Using Arabic in English Learning Classroom within Saudi Arabia - Research Proposal Example

RESEARCH PROPOSAL Using Arabic in English Learning Classroom within Saudi Arabia By (Insert your names here) Introduction The place of the first language in the acquisition of English has been the subject of controversy among scholars. There have been arguments on the utilization of the first language in the English classroom and such arguments and shifts have depended on the accompanying political and contexts and trends in the usage of mother tongue in teaching English classroom. Additionally, Troudi (2007) highlights that the use of the learners’ first language in English classroom is a controversial pedagogical issue in a number of EFL programmes within Saudi Arabia. Prior to teaching in the Saudi Arabia, some scholars such as Storch and Wigglesworth (2003) have thought that being an Arabic who is able to speak English as second language teacher would be an added value or asset to an schools whose main clientele are native Arabic speakers. This study is aware of the dynamics of English as first language and English as second language in English speaking countries vary as there are cases where ESL students are immersed in English outside the ESL classes. However, this case investigates English as second language learners within the context of Saudi Arabia. Generally, I see the value of L1 as a constructive pedagogical tool that can be used in English learning classes within Saudi Arabia. This research proposal therefore seeks to understand effects of exploring pedagogical issues of using Arabic in English learning classroom within Saudi Arabia. Literature review Starting with linguistic imperialism, studies such as that of Philipson (1992) has explored the constituent fallacies that underlie the English learning profession, which has contributed to English linguistic hegemony, which he has defined as, “the implicit and explicit beliefs, values, purposes and activities that can characterize the English learning profession and which has contributed significantly to the maintenance of English as a dominant language” (p.73). It is therefore clear that there is one fallacy; it is the monolingual fallacy which is the belief among scholars that English is best taught monolingually. The problem with this research or rather fallacy is that it has become relatively unquestioned which has underpinned the English only policy, a situation where L1 is considered a problem or hindrance in learning of English as second language in Saudi Arabia. The best approach to be used to understand impacts of using Arabic in English classroom is to consider Auerbach (1993) Monitor Model where the scholar emphasizes on a natural approach to language acquisition. The Model posits that English within Saudi Arabia can be acquired through the process of as L1 (Arabic), and where immense exposure to the English as L2 is required but the same time limiting the exposure of L1. In as much, this model tends to miss some important aspect of using Arabic in English speaking classroom within Saudi Arabia. That is, it fail to recognize that while L1 is essential pedagogical tool, such needs to applied in a collaborative way such that one does not hinder another. A number of studies have shown complications and benefits associated with the use of Arabic in teaching English classroom within Saudi Arabia (Scott and De La Fuente, 2008). The complications that have been suggested include Karmani’s (2005) idea that rationale that is used to justify Arabic in English classroom is neither conclusive nor pedagogically sound since learners will be enhancing the already acquired eloquence in L1. Looking at this suggestion, the general assumption that has surrounded this understanding and argument is that using Arabic in English classroom is that such must be done or taught through English and not by using L1. Assessing the argument of Storch and Wigglesworth (2003) critically, they question how learners can truly appreciate the tenets of the targeted language if they are continuously exposed to L1 (Alshammari, 2011). This argument contradicts Mahmoudi and Amirkhiz who critically assessed the amount of the first language use in English classes within Abu Dhabi. In doing this, they made comparisons in which the two teachers (Mahmoudi and Amirkhiz) applied different teaching methods. Mahmoudi applied Grammar-Translation Method and in so doing heavily depended on translation to the first language. Going by Alshammari, L1 has no any significant role to play when it comes to EFL and for that matter, too much use of Arabic in English classroom may deprive learners valuable input in the adoption of English language. Unfortunately, none of the scholars bring documented evidence either from teachers’ or students’ perspective regarding the claim as put. Al-Hadhrami’s (2008) study has showed the significance of L1 in scaffolding Arabic learners as well as optimizing learner interest in cognitively demanding tasks. Such findings has also been mirrored in Aburumuh et al. (2009) who tried to find types of tasks that may reduce cognitive overload, sustenance of collaborative