The Effect of Using English-Only and English-Arabic on the Grammar Achievement of EFL Undergraduates at Hashemite University in Jordan

Mohammed M. Obeidat, Arqam M. Mohideen


Second language (L2) teaching and learning and the use of first language (L1) in the EFL classroom are debatable issues among educationists, specialists, and researchers. Some of them argue that L2 should be taught through L2 and others contend that L1 should be used as a support for L2. As a result of this controversy, the researchers have decided to conduct this study to investigate the impact of using English-only and English-Arabic on the grammar achievement of undergraduate EFL students. The research instrument used was a pre-post-test developed by the researchers. Two groups were randomly chosen: The experimental group was taught by using English-only whereas the control group was taught through English-Arabic. The variables used and may affect the findings of the study are: school-type, study-year, and Grade Point Average (GPA). Results of the study showed statistical difference in the means of students’ scores, in favor of the control group, private-school students and higher achievers. However, they revealed no statistical difference according to study-year.

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