Using Students’ L1 (Arabic) in English L2 Classrooms in College Classrooms in Kuwait

Abstract

This study explored the use of students’ L1 (Arabic) in one of Kuwait’s public institutions—namely, the Public Authority for Applied Education and Training (PAAET). The purpose of this study was three-fold: (1) to look at the functions of using L1, (2) to explore any comprehensibility issues and/or academic gains, and (3) to investigate any psychological issues students face when not using L1. The study employed a two-stage data collection phase, where a total of 278 students participated in the closed-ended questionnaire and 6 students participated in the semi-structured interviews. The results showed that students attach several important aspects to the use of L1 in their L2 classrooms. Students expressed that the inclusion of Arabic eases their intake from lectures and allows them to better understand the lectures’ content. However, the findings also indicated that students object to the overreliance on Arabic and instead prefer that teachers strike a balance between L1 and L2 use to maximize their learning.