interactions as well as fostering the development of metalinguistic terminology. These are studies that have significantly supported the role of first language is teaching of English. These researches have been faulted by contemporary scholars such as Afzal (2012); Cook (2001); Al-Buraiki (2008) who posit that L1 represents a powerful source that can be applied to enhance English teaching but such should be used in a principled way. This research explored the students’ reactions when instructors use Arabic language when teaching English in the Department of English and Modern European languages at the University of Qatar. Answering the question whether L1 has no any significant role to play when it comes to EFL it was found that all of the native instructors who are native speakers of English and 70% of non-native speakers of English agreed that it was profitable to use Arabic in English teaching. Despite these findings, studies that have explored the attitudes of learners towards the use of Arabic in English classroom continue to remain scanty with existing findings include the questionnaire that was distributed by Auerbach during a conference and in the process, 86% of the students responded that they sometimes preferred the use of Arabic while in English classroom. To these findings, the conclusion that she made was that as long as the pedagogy is applied accordingly. This study therefore aims at exploring the effects of using Arabic language in English classroom within Saudi Arabia. Research Questions As already been established, using Arabic in English classroom has been conceptualized differently in the academic literature and this is to mean that several dimensions views exist within Saudi Arabia schools and as such, within the realm of the same institutions, the issues is contingent on many of the cultural and social aspects of such schools or institutions. As this continues to be the case, this research seeks to be specific in its understanding of the research topic. To achieve this, the following research questions have been identified: What are students’ perceptions of the potential benefit of the use of Arabic language in the English learning classroom? To what extent does students support the notion that the EFL classroom should be an English only environment for maximize their learning? What are teachers’ own views on this issue? The identification of these research questions embeds the research proposal to a specific purpose. Therefore its main purpose is to understand the meaning of using Arabic in English classroom within the context of Saudi Arabia schools. Such will try to focus on recent practices of the identified schools but assessing such within the contexts of the definitions provided above. In order to find the divergence of such understandings within the theoretical models, we need to focus the attention of this research proposal by exploring how institutions have attempted to use Arabic language in English classrooms. More significantly, the best way to find how such has been done is to revisit literatures detailing such usage within Saudi Arabia as this will provide guidelines for the hypotheses, and the theoretical frameworks to be adopted. Study Population, Sample Size and Unit of Analysis Based on the research questions, understanding how Arabic language can be used in English learning classroom needs recent case studies from leading all levels of learning within Saudi Arabia as long as such levels have exhibited teaching of English to Saudi Arabian students. For such schools to give data which answer the questions, we will be working with 4 schools in all the 7 emirates at regional and national level with such also touching on private and international schools operating in Saudi Arabia. To effectively integrate research data within the context of the research questions, each school will represent a single unit of analysis thus regarded as a case study. Working with the research topic as a guideline, the identified schools will be a tool for analysis where we will focus on several participants within every schools. In order for the research data to answer specific questions as outlined, there will be a survey questionnaire sent in prior as a source of primary information with such given the identified schools. For the consistency of data from survey questionnaire, the same questions will be prepared regardless of the level of or the location of the school where each questionnaire is sent. Research Method: Survey Questionnaire As can be noted, the research proposal seeks to answer three critical questions with a view to understating what it means using Arabic in English classroom within Saudi Arabia. This is to mean that the prepared primary source of data sampling---survey questionnaire will be used to conduct the survey for considerable period of time. This proposal has considered such to be after 1 (one) month through which data will be collected and analysed. To be in tandem with the research question, research hypotheses and theoretical framework, the questionnaire will be designed on the basis of existing empirical studies, literatures reviewed and previous studies