Thai Students’ Proficiency and Attitudes towards English-only Approach and Bilingual Approach
DOI:
https://doi.org/10.14456/jlapsu.2023.8Keywords:
second language acquisition, bilingual approach, English-only approachAbstract
The English-only approach (monolingual/ L2 only) in language teaching has been widely discussed, while the inclusion of learners' L1 (a bilingual approach) remains a topic of debate. Previous research has primarily concentrated on attitudes towards using L1 in the classroom, rather than investigating its influence on learners' language proficiency. The study aimed to investigate the proficiency, attitudes, and the correlation between proficiency and attitudes of students taught using a monolingual and bilingual approach. The participants consisted of 76 students from Mae Fah Luang University enrolled in an Intensive English. They were divided into two groups: a control group taught only in English and an experimental group taught using both English and Thai. Data were collected through pre- and post-tests measuring English proficiency and language attitudes. The findings revealed that the monolingual group showed no significant difference in mean scores between the pre- and post-proficiency tests (X1 = 5.16, 5.79), while the bilingual group showed a higher mean score in the post-proficiency test compared to the pre-test (X2 = 4.95, 6.45). In terms of language attitudes, the monolingual group demonstrated a significant increase in L1 preference after the experiment (X1= 10.32, 11.50), while the bilingual group consistently maintained a positive attitude towards L1 throughout the course (X2 = 10.65, 11.32). The analysis also revealed a positive correlation between participants' proficiency and attitudes (r = 1.00, p = .01), indicating that a positive attitude towards language use in the classroom tended to impact participants' proficiency. Overall, these results suggest that the judicious use of Thai in English language classrooms can serve as an advantageous tool for learners, leading to improved proficiency outcomes.
References
Abe, Y. (2011). Perceptions of bilingual teachers by teachers and students. Second language Studies, 29(2), 61-106.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. https://doi.
org/10.2307/3586949
Bhela, B. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Educational Journal, 1(1), 22-60.
Brooks, F., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2)262-274. https://doi.org/10.2307/344508
Brooks, K. (2009). Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning. Applied Linguistics, 30(2), 216-235. https://doi.org/10.1093/applin/amn051
Campa C. J. & Nassaji, H. (2009). The Amount, Purpose, and Reasons for Using L1in L2 Classrooms. Foreign Language Annals, 42(2), 742- 759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
Cook, V. (2002). Background to the L2 user. In V. Cook (ed.), Portraits of the L2 User Z (pp.1-28). SLA.
Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of cross-cultural psychology, 9(2) 131-149. https://doi.org/10.1177/002202217892001
De La Campa, J., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign language annals, 742-759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford University Press.
Ellis, R. (1997). Second language acquisition. Oxford.
Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
Enama, P. (2016). The impact of English-only and bilingual approaches to EFL instruction on low-achieving bilinguals in Cameroon: An empirical study. Journal of Language Teaching and Research, 7, 19-30.
Ford, K. (2009). Principles and Practices of L1/ L2 Use in the Japanese University EFL Classroom. JALT Journal, 31(1), 63-80.
Gaebler, P. (2014). L1 use in FL classrooms: Graduate students’ and professors’ perceptions of English use in foreign language courses. CATESOL Journal, 25(1), 66-94.
Gajšt, N. (2017). Students’ attitudes towards the use of Slovene as L1 in teaching and learning of Business English at tertiary level. ELOPE: English Language Overseas Perspectives and Enquiries, 14(1), 95-112. https://doi.org/10.4312/elope.14.1.95-112
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House Publishers.
Gardner, R.C., & Lalonde, R.N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning:Correlational and experimental considerations.
Language Learning, 35(2), 207-227. https://doi.org/10.1111/j.1467-1770.1985.tb01025.x
Jaliyya, F., & Idrus, F. (2017). EFL students’ attitudes and perception towards English language learning and their English language proficiency: a study from Assa’adah Islamic Boarding School, Indonesia. Journal of Education and Learning (EduLearn), 11(3), 219-228. https://doi.org/10.11591/edulearn.v11i3.4621
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Limited.
Krashen, S. (1988). On course: Bilingual education's success in California. California Association for Bilingual Education.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. Modem Language Journal, 73(4), 440-464. https://doi.org/10.2307/326879
Lee, J., & Lo, Y. (2017). An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners. System, 67, 121-131. https://doi.org/10.1016/j.system.2017.04.017
Macaro, E. (1997). Target language, collaborative learning and autonomy. Multilingual Matters.
Macaro, E. (2001). Analyzing student teachers’ code-switching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548. https://doi.org/10.1111/0026-7902.00124
Machaal, B. (2012). The Use of Arabic in English classes: a teaching support or a learning hindrance? Arab World English Journal, 3(2), 194-232.
Masgoret, A., & Gardner, R. (2003). Attitudes, motivation, and second language learning: A meta‐analysis of studies conducted by Gardner and associates. Language learning, 53(1), 167-210. https://doi.org/10.1111/1467-9922.00227
Mirza, G., Mahmud, K., & Jabbar, J. (2012). Use of other languages in English language teaching at tertiary level: a case study on Bangladesh. English Language Teaching, 5(9), 71-77.
Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Maebashi Kyoai Gakuen College Ronsyu, 8, 147-159.
Nazary, M. (2008). The Role of L1 in L2 Acquisition: Attitudes of Iranian University Students. Novitas-ROYAL (Research on Youth and Language), 2(2), 138-153.
Ocak, G., Kuru N., Özçalışan, H. (2010). As a classroom language, students’ attitudes towards speaking Turkish in English prep classes. Procedia Social and Behavioral Sciences, 2, 661-665. https://doi.org/10.1016/j.sbspro.2010.03.080
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press.
Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT Journal, 46(1), 39-50. https://doi.org/10.1093/elt/46.1.39
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Sarıçoban, A. (2010). Should native language be allowed in foreign language classes? Eurasian Journal of Educational Research (EJER).
(38). 164-178.
Simsek, R. M. (2010). The effects of L1 use in the teaching of L2 grammar concepts on the students’ achievement. Journal of Theory and Practice in Education, 6(2)142-169.
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.
Tian, L., & Hennebry, M. (2016). Chinese learners' perceptions towards teachers' language use in lexical explanations: A comparison between Chinese-only and English-only instructions. System, 63, 77-88. https://doi.org/10.1016/j.system.2016.08.005
Trakulkasemsuk, W., & Ketwandee, T. (2013). Teacher talk in English classroom: L1 or L2 [Proceesing]. The 9th International Conference on Humanities and Social Sciences, Khon Kaen University, Thailand
Zeinivand, T., Azizifar, A., & Gowhary, H. (2015). The relationship between attitude and speaking proficiency of Iranian EFL learners: The case of Darrehshehr city. Procedia-Social and Behavioral Sciences, 199, 240-247. https://doi.org/10.1016/j.sbspro.2015.07.512
Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: teachers' L 1 use or L 2‐only explanations? International Journal of Applied Linguistics, 26(1), 75-98. https://doi.org/10.1111/ijal.12080
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Hathaichanok Wansong
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors retain the copyright to their article but the Journal of Liberal Arts, Prince of Songkla University reserves the exclusive rights to first publication.
