Metalinguistic Awareness and Language Dominance: How Do Bilingual Saudi Graduate EFL Learners Use These in Learning?

Abstract

The present study addresses the research gap in studies on the role of metalinguistic awareness and language dominance amongst EFL learners in the Saudi context. It empirically contributes to the research context on metalinguistic awareness and its association to the phenomenon of language dominance in the language development of EFL learners. The study was conducted in the English Department of Hail University, Saudi Arabia. Using systematic random sampling set at 95% level of confidence with proper observance of the assumptions in inferential statistics, results revealed that most of the respondents were Bilingual English Dominant (BED). Moreover, there is a highly favorable level of metalinguistic awareness on learning L2, knowledge and regulation categories were registered among the respondents. In like manner, the respondents reported a medium level of language dominance on use and exposure which is a sign of their departure from the full dominance of their L1 into mastering English language. Further, test of correlation showed a high direct and positive interaction between metalinguistic awareness and language dominance (r= .923) indicating that the higher the level of metalinguistic awareness the more the students manifest a favorable adherence to their dominant language. Findings positively contribute on how curriculum and language experts may adopt English language teaching strategies to prepare Saudi EFL learners become proficient speakers to participate in the global market and set them firmly on their career path.