MOTHER TONGUE-BASED INSTRUCTION: EFFECTS ON LEARNERS’ PERFORMANCE

Bu çalışmada İngilizce derslerinde anadil kullanımına ilişkin İngilizce öğretmenlerinin görüşlerini belirlemek amaçlanmıştır. Yabancı dil öğretiminde anadil kullanımı çok sayıda çalışmanın yapıldığı ve çoğu kez birbirinden farklı görüşlerin ileri sürüldüğü tartışmalı bir konu olarak günümüze gelmiştir. Öğretimin ana paydaşlarından olan öğretmenlerin konuya ilişkin görüşleri hem öğretimin doğrudan içinde olmalarından hem de yabancı dil öğrenme deneyimleri nedeniyle önemli görülmüştür. Öğretmenlerin önemli bir çoğunluğu (%61,7) şaşırtıcı bir şekilde anadilin İngilizce sınıflarında kullanılması gerektiği yönünde görüş bildirmişlerdir. Anadilin ne zaman kullanılması gerektiği konusunda ise katılımcıların yarısı özellikle dilbilgisi konularının öğretiminde anadilden faydalanmak gerektiği yönünde görüş bildirmişlerdir. Anadilin kullanılmaması gerektiği durumlar için ise ilk sırada (%23,5) konuşma ve dinleme aktiviteleri gelmiştir. İkinci sırada (%17,6) görüş bildirenler ise öğrenciler anlamasalar bile anadil hiçbir zaman kullanılmamalı yönünde görüş bildirmişlerdir. İngilizce öğretmenlerinin literatür ile benzer görüşlere sahip oldukları, ortak bir dile sahip olmanın avantajlarından faydalanmak gerektiği yönünde çoğunluğun görüş belirttiği görülmüştür.

Due to the changes in the approaches and methods in English language teaching throughout history, the use of mother tongue (L1) has been one of the most important topics discussed in the foreign language teaching field. Although most of the approaches used nowadays do not support the use of mother tongue, there is a change in the perception towards teachers’ code-switching in foreign language (L2) learning classrooms. There are various recent studies suggesting that using mother tongue facilitates foreign language learning. In this respect, the purpose of this study was to examine the teachers’ and students’ perceptions towards L1 use in L2 classrooms and under which circumstances they preferred using mother tongue. In addition, learners’ preferences of teachers’ code switching were also analyzed. Both teachers’ and students’ perceptions and beliefs on code switching were investigated using the questionnaires, classroom observations and interviews as data collection tools. There were 2 hour-observation periods (90 minutes) in the classrooms of 2 nd grade, 4 th grade and 7 th grade in which the circumstances of L1 use were analyzed to determine if there were any common characteristics of the L1 use. Findings of the revealed that there were some common circumstances where teachers code-switched to facilitate learning in the classroom and that students had some clear preferences for their teachers to switch to L1.

The Use and Functions of Mother Tongue in EFL Classes

This research investigated the effect of mother tongue (Urhobo Language) on the academic performance of Social Studies students in junior secondary schools in Delta State. The study focused on one independent variable, Urhobo language instruction, while academic performance served as the dependent variable, and socioeconomic status was examined as a moderating variable. A quasi-experimental before-test after-test control group design with a 2x2 matrix structure was employed. The population comprised eighty thousand, nine hundred and twelve students of social studies in Delta State during the 2023/2024 academic session, from which 100 students were selected using multistage, purposive, and random sampling techniques. One school was utilized as the experimental group, receiving instruction in Urhobo, while the other group was taught in English. Data were collected using the Social Studies Mother Tongue Test (SSMTT), which had a reliability coefficient of 0.89. The questions raised in the research were answered with descriptive statistics, while hypotheses were analyzed with a t-test at a 0.05 level of significance. Using the Statistical Package for the Social Sciences (SPSS) software. The findings revealed that students taught Social Studies in Urhobo performed remarkably better than those taught in English, demonstrating that mother-tongue instruction enhances comprehension, retention, and engagement. Additionally, socioeconomic status did not moderate the relationship between language of instruction and academic performance, suggesting that language familiarity is more influential than financial status. The study recommends policy initiatives that encourage the use of mother tongue for social studies instruction and good parental support for mother-tongue learning. These findings contribute to educational research by reinforcing the cognitive advantages of incorporating mother-tongue into social studies instruction and its potential to improve learning outcomes across socioeconomic groups.

