Abstract

The Effect of Using Mother tongue on the Achievement of Tenth Grade Students in EFL Classrooms in Jordan

Dr. Majid AI-Khataybeh

Jordan-Al-Karak-Mutah-Mutah University- Faculty of Educational Sciences –C&I Dept.

This study aimed at finding whether there is a significant effect of using the native language (Arabic) in English as a foreign language classroom on students' achievement at AI-Mazar Educational Directorate. Specifically, it sought to find adequate answers to the following three questions:

1- Is there an effect of using the native language (Arabic) in English as a foreign language on the achievement of tenth grade students at Al­-Mazar Educational Directorate?

2. Is there a difference in tenth grade students' achievement of English that can be attributed to gender?

To accomplish the purpose of the study, the researcher prepared two achievement tests to show the effect of using the native language in English as a foreign language classroom on first secondary students. The students were subjected to a pretest to measure their proficiency in English. The achievement tests have ended up with implications that have been considered to be sufficient for the purposes of the test in terms of validity and reliability. The reliability of the pretest was (0,83), and (0.88) for the post-test. As for the validity the researcher has submitted the tests to a jury of specialists in the faculty of Educational Sciences, English Language and Arts, and teachers of English who teach the first secondary classes at AL­Mazar Educational Directorate.

The data received have been analyzed by using two way (ANOV A). The study has yielded the following results:

1. There are statistically significant differences at the level of (a = 0.05) in first secondary students' achievement that can be attributed to the effect of using the native language (Arabic) in English as a foreign language classroom. The first group studying English alongside with Arabic ranked first in the means of marks (30.01). Meanwhile, the second group studying English without any reference to Arabic language scored the second place with means of marks (27.456).

3. Is there an interaction between the variable of gender and using the native language in English as a foreign Language in the achievement of the tenth grade students?

The sample of the study consisted of (101) male and female tenth grade. The sample was grouped into four sections (classes) that were randomly chosen, and randomly divided into two groups: group 1 and group 2. The achievement tests have ended up with implications that have been considered to be sufficient for the purposes of the test in terms of validity and reliability. The reliability of the pretest was (0,83), and (0.88) for the post-test. As for the validity the researcher has submitted the tests to a jury of specialists in the faculty of Educational Sciences, English Language and Arts, and teachers of English who teach the tenth grade classes at AL­Mazar Educational Directorate. 2. There are statistically differences at the level of (α = 0.05) in tenth grade students' achievement that can be attributed to gender. The means of the females was (30.67), while the means scored by male students was (26.30).

3. There is no statistically significant interaction between the gender and using the native language in English as a foreign language classroom at the level of (a = 0.05). The calculated (F) score value was (6.89), indicating that there is no statistically significant that effect both gender and using the native language in English as a foreign language classroom on first secondary students' achievement. Recommendations for further research were suggested and pedagogical implications of the results of the study were discussed.