachers’ perspectives to Maximize
Learner Outcomes. Arab World English Journal, 14 (1).199-222.


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Received: 10/21/2022  
Accepted: 02/28/2023  
Published: 03/24/2023 

Dr. Ruqayyah Moafa is an Assistant Professor at the English Language Institute at Jazan University, Saudi Arabia. She possesses a Ph.D. degree in Applied Linguistics. She has conducted substantial research in cross-cultural communication, writing in other languages, discourse analysis, and English Language Teaching. ORCID ID: