Facts and Fallacies Regarding LI Usage in EFL Teaching and Learning: A Case Study of Saudi Context

Abstract

The present research tends to investigate the common fallacies and worldviews about LI usage in EFL teaching and learning scenario and thereby explore the most down-to-earth empirical findings drawn on Saudi Arabian context. Many applied linguists, ELT teachers and professionals have reflected upon the inclusion or exclusion of LI usage in EFL class since the inception of EFL teaching and remained at loggerhead until now due to worldwide contextual variance. Some of them recommended the calculated use of L1 in EFL classroom and advised teachers to adopt “a cautious, enlightened, and eclectic approach”. On the contrary, other theorists proposed total removal of LI in EFL classroom. With a view to revisiting the issue specific to Saudi context, three quantitative and qualitative surveys were conducted on ELT specialists, native and non-native teachers of English and EFL learners of Saudi schools and universities. Likert’s five point scales were used to analyze the collected data. Based on these surveys, some significant findings covering the wider spectrum of LI usage in the teaching of language skills, vocabulary and grammar, have been inferred. The most dominant exploration of the present research endorses occasional LI usage in vocabulary and grammar classes but disapproves of it in listening and speaking classes.