This study investigated teachers’ use of mother tongue in EFL classrooms in Benishangul Gumuz region, Asosa Zone junior schools during actual classroom instruction of first and second semesters in 2014 academic year. The investigation focused on the functions of Amharic language and its amount in target language classroom. Subsequently, it looked at teachers’ knowledge of L1 use in L2 and if they had guidelines of how mother tongue (Amharic) could be well treated in EFL classes. To select target population for the study, cluster and simple random sampling techniques were used. Stratified sampling technique was also employed in order to select target population proportionally from clustered woredas. To answer the research questions qualitative and quantitative data were collected. Classroom observations, interviews and questionnaire were used to collect data. Observations were accompanied by tape recording and recorded data were transcribed and analyzed to investigate the functions of Amharic during lessons, the amount of L1 use and the distribution of L1 use within teachers and across lessons. It was found that the amount and functions of L1 used were varied between teachers, and the overall proportion of L1 talk was higher than that of found in previous studies. Some teachers consistently used high L1 within the lesson. Data obtained through interview confirmed that the variability was attributed to teachers’ personal feeling about L1 in L2 use. Most of the teachers used Amharic for specific functions such as translation and maintaining discipline. Questionnaire was also used as a complement of qualitative data that aimed at gathering data on teachers’ knowledge of the pedagogical values of L1. The findings showed that there was disparity between all teachers (beginner-higher led teachers) in responding to items and ANOVA confirmed that there was no significant difference between groups of teachers on the current trained of L1 in EFL classroom. Finally, it was found that most of the teachers had no clear guidelines of how to handle Amharic in EFL classes. Finally, teachers’ commitment in maximizing target language input appeared to be indispensable in English language teaching. Educational experts and teacher trainers are also needed to intrude on the problem of maximal amount of mother tongue in target language classroom.

This study identified learners’ perceptions toward using the mother tongue and analyzed the function or occasions of its use in the EFL classroom. A mixed-methods design, employing classroom observation, questionnaire, and semi-structured interview as data collection methods, was used to pursue this study. The questionnaire items gained the students’ opinion on two categories, namely: students’ preference and occasion of mother tongue use. Twenty undergraduate students who took the Speaking course at a private university in Aceh were involved as the participant of the observation and questionnaire. Meanwhile, only three of them were chosen as the interviewee. The questionnaire data were analyzed quantitatively. In contrast, the observation and interview data were analyzed qualitatively. The results indicated that the use of mother tongue brought positive and negative impacts regarding the students’ perception based on their various English proficiency levels. The low level of English proficiency and intermediate students revealed a higher preference toward the mother tongue to understand the instructions, explain unfamiliar vocabularies, and understand the differences or similarities of English pronunciation and idioms. At the same time, the advanced students indicated a negative perception of mother tongue use. They chose to avoid using their mother tongue to improve their skill through maximum exposure to English as the target language in the speaking classroom atmosphere.

This paper reports on a study that investigated challenges faced by Bachelor of Education (Pre and Lower Primary) final year University of Namibia students at Katima Mulilo Campus when they taught through the medium of mother tongue during School Based Studies (SBS). The study is located in the interpretive paradigm and is an intrinsic case study. It is shaped by the school of thought that supports the use of mother tongue as the medium of instruction in lower primary classrooms. Two students at two different School Based Studies support schools were studied. Data were collected by using interviews and classroom observation. One student teacher taught in Grade 2, and the other one taught in Grade 3. Both were interviewed and their lessons were observed. Interviews and observations were transcribed and translated into English. The results of the study show that Pre and Lower Primary Bachelor of Education final year student teachers faced various challenges with regards to the use of mother tongue as medium of instruction during SBS. The challenges ranged from their inability to express themselves fluently in the target language (Silozi in this case); difficulties in translating concepts from English into Silozi (mother tongue) since the curriculum is in English; writing words; planning lessons in the target language; a lack of materials in line with topics, more especially topics of integration. The study recommends that the Silozi orthography should be made available to all the schools in the region; teachers should receive intensive training on how to teach through the medium of Silozi; lessons that are taught through the medium of Silozi should be planned in Silozi and not in English; there should be Silozi dictionaries to assist teachers with translation. Finally, there should be relevant Silozi teaching and learning materials.

This study investigated the relationships between oral language proficiency level and oral compensatory strategies of the Grade 8 learners. It also described the possible association of compensatory strategies to academic performance in English, and their mother tongue. A total of 50 learners who were enrolled during the School Year 2021-2022 served as the participants in this study. The researcher used two (2) assessment tools to gather the needed data. The first was a questionnaire validated through an oral interview that consisted of 8-10 “Wh” questions related to their background. The second was the picture-cued narration. The researcher personally administered both the interview and the picture cued narration. The data gathered were computer processed using the software on Statistical Package for Social Sciences (SPSS). The results denote a considerably high level of Oral Language Proficiency with a grand mean of 3.70 in terms of accuracy and 3.63 on fluency which means that the participants belong to the group of advanced intermediate speakers. However, there was no significant relationship between oral language proficiency and compensatory strategies of the participants as well as on their academic performance in English and their mother tongue.