on similar or related topics. Data Collection Data collection needs consent from the participant and the reason given why the data should be collected in the first place. Introductory letter will be sent to inform participants on the purpose of the data from them, in this case we deal with operational measures and definitions. Based on the purpose of the research, sources of data will be primary and secondary with the former obtained through the aforementioned questionnaire and the latter from relevant sources as we highlighted in research method section. Basing on such collection, we schedule first phase to encompass data collection from the identified teachers and students. However, before commencement of data collection, the proposal will seek consent from research committee and research ethics committee especially on whether or not to engage the identified participants. Data Analysis and Interpretational Methods used Since we intend to interact directly with respondents through the questionnaire, thematic analysis model is going to be adopted to augur well with our quantitative analysis of the set survey questions. As answers from the questionnaire are expected to be divergent, as a model, thematic analysis will seek to find meanings to the comments given thereafter categorizing such comments into understandable format. Once we have coded and categorized these comments into unique and or related themes, they are therefore synchronized and ranked according to their importance to the research question and purpose of the study. This will further be underscored by applying relevant statistical analysis models so as to reach intended conclusion that also supports research questions. A blueprint of this information is as provided below: Application of confirmatory factor to test hypotheses Application of regression coefficient in measuring variables Adoption of factor analysis to find existing relationship between structures and variables Risk and Risk Mitigation This research proposal intends to obtain data from top schools like the British International School located in Riyadh within Saudi Arabia therefore it may suffer low or marginal response rates. This is one of the risks we anticipate and have to be mitigated. The challenge with this risk is that in the event of low or marginal response rate, we will lack fair response. There is an element that has been suggested to deal with such risks. That is to make respondents feel part of this research and be made aware that the outcome of the research will benefit them and their organization at large. Privacy This research proposal intends to guarantee confidentiality of the data as obtained from respondents and such will not be let to public domain. Secondly, anonymity of the data will be ensuring by also ensuring respondents are not identified by their responses. Original contribution Unlike argument presented in previous researches reviewed, this research add new value since it will seek students’ perceptions of the potential benefit of the use of Arabic language in the English learning classroom and relate it with cross-cultural pragmatics as postulated among Saudi Arabian learners. Research schedule The data will be collected over a period of one month starting from May 2014, References Aburumuh, H. A., Smith, H. L., & Ratcliffe, L. G. (2009). Educators’ cultural awareness and perceptions of Arab-American students: Breaking the cycle of ignorance. The Journal of Multiculturalism in Education, 8. Afzal, S. (2012).Relationship between Providing Persian Equivalents of English Adjectives and Iranian EFL Learners' Active Vocabulary.International Journal of English Linguistics, 2 (1), 231-238. Al-Hadhrami, A. H. (2008). The role of the L1 in Grade 5 EFL classrooms. In S. Borg (Ed.). Investigating English language teaching and learning in Oman. Muscat: Ministry of Education, Oman. Alshammari, M. M. (2011). The Use of the Mother Tongue in Saudi EFL Classrooms. Journal of International Education Research, 7 (4), 95-102. Al-Buraiki, M. (2008).The L1 in Young Learner Classrooms: Teachers’ Views and Practices. Retrieved on April 17 from http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/baproject/ version2/Ch2.pdf Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, vol. 27, 9- 32. Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57, 402–423. Karmani, S. (2005). Petro- Linguistics: The Emerging Nexus Between Oil, English and Islam. In Journal of Language, Identity, and Education, 4(2), 87-102. Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press. Scott, V. and De La Fuente, M. (2008). What‟s the Problem? L2 Learners‟ Use of the L1 Durin Consciousness- Raising, Form focused Tasks. In The Modern Language Journal, 92, 1, 100-113. Storch, N. and Wigglesworth, G. (2003). Is there a role for the use of L1 in an L2 setting? TESOL Quarterly, 37, 4, 760-769. Tashakkori, A. and Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. California: Sage Publications. Troudi, S. (2007). The Effects of English as a Medium of Instruction. In Jendli, A., Troudi, S. & Coombe, C. (Eds.). The Power of Language: Perspectives from Arabia. Dubai: TESOL Arabia. Read More