Perceptions of Students towards the Use of Thai in English Classrooms
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Abstract
The aim of this study was to investigate students’ perceptions towards the use of their first language (L1), Thai, in English classrooms. The participants were 158 undergraduate students who majored in English at Asia-Pacific International University. Data were collected through a questionnaire and face-to-face interviews with students. The results show that while most students recognize the advantages of using L1 to explain complicated grammatical points, define new lexical items, and clarify difficult concepts or ideas, they prefer their English classes to be conducted in English. In addition, they favor English teachers who know the students’ L1 so that the teachers can use the L1 whenever needed in giving individual assistance to students. The result also suggests that students with low GPA tend to rely on L1 as a language learning tool.
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References
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Tsukamoto, M. (2011). Students’ perception of teachers’ language use in an EFL classroom. 143-154, Retrieved from http://ir-lib.wilmina.ac.jp/dspace/bitstream/10775/2438/1/d2011_08.pdf
Usadiati, W. (2009). Contribution of L1 in EFL teaching. Kata, 11(2), 171-184. Retrieved from http://puslit2.petra.ac.id/ejournal/index.php/ing/article/viewFile/17892/17820
Vanichakorn, N. (2009). Re-examine the use of the student’s first language in the English as a foreign language classrooms: a cross-case analysis from undergraduate engineering students in Bangkok, Thailand. Journal of College Teaching & learning, 6(5), 1-15. Retrieved from http://journals.cluteonline.com/index.php/TLC/article/viewFile/1137/1121
Al-Buraiki, M.A. (2008). The L1 in young learner classrooms: teachers’ views and practices. In Borg, S.
(Ed.) (2008) Investigating English Language Teaching in Oman. Muscat: Ministry of Education, Oman. Retrieved from http://www.moe.gov.om/portal/sitebuilder/sites/eps/English/MOE/baproject/baproject2. aspx
Al-Nofaie, H. (2010). The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi Public schools: a case study. Novitas-ROYAL, 4 (1), 64-95. Retrieved from http://www.novitasroyal.org/Vol_4_1/al-nofaie.pdf
Alshammari, (2011). The use of the mother tongue in Saudi EFL classrooms. Journal of International Education Research, 7(4), 95-99. Retrieved from http://journals.cluteonline.com/index.php/JIER/article/view/6055
Al Sharaeai, W.A.A. (2012). Students’ Perspectives on the use of L1 in English classrooms. Graduate theses and dissertations. Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3905&context=etd
Celik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms. H.U. Journal of Education, 75-85.
Craven, (2011). An investigation of attitudes towards mother tongue usage in junior high school oral communication classes. Retrieved from repository.tama.ac.jp/modules/xoonips/download.php?file_id=199
Damra, H.M. & Qudah, A.M. (2012). The effect of using native language on grammar achievement and attitudes toward learning of basic stages EFL students in Jordan. International Journal of Business and Social Science, 3 (1), 300-306. Retrieved from http://ijbssnet.com/journals/Vol_3_No_1_January_2012/34.pdf
Dujmovic, M. (2007). The use of Croatian in the EFL classroom. Metodicki obzori, 91-101.
Hidayati, I.N. (2012). Evaluating the role of L1 in teaching perceptive skills and grammar in EFL classes. Conaplin Journal, 1(1), 17-32. Retrieved from http://jurnal.upi.edu/file/Istiqlaliah_Nurul_Hidayati-final_17-32.pdf
Hussein, B.A. (2013). Teaching and learning English-as-a-second/ foreign language through mother tongue: A field study. Asian Social Science, 9(10), 175-180. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=811875ce-ae0e-4926-80ae749aee38846f%40sessionmgr113&vid=2&hid=119
Jafari, S. & Shokrpour, N. (2013). The role of L1 in ESP classrooms: A triangulated approach. International Journal of English and Education, Vol. 2, Issue 3, 90-104. Retrieved from http://ijee.org/yahoo_site_admin/assets/docs/9.17210125.pdf
Jan, C.W., Li, B.J. & Lin, C.C. (2014). The use of the mother tongue in Chinese EFL classrooms. Journal of China University of Science and Technology, 58(1), 161-181. Retrieved from http://eflt.nus.edu.sg/v7n22010/grim.pdf
Jindapitak, N. (2013). The politics of Standard English: An exploration of Thai tertiary English learners’ perception of the notion of Standard English. Asian Social Science. 9(5), 118-127. Doi: 10.5539/ass.v9n5p118.
Kalanzadeh, G.A., Hemati, F., Shahivand, Z. & Bakhtiarvand, M. (2013). The use of EFL students’ L1 in English classes. The international Journal of Language Learning and Applied Linguistics World, 2(2), 33-42. Retrieved from http://www.ijllalw.org/FEBRUARYFULLISSUE.pdf
Khamkhien, A. (2010). Teaching English speaking and English speaking tests in the Thai context: A reflection from Thai perceptive. English Language Teaching, 3(1), 184-190. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/5253/4351
Kitjaroonchai, N. & Kitjaroonchai, T. (2012). Motivation toward English language learning of Thai students majoring in English at Asia-Pacific International University. Catalyst, 7(1), 21-35.
Mart, C.T. (2013). The facilitating role of L1 in ESL classes. International Journal of Academic Research in Business and Social Sciences, 3(1), 9-14.
Nazary, M. (2008). The role of L1 in L2 acquisition: attitudes of Iranian university students. NovitasRoval, 2(2), 138-153.
Sharma, B.K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11(1-2). Retrieved from http://nelta.org.np/uploads/files/2006.pdf#page=86
Souriyavongsa, T., Rany, S., Abidin, M.J.Z. & Mei, L.L. (2013). Factors causes students low English language learning: a case study in the national university of Laos. International Journal of English Language Education, 1(1). Retrieved from https://dx.doi.org/10.5296/ijele.vlil.3100
Thongwichit, N. (2013) L1 use with university students in Thailand: a facilitating tool or a language barrier in learning English? Silpakorn University Journal of Social Sciences, Humanities, and Arts, 13(2), 179-206.
Tsukamoto, M. (2011). Students’ perception of teachers’ language use in an EFL classroom. 143-154, Retrieved from http://ir-lib.wilmina.ac.jp/dspace/bitstream/10775/2438/1/d2011_08.pdf
Usadiati, W. (2009). Contribution of L1 in EFL teaching. Kata, 11(2), 171-184. Retrieved from http://puslit2.petra.ac.id/ejournal/index.php/ing/article/viewFile/17892/17820
Vanichakorn, N. (2009). Re-examine the use of the student’s first language in the English as a foreign language classrooms: a cross-case analysis from undergraduate engineering students in Bangkok, Thailand. Journal of College Teaching & learning, 6(5), 1-15. Retrieved from http://journals.cluteonline.com/index.php/TLC/article/viewFile/1137/1121