This study aims to evaluate the implementation of Religious Education in elementary schools using the mother tongue as the primary medium of instruction. The study is motivated by the low internalization of moral values among students, despite religious lessons being conducted routinely. The mother tongue was chosen as the approach because it is considered closer to students’ daily lives and capable of fostering a stronger emotional connection to religious content. The research employed a descriptive qualitative method involving classroom observations, interviews with teachers and students, and analysis of learning documents. The results indicate that the use of the mother tongue in Religious Education can enhance students’ understanding of religious concepts, promote their engagement in spiritual discussions, and reinforce daily worship practices. However, several challenges emerged, including limited religious vocabulary in local languages and the need for teacher training. The study recommends systematically integrating the mother tongue into religious instruction at the elementary level to cultivate moral values in a contextual and meaningful way.

This study investigates how instructors use their mother tongue in an EFL classroom, which identifies how the instructor uses the mother tongue in the EFL class, regarding its frequency and function. Observational study methods are used in this study. In this study, the researcher observed an instructor in a foreign language class at a junior high school in Yogyakarta. Furthermore, an observation form framework is used to stay focused and the information captured is specific. This study uses an observational framework developed by Paker & Karaağaç (2015). Based on research findings that the use of mother tongue in foreign language classes uses 6 language functions. Of the 6 language functions, the use of the mother tongue is very often used with different purposes but still the mother tongue has a role as a liaison for the target language in order to achieve learning objectives in the classroom.

Previous studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance their target language proficiency. Several disadvantages of using Vietnamese were also mentioned, for instance, hindering learners’ language improvement, causing their laziness and passiveness. Suggestions are proposed to raise EFL teacher’s awareness on the extent of English and Vietnamese in their teaching to help leaners achieve objective of the class.

The purpose of the current study was to explore the effect of learners' age variation and their perceptions on the responses about mother tongue use in L2 learning at degree level. To find out an obvious understanding of this subject matter, the study focused on 577 L2 learners, for the sake of data collection questionnaire war used as a research tool. The data were analyzed through SPSS (statistical package for social sciences). Data were analyzed using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The results of the study indicated that the undergraduate learners showed highly positive perceptions regarding the use of mother tongue in the L2 classroom. The majority of the undergraduate respondents preferred using mother tongue in certain situations for specific reasons such as while learning about grammar rules and its usage in the target language classroom, discussing course policies, attendance, and other administrative information, explaining some difficult concepts, to give directions about exams and in introducing the aim of the lesson, to discuss tests, quizzes, and other assignments appropriately.

This study explores the digital language practices of Hungarian university students in Romania, focusing specifically on their use of the mother tongue in digital environments and the factors influencing its occurrence. These students draw on a multilingual repertoire that includes their mother tongue, the official state language (Romanian), and English. They use Hungarian as a primary means of expressing cultural identity, rely on Romanian for local social integration, and view English as essential for participation in global social, educational, and economic domains. The findings reveal that the Hungarian students’ digital activities align with typical patterns observed in their age group, including social media engagement, online communication, and information seeking for academic or personal purposes. Hungarian youth in Romania operate as multilingual users in digital spaces, yet they demonstrate a clear preference for their mother tongue. Their language choices in digital contexts depend heavily on topic, audience, and platform. On platforms such as Facebook, Hungarian dominates, reflecting local identity and close social ties, whereas English is more commonly used on platforms like Instagram and YouTube, where entertainment and self-promotion are central. Students tend to use Hungarian to maintain personal relationships, English for entertainment and self-development, and Romanian primarily for navigating local services. The study confirms that digital environments offer an enabling context for the expression of multilingualism and the continued use of minority languages, as these spaces impose fewer linguistic restrictions than offline communication. However, high levels of English proficiency correlate with a reduced tendency to engage exclusively in digital activities using the mother tongue.

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The paper investigated the local implementation of the National Policy of Education (NPE) on the use of mother tongues or the languages of the immediate community. Using a case study approach of Yoruba medium of instruction in Ikire in the south-western part of Nigeria, data were collected from 50 teachers from both private and public schools. These respondents were selected on being able to satisfy the following conditions: first, they should be able to communicate in Yoruba; second, they should have adequate teaching experience; third, they should have good academic qualifications; and fourth, they should have been teaching, for more than a year, Elementary Science (the particular classroom subject the study examined being taught to the pupils). These conditions ensured the teachers engaged had cognate experience in teaching a science subject that can reveal the level of terminology development within Yoruba as an adequate medium of mother tongue instruction. The result affirmed the advantages of Yoruba medium of instruction over English; however, Yoruba was not exclusively used for the pupils contrary to the expectation in the mother tongue medium of instruction policy. Most of the teachers used in the study preferred to employ a bilingual mode of instruction combining Yoruba with English, claiming that English had better educational resources for the subject they were teaching. This paper, though, based on a local case study, can be used to estimate the expected limitation to be encountered while implementing mother tongue instruction in a similar linguistic